Universal Design for Learning:A Framework for Teaching All Learners

July 17-18, 2013Everett, MA

Get organized:

• Sign in, name tag

• UDL Connect, join our Everett group

• Scavenger Hunt: get to know some folks in the room

• Get a snack, restrooms

• We will officially begin at 9am!

UDL Connect:

For Online Resources & discussions

Getting to Know YouWho’s in the room?

Scavenger hunt

Who are we?

Sherese HarrisEmail: sharris@cast.org

Allison PoseyEmail: aposey@cast.org

Workshop Goals

Day 1:• To learn how UDL addresses challenges of

learner variability expert learners

Day 2:• To strategize how to apply UDL to practice• To build tools & resources

Seen another way:

UDL Framewo

rk

UDL Guidelin

esApplica

tion

Lesson Planning

This workshop: build awareness

What are your goals?

• For this workshop

• For your professional development

The Marshmallow Challenge

Goal: build collaboration around design

Rules• 18 minutes, team of 4• build the tallest freestanding structure

– Cannot be suspended– Entire marshmallow on top

• Use as much/little of the contents in bag (not the bag); can break, cut…

• Cannot hold onto the structure

Have fun, collaborate & be creative

Begin!

Let’s measure!• Design:

– collaborative– iterative process – Goal driven

• Feedback about what works/what does not (prototypes)

• Ut-oh ta-da moment

Why start with that activity?

• Variability!

– Strategy

– Engagement

– Representation

Variability ‘runs deep’:Learning about learning

• People learn the same way – we can measure, IQ

• Discrete stages everyone passes through

Learning ‘Styles’

• Multiple Intelligences• Myers-Briggs• Right/left brain

Are you right or left brained?!

Unless you’ve had a hemimspherectomy… you use all of your brain!

Problem with these ‘tests’:

• Assumes that brains are fixed

• Does not account for context

Neuroscience: Learning

*Variability

*Learning is a dynamic interaction between learner & environment (context matters!)

Variability:

Learning science has also taught us:

• Context matters!

Illusion: context matters

Context matters!

UDL: Variability & Context Matter

Elbow buddy discussion

• Share a key take-away.

• What resonated?

• How do ideas of variability & context relate to this discussion?

Break

Building Background:

Started ‘in the margins’

Matthew’s story

Informed 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.”

Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm

You can retrofit, however …

Design from beginning to reduce barriers for individuals, but make available for all

Who benefits from this design?

Choose one & discuss: Who was it designed for?

What barriers were reduced?Who else benefits?

Ramps

Curb Cuts

Electric Doors

Captions on Television

Easy Grip Tools…

UD Assumptions1. Not one size fits all – but alternatives

for everyone.

2. Not added on later – but designed from the beginning.

3. Not access for some – but access for everyone.

Universal Design for Learning (UDL)

A mindset for designing learning experiences

• all individuals can gain knowledge, skills, and enthusiasm for learning

• reduces barriers to the curriculum while maintaining high achievement standards for all

UDL• Accounts for variability and context

• Thinks of changing the curriculum, not the student

• UDL Guidelines: clarify goals, ensures all have flexible, accessible means to access

Questions, Reflections?

UDL Guidelines: address variability & context

3 Principles

Team Challenge

• Re-design this activity!– thinking about variability from the start– Design so ANYONE could achieve the goal:

To have a tall, freestanding structure with marshmallow on top

• Consider the 3 UDL Principles: – Recognition– Action & Expression– Engagement

Share ideas

Questions? Comments?

Afternoon: diver deeper into the UDL Guidelines

MSHA, October 2012

http://www.funkylunch.com/

LUNCH 12:00 – 12:30