Universal Design for Learning: A Framework for Teaching All Learners

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Universal Design for Learning: A Framework for Teaching All Learners. August 20-22 Wakefield, MA. UDL Connect: For Online Resources & discussions. 1. Sign up for the site 2. Join our group. #UDL social media. CAST UDL Center AIM Center. - PowerPoint PPT Presentation

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<p>PowerPoint Presentation</p> <p>Universal Design for Learning:A Framework for Teaching All Learners August 20-22Wakefield, MAHave a vocabulary word wall:1UDL Connect:</p> <p>For Online Resources &amp; discussions</p> <p>http://community.udlcenter.org/This is a site that can be used during the workshop and indefinitely after to build online resources, tools, links and discussions.</p> <p>Be sure to (1) Sign in to UDL Connect and (2) join our group2</p> <p>1. Sign up for the site2. Join our group#UDL social media</p> <p>CASTUDL CenterAIM Center</p> <p>Use Twitter? Use #UDL in your tweets during the workshop!#UDLchat: 1st &amp; 3rd Wednesdays of the month, 9-9:30pm ETDo a search for our three organizations on your favorite social media sites!</p> <p>PLEASE NOTE: The #UDL hashtag is just an example choose whatever hashtag you want for the workshop youre doing. If you do not wish to have a workshop-specific hashtag, please leave the reminder about using the #UDL hashtag in case people decide they want to tweet.</p> <p>There are too many to list on the slide, its easier for people to just do a search for the three organizations. Theyre easy enough to find on the four sites listed above (Twitter, Facebook, Google+ and YouTube). However, if people have trouble finding the sites, Ive included the direct links below:</p> <p>Connect with CAST:CAST on Twitter:https://twitter.com/cast_udlCAST on Facebook:https://www.facebook.com/CenterforAppliedSpecialTechnologyCAST on Google+:http://goo.gl/3q7OmCAST on YouTube:http://www.youtube.com/user/UDLCAST</p> <p>Connect with the National Center on Universal Design for Learning:UDL Center on Twitter:https://twitter.com/udl_centerUDL Center on Facebook:https://www.facebook.com/UDLCenterUDL Center on Google+:http://goo.gl/poBrjUDL Center on YouTube:http://www.youtube.com/user/UDLCenterUDL Connect Ning:http://community.udlcenter.org/</p> <p>Connect with the National Center on Accessible Instructional Materials:AIM Center on Twitter:https://twitter.com/aim_centerAIM Center on Facebook:https://www.facebook.com/AIMCenterAIM Center on Google+:http://goo.gl/JYjlMAIM Center on YouTube:http://www.youtube.com/user/AIMNationalCenter4Who are we?Loui Lord Nelson llordnelson@cast.orgAllison PoseyEmail: aposey@cast.org</p> <p>Getting to Know YouFind a QUADRANT PARTNER for discussions during the institute</p> <p>1342The goal of this activity is to get to know other participants from the workshop. We have an international group and would like to benefit from the collective expertise in the room! At different points during the workshop, discussions will target different quadrant partners.</p> <p>Quadrant 1: discuss your job descriptionQuadrant 2: discuss where were you born, geographic backgroundQuadrant 3: discuss your favorite part of school (elementary, middle, high, college)Quadrant 4:discuss your favorite time of day, why6Institute GoalsDay 1: Build backgroundTo learn how UDL addresses challenges of learner variability</p> <p>Day 2 &amp; 3: ApplicationTo strategize how to apply UDL to practiceTo build tools &amp; resources</p> <p>To meet these goals, we will provide multiple means of representing content, of being able to act with the content, and to engage with the objectives. (we will model UDL!)Knowing how people learn can purposefully design learning environments7Seen another way:</p> <p>Build BackgroundUDL GuidelinesApplicationLesson PlanningThroughout the workshop, we will continue to reference research that has been done in neuroscience and cognitive science. 8This workshop: build awareness</p> <p>Analogy! This workshop is like your first visit with a travel guide with this visit, the travel guides will tell you about UDL &amp; a journey you might want to take. At this point, you are not signed up to take the the real trip yet! You are just building your background.</p> <p>Implementation of UDL is a process of change that can take years to integrate at the classroom, school, and district level. The phases are recursive and can be revisited many times with growing understanding of UDL. For more information on UDL Implementation, visit the following site: UDL Implementation, A Tale of 4 Districts: http://www.udlcenter.org/implementation/fourdistricts</p> <p>The goal of this workshop is to Explore UDL. 9What are your goals?</p> <p>For this workshop</p> <p>For your professional developmentPause for a moment to consider why you signed up for this workshop. What are your personal and professional goals? You can write your goals and revisit often to be sure you are on the path to reach your target goals.10Where are you in your understanding about UDL?1 = Just beginning!</p> <p>2 = I know a little about UDL!