Universal Design for Learning: A Framework for Teaching All Learners May 9, 2014 CAST @CAST_UDL | #UDL (C) CAST 20141.

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Universal Design for Learning:A Framework for Teaching All Learners May 9, 2014CAST@CAST_UDL | #UDL (C) CAST 2014 1Have a vocabulary word wall:1For Online Resources and discussions: UDL Connect

@CAST_UDL | #UDL (C) CAST 2014 2http://community.udlcenter.org/2#UDL social media

CASTUDL CenterAIM Center

Use Twitter? Use #UDL in your tweets during the workshop!#UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET@CAST_UDL | #UDL (C) CAST 2014 3Do a search for our three organizations on your favorite social media sites!

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:

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

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/

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/AIMNationalCenter3Overall Workshop GoalsDay 1:To learn how UDL addresses challenge of learner variability

Day 2:To consider how UDL applies to lesson design To consider new resources & tools

@CAST_UDL | #UDL (C) CAST 2014 4To 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 environments430 second UDLelevatorspeech/140 character tweet:What is UDL?

@CAST_UDL | #UDL (C) CAST 2014 5Write on index cards or other media, use sentence starters.I went to a workshop on UDL and it was aboutI think it might be useful for us because

5UDL highlightsBased in neuroscience: variability & context

Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines)

@CAST_UDL | #UDL (C) CAST 2014 6Highlight the variability in this room: some of us love powerpoints, listening to speakers, reading articles, doing an activity, talking with peers 6UDL GuidelinesRecognition: what Multiple means representation

Strategy: howMultiple means of action & expression

Affect: whyMultiple means of engagement

@CAST_UDL | #UDL (C) CAST 2014 7The three principles come from understandings of what learning really isCog science, neuroscience, what comprises learning, what are the differences between individual learnersThree simple principles for any learning situation, how does individual pick up info, show what they know, and engage with the learningThree main components of nervous system, but also educators, information, ability to make sense of it, ability to express and act on the world, and the ability to be motivated, take action, reach your goals, achieve results you care about.Psychology education and neuroscienceFrom what we have learned in the neurosciences we have developed our three principles of UDL.

Education goal, not to provide information or even specific skillsNeed learners who are expert, best at what they can beKnowledgeable, know a lot, be able to do a lot of things, take information, express it well, act effectively on the world, strategies for being effective, not passiveAnd finally expert learners are driven by wanting to learn more, seem incredibly interested and focused, motivated, to learn even more7

Systematic Variability: where are you with your learning now?Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle@CAST_UDL | #UDL (C) CAST 2014 8Learners vary systematically over time.Individuals preferences and skills change over time (for example, we mature and we approach learning differently, but even as we move from novice in a subject area toward becoming experts, we approach learning differently)

For example, this series of PET scan images shows the difference in a single persons brain over time as they develop expertise. In the first image, the learner is using a lot of glucose to learn, particularly in the frontal lobe or strategic network, in the second the task the learner is now practiced and burns much less glucose. In the third image, the learner is transferring knowledge to a new situation and he/she burns some but not as much glucose. All students regardless of how we label them, follow this continuum of learning.

We account for variability across time very well in our communities and learning environments. For example, we would never expect a baby to do the same things that we would expect an adult to do. Similarly, we would never expect a 6-year-old student to do the same work as a 15-year old student. We dont do as well with variability across contexts. But well talk a little more about that later.

Images: Teaching Every Student in the Digital Age: Universal Design for Learning (Permiso concedido)

8

Systematic Variability: where are you with your learning now?Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle@CAST_UDL | #UDL (C) CAST 2014 9Learners vary systematically over time.Individuals preferences and skills change over time (for example, we mature and we approach learning differently, but even as we move from novice in a subject area toward becoming experts, we approach learning differently)

For example, this series of PET scan images shows the difference in a single persons brain over time as they develop expertise. In the first image, the learner is using a lot of glucose to learn, particularly in the frontal lobe or strategic network, in the second the task the learner is now practiced and burns much less glucose. In the third image, the learner is transferring knowledge to a new situation and he/she burns some but not as much glucose. All students regardless of how we label them, follow this continuum of learning.

We account for variability across time very well in our communities and learning environments. For example, we would never expect a baby to do the same things that we would expect an adult to do. Similarly, we would never expect a 6-year-old student to do the same work as a 15-year old student. We dont do as well with variability across contexts. But well talk a little more about that later.

Images: Teaching Every Student in the Digital Age: Universal Design for Learning (Permiso concedido)

9

Systematic Variability: where are you with your learning now?Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle@CAST_UDL | #UDL (C) CAST 2014 10Learners vary systematically over time.Individuals preferences and skills change over time (for example, we mature and we approach learning differently, but even as we move from novice in a subject area toward becoming experts, we approach learning differently)

For example, this series of PET scan images shows the difference in a single persons brain over time as they develop expertise. In the first image, the learner is using a lot of glucose to learn, particularly in the frontal lobe or strategic network, in the second the task the learner is now practiced and burns much less glucose. In the third image, the learner is transferring knowledge to a new situation and he/she burns some but not as much glucose. All students regardless of how we label them, follow this continuum of learning.

We account for variability across time very well in our communities and learning environments. For example, we would never expect a baby to do the same things that we would expect an adult to do. Similarly, we would never expect a 6-year-old student to do the same work as a 15-year old student. We dont do as well with variability across contexts. But well talk a little more about that later.

