UDL Presentation: Sharing Ideas UDL Presentation: Sharing Ideas and Building Resourcesand Building Resources

By: Vickie P. Murphy

Outline the Inspiration for UDL

• Present information and content in different ways (the “what” of learning).

• Differentiating the ways that students can express what they know (the “how” of learning).

• Stimulating interest and motivation for learning (the "why" of learning).

Recognition

Provide alternative formats for presenting information– Provide multiple examples– Highlight critical features– Provide multiple media and format– Support background text

•Example: Media and formats such as computer, textbook, CD, music

Strategic

Provide alternative means for action and expression– Provide flexible models of skilled performance – Provide opportunities to practice with supports – Provide ongoing, relevant feedback

– Offer flexible opportunities for demonstrating skill

•Action and expression; relevant feedback.

Affective• Provide alternative means for engagement

– Offer choices of content and tools

– Offer adjustable levels of challenge

– Offer choices of rewards

– Offer choices of learning context

• Examples: Motivation, interest, engagement, desire and curiosity.

Resource:http://www.cast.org/teachingeverystudent/toolkits/

tk_procedures.cfm?tk_id=61

Central Role of Technology in UDL

• As new curricular materials and learning technologies are developed, they should be designed from the beginning to be flexible enough to accommodate the unique learning styles of a wide range of individuals, including children with disabilities.

• Examples– Accessible Web pages– Electronic versions of textbooks and other curricular

materials– Captioned and/or narrated videos

Reference: http://www.nectac.org/topics/atech/udl.asp

Impact of UDL in Adult Education

• Students will be able to stay focus.• Learn that the computer is not their enemy,

but their friend.– Show them the different things that a computer

can do such as Internet, clip art & etc.• A textbook that is not complex, but easy to

read and understand.• Follow instructions without feeling

intimidated

Brain Research and Learning Differences

• Recognition – the back of the brain. Sensory organs such and eyes, ears, nose and throat. The process patters and recognizes smell. Designed to process.

• Strategic – the front of the brain. Process actions and make plans.

• Affective – emotions. Evaluate patterns. Ways to recognize, organize and engage in different actions (Rose).

Resource• Laureate Education, Inc. (Producer). Brain Research and

Universal Design for Learning, featuring Dr. David Rose

Implications• There are no regular students.• Each student brings a unique assortment of strengths, weaknesses,

and preferences.• Patterns of strengths and weaknesses in all three networks

interacts with teaching and learning environment in ways that can bring either frustration or progress.

• A problem in one area can receive too much attention that other issues are missed.

• When students are categorized in broad categories many subtle and important qualities and focus instead on a single characteristic.

• Referencettp://cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm

UDL: Support Cultural, Ethnic, Linguistic, and Academic Diversity

• Technology to allow students create their own work

• Students to capture oral records of their work• Students work together in pairs• Teachers to ensure that minorities have

access to technology• Integrate technology in curriculum to meet

the needs of the learners (Bray, M., Brown, A. & Green, T.D., 2004).

CAST Online Tools

• UDL Goal Setter– find clear goals for the class that represent core instructional

purpose of the learning activity and support various ways for achieving the goal.

• UDL Solutions Finder– gives you practice applying CAST's three UDL principles to derive

alternative media, materials and methods when planning a lesson or a unit of curriculum.

• UDL Class Profile Makerhelps you understand your students' strengths, needs, and

interests as individuals and as a group.

Resources• Bray, M., Brown, A. & Green, T.D. (2004).

Technology and the Diverse Learner, A Guide to Classroom Practice. Corwin Press, CA.

• Education, Inc. (Producer). Brain Research and Universal Design for Learning, featuring Dr. David Rose

• http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=61

• http://cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm

• http://www.nectac.org/topics/atech/udl.asp