</p> <p>3 = Ask me anything about UDL: I could lead this session!We recognize there will be variability in the understanding and background of UDL. UDL supports to build background:The UDL Connect site has additional background videos and articles to read, re-read to build background or to dive deeperThe notes section of the power points will provide diving deeper options for those of you who already have a strong background. Feel free to read and explore the content. Foster collaboration: identify other participants who may be good supports for building understanding and for discussions.Add to the UDL Connect discussion posts or Tweets with comments and questions you have during the workshopDuring work time, ask for additional help from CAST staff11</p> <p>The Marshmallow Challenge </p> <p>Goal: to build collaboration around designGoal: to collaborate with peers around a design that utilizes any combination of materials in the bags to build the TALLEST structure with the FULL marshmallow on top!12</p> <p>18 minutes.</p> <p>Measure the Structures: From the shortest standing structure to the tallest, measure and call out the heights. If youre documenting the challenge, have someone record the heights.</p> <p>13Rules18 minutes, team of 4build the tallest freestanding structureCannot be suspendedEntire marshmallow on topUse as much/little of the contents in bag (not the bag); can break, cutCannot hold onto the structure</p> <p>Have fun, collaborate &amp; be creative</p> <p>Begin!</p> <p>http://www.online-stopwatch.com/world-games-running/15Watch the TED talk (optional)</p> <p>http://marshmallowchallenge.com/Welcome.html</p> <p>Kids do Better than Business Students: On virtually every measure of innovation, kindergarteners create taller and more interesting structures.</p> <p>Prototyping Matters: The reason kids do better than business school students is kids spend more time playing and prototyping. They naturally start with the marshmallow and stick in the sticks. The Business School students spend a vast amount of time planning, then executing on the plan, with almost no time to fix the design once they put the marshmallow on top.</p> <p>The Marshmallow is a Metaphor for the Hidden Assumptions of a Project: The assumption in the Marshmallow Challenge is that marshmallows are light and fluffy and easily supported by the spaghetti sticks. When you actually try to build the structure, the marshmallows dont seem so light. The lesson in the marshmallow challenge is that we need to identify the assumptions in our project - the real customer needs, the cost of the product, the duration of the service - and test them early and often. Thats the mechanism that leads to effective innovation.</p> <p>16Why begin with this exercise?Design: collaborativeiterative process </p> <p>Goal driven</p> <p>Feedback about what works, prototypesUh-oh ta-da!</p> <p>http://marshmallowchallenge.com/Welcome.html</p> <p>Kids do Better than Business Students: On virtually every measure of innovation, kindergarteners create taller and more interesting structures. Prototyping Matters: The reason kids do better than business school students is kids spend more time playing and prototyping. They naturally start with the marshmallow and stick in the sticks. The Business School students spend a vast amount of time planning, then executing on the plan, with almost no time to fix the design once they put the marshmallow on top.The Marshmallow is a Metaphor for the Hidden Assumptions of a Project: The assumption in the Marshmallow Challenge is that marshmallows are light and fluffy and easily supported by the spaghetti sticks. When you actually try to build the structure, the marshmallows dont seem so light. The lesson in the marshmallow challenge is that we need to identify the assumptions in our project - the real customer needs, the cost of the product, the duration of the service - and test them early and often. Thats the mechanism that leads to effective innovation17Why start with that activity? Variability!</p> <p>Strategy</p> <p>Engagement</p> <p>RepresentationVariability in many aspects of the process. For example, some may prefer to just try/do while others like to plan. Some may enjoy the group collaboration, others may have preferred to work alone. Some may have had more background or have even done this challenge!</p> <p>Variability is the rule we know we will have variability in every classroom including this workshop! There is some predictable variability that we can begin to design for even before we meet the students/participants.</p> <p>18Current neuroscience about learning*Variability</p> <p>*Learning occurs at the dynamic interaction between learner &amp; environment (context matters!)