Images: Teaching Every Student in the Digital Age: Universal Design for Learning (Permiso concedido)

10Goal: bring supplies for the ice cream social

@CAST_UDL | #UDL (C) CAST 2014Variability!taste, root canal, lactose, braces

@CAST_UDL | #UDL (C) CAST 2014

12UDL and DI@CAST_UDL | #UDL (C) CAST 2014 13UDL and DISundae barFix the sundae for each person

UDL and DIBefore meet studentsEvaluates environment, classroom, cultureDesigns instruction prior to arrival of studentsFocuses on VariabilityRemoves Barriers

After meeting studentsEvaluates the studentRe-design lesson after meeting studentFocuses on individual disabilityWorks around barriers

@CAST_UDL | #UDL (C) CAST 2014 15Multiple Means of Engagement

@CAST_UDL | #UDL (C) CAST 2014 16Today we are going to do thishow do you feel?

@CAST_UDL | #UDL (C) CAST 2014 17Today we are going to do thishow do you feel?

@CAST_UDL | #UDL (C) CAST 2014 18Images: www.thepowerofintroverts.com18Start school

@CAST_UDL | #UDL (C) CAST 2014 19Engagement: problem

@CAST_UDL | #UDL (C) CAST 2014 20http://www.youtube.com/watch?v=uhiCFdWeQfA20Emotions: shelves that hold up the cognitive glassware

EMOTIONS= shelves@CAST_UDL | #UDL (C) CAST 2014 21When there is brain damage to emotion centers, IQ, memory, personality are all intact, however learning suffersRead, watch Mary Helen Immordino-Yang discuss the importance of emotions for learning:TED talk: http://www.youtube.com/watch?v=85BZRVE6M0oWe Feel Therefore We Learn (pdf article): http://olms.noinc.com/olms/data/resource/8038/Week%204_Article%20We%20Feel%20Therefore%20We%20Learn.pdf21Variability in affect

@CAST_UDL | #UDL (C) CAST 2014 22Variability in affect

@CAST_UDL | #UDL (C) CAST 2014 23This diagram shows the way that a nervous system responds when appraising a situation. The horizontal axis shows a continuum of an organisms appraisal of a situationthe way the organism views the implications of the situation for itself (from pleasant to unpleasant). This is called the valence. The vertical axis shows the levels of arousal of the organisms nervous system (from low to high) in different appraisal states. Take an example, a person is sitting in the doctors office and appraises a situation as relatively boring (unpleasant). Depending on the persons goal (for example, s/he needs to see the doctor) the person may opt for boredom for a short time. This results in deactivation of the nervous system to a fairly low level. (#1 above)However, the nervous system seeks novelty and/or challenge and so s/he decides to have a conversation or read a magazine to bring arousal more toward equilibrium. (#2 above)Conversely, full arousal of the nervous system (either tense or alert) requires attention and hence, energy. Therefore, the nervous system seeks to reduce arousal toward equilibrium. As a teacher in what way is this useful?

23Evaluate & set priorities Affective Networks: why of learning

@CAST_UDL | #UDL (C) CAST 2014 2424The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn. They are responsible for developing preferences and establishing priorities and interests.In learning situations, affective networks are essential to wanting to learn; visualize a high school classroom, the night before the prom Are students affective networks helping focus on the algebra lesson or on the party after the prom? Visualize the student who has had years of reading failure in a 9th grade English class, Is this student motivated to read The Odyssey?Everyday examples of the affective networks in action include being motivated to get up extra early to wrap presents for a child, wanting to run to the grocery store to shop for a special dinner after a busy day at work, being nervous before a business presentation, etc. Of course, the affective network does not work in isolation from either the recognition or strategic networks.@CAST_UDL | #UDL (C) CAST 2014

Options for variability in interests

Options for choice, autonomyAuthentic, relevantMinimize distractions25 Think about the re-design of the Marshmallow Challenge. In what ways can you design for variability in interests? How did you minimize distractions, provide options for relevancy, and have options for choice?

@CAST_UDL | #UDL (C) CAST 2014

Options for variability in effort & persistenceSalient goalsVary demands, optimize challenge CollaborationMastery oriented feedback26 Think about the re-design of the Marshmallow Challenge. In what ways can you design for variability in effort & persistence? How did you have the goal salient, vary demands, have options to collaborate, and provide mastery oriented feedback?

Resources:

Perceived skills & resources DemandsPerceived level of challengeContext matters: Perception Resources vs. Demands@CAST_UDL | #UDL (C) CAST 2014 2727Blascovich and colleagues describe challenge motivational states when an individual perceives his or her resources as in balance with the demands of a task (Blascovich et al., 2003).

Challenge states promote cognitive flexibility and decision-making and are characterized by energized, active psychophysiological states.

Lazarus and Folkman (1984) provide a model of appraisal and adaptation in which positive emotions emerge from challenging experiences characterized by closely leveled demands and resources; such experiences lead to the mobilization of energy and promote the effort to respond.

Rappolt-Schlichtmann and Daley synthesize this research and propose this model for viewing this in the context of learning. We will be using this model as a way to look at the impact of affect on learning27 Perceived Resources & Demands FLOW

@CAST_UDL | #UDL (C) CAST 2014 28For additional reading, consider Vygotskys Zone of Proximal Development (http://www.simplypsychology.org/Zone-of-Proximal-Development.html) and Czikszentmihalyis Flow theory: http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.html28@CAST_UDL | #UDL (C) CAST 2014

Options for variability in effort & persistenceSalient goalsVary demands, optimize challenge CollaborationMastery oriented feedback29 Think about...

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