</p> <p>Variability:</p> <p>For example, these three functional magnetic resonance images (fMRI) are an example of individual variability. They show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. As you can see, each of these three individuals shows a unique pattern of brain activation.For more information on fMRI, visit Neuroscience for Kids: http://faculty.washington.edu/chudler/image.html</p> <p>Image credit: Teaching Every Student in the Digital Age: Universal Design for Learning (Permission granted)</p> <p>20Context matters</p> <p>Reflect on your practice: how does a student in one class look different when in a different context (ie: on the stage, during lunch, with their parents)</p> <p>Examples include:Baby in water: the step reflex they do not have on land returns when in the context of water!Tale of 2 mice: these mice are identical twins! Based on their diet, environment, they are now very different: even their DNA is different! For more information, visit (video included): http://www.pbs.org/wgbh/nova/body/epigenetics.htmlA fun, elementary age book related is: Fish is Fish book, by Lionni (1970) where fish who cannot explore land talks with a frog who has been on land. As the frog describes things on land, the fish constructs new knowledge based on their own current knowledge!</p> <p>21UDL: Variability &amp; Context Matter</p> <p>Video: Link (http://www.youtube.com/watch?v=8WClnVjCEVM) to the you tube video, Variability Matters (10:12 minutes)Todd Rose, from CAST presented at the Cyberlearning Research Summit on January 18, 2012.</p> <p>As you watch: what resonates? What new ideas were inspired? What applications can be made to practice? </p> <p>To watch another video (16 min) that explores Variability, watch David Rose and Todd Rose (they are not related!): http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore22Elbow buddy discussionShare a key take-away.</p> <p>What resonated?</p> <p>How do ideas of variability &amp; context relate to this discussion?</p> <p>Think about Todds argument: The design of Rubik cube &amp; options for strategy lead to engagement and mastery.What happens when we design for the average? (shoes, for example)</p> <p>23Break</p> <p>Building Background:Started in the margins</p> <p>CAST began as a small group of neuropsychologists in the early 1980s. Based on the medical model of diagnosing individuals with problems of learning, the initial team was dissatisfied with their recommendations which did not seem to support the student once he/she left the clinic. They found that many of their design modifications, recommended for one student, could benefit others in the classroom as well. Initial work was to take advantage of emerging technologies that could help a student with disability overcome barriers in the environment. For example, a word processor could help a student who struggled with the fine motor skills needed to write with a pen. </p> <p>We believed that digital tools could offer the flexibility that could be powerful levers for students who most needed better leveragestudents with disabilities. 1986 CAST, Inc.25Inspired by Universal Design all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.</p> <p>Goal for this session: to understand how UD informed UDL in thinking about design, barriers, and goals. What are some of the barriers to typical design?</p> <p>26What is the goal?What are the barriers?</p> <p>Identify the goal:</p> <p>Identify barriers that prevent access to the building. Extend the possible barriers to individuals without the obvious disabilities, e.g. someone pushing a baby carriage will have difficulty with access; someone with a dolly will have trouble bringing packages into the building, someone for whom English is not their primary language will not be able to read the Post Office sign over the doorway.</p> <p>Think about design, recognizing that variability is the rule and make the design available for everyone.27You can retrofit, however </p> <p>Retrofits are often ugly and expensive and often do not work very well!28How can you design from beginning to reduce barriers so all can reach the goal?</p> <p>This shows the elevator in the Louvre (Paris, France). It is beautifully designed and is easily accessible for all (and is in the same location as the stairwell!)29Goal. Barriers. Design. For all.</p> <p> Choose one &amp; discuss: What is the goal? What barriers does it reduce? How do all benefit?RampsCurb CutsElectric DoorsCaptions on TelevisionEasy Grip Tools</p> <p>It is now expected that the physical environment is designed to accommodate the broadest range of users from the start. What are other examples of ways we have reduced barriers for physical accessibility? </p> <p>31UD AssumptionsNot one size fits all but alternatives for everyone.</p> <p>Not added on later but designed from the beginning.</p> <p> Not access for some but access for everyone.</p> <p>How does this challenge what you thought about learning?What are your assumptions about learning?32Universal Design for Learning (UDL)A mindset for designing learning experiences</p> <p>all individuals can gain knowledge, skills, and enthusiasm for learning</p> <p>reduces barriers to the curriculum while maintaining high achievement standards for all</p> <p>This is the beginning of the concept that UDL is a framework for designing curriculum. The idea is that we want to enable all learners to gain knowledge, skills, and enthusiasm for learning through the design of learning experiences. (UDL shifts the focus away from differentiating a text down to providing access up, educator from Harvard Institute, 2013)We do...</p>

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