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Universal Design for Learning: A Framework for the Achievement
of ALL Students
10 Things Educators Need to Know
Joy Smiley Zabala, Ed.D., ATPDirector of Technical Assistance
CAST and the National Center on Accessible Instructional Materials
NOTE
Because of size, videos used in the presentation on May 17 have been removed from this slide set. Links to videos that can be shared are posted separately on the UDL Connect site for this presentation located at
http://community.udlcenter.org/group/fdlrs-florida?xg_source=activity
Presentation Slide SetPART ONE
The overarching goal of today is to increase
awareness of Universal Design for Learning
as a means to shape the learning
environment so that it addresses the
variability of ALL learners, including
students with disabilities and English
language learners.
Goals of this session…
Participants will be able to:• Explain the three principles of UDL• List four parts of the UDL Curriculum• Connect UDL to other initiatives• Relate UDL to exceptional student services• Identify ways in which UDL principles can
be applied to typical responsibilities at all level of the organization\
• Locate resources for further exploration
Outcomes of this session…
MY goals for this session…
Participants will:• Consider how UDL applies to their
responsibilities and interests.• Know where to find extensive UDL
information supports and tools• Be ready to take first steps toward the
development and delivery of a flexible, responsive UDL curriculum compatible with MTSS.
• Want to learn more about UDL
• Take a look at the roots and principles of UDL
• Explore the UDL Guidelines and apply them to goals, assessment, methods and materials
• Discuss how UDL serves as a firm foundation upon which more intensive supports can be provided to students who need them, including, for some, special education supports and services
To move toward mastery of the goals, we will…
• Examine role of instructional and assistive technologies in the UDL Framework
• Experience readily available online tools designed according to UDL principles
To move toward mastery of the goals, we will…
• Engage in discussion and activities that illuminate ways that which UDL applies to your own settings
• Identify actions at all levels of the organization that facilitate the development of UDL practices
• Prioritize actions that can be taken immediately
To move toward mastery of the goals, we will…
Getting to Know You…(activity slides removed)
Interaction Options:
Take advantage of opportunities to integrate new learning with present
knowledge…
Ground Rules
• Contribute actively• Ask questions • Honor contributions of
others• Speak one at a time• Be prompt• Take care of yourself• Enjoy yourself
Perspectives and Reflections
13
Perspectives and Reflections interspersed throughout the day enable you to consider
how various aspects of UDL applies to your experiences, interests and responsibilities.
Ready?… Let’s Go!
UDL is framework for designing learning experiences – from the beginning – that enables
all students to gain knowledge, skills, and enthusiasm for learning.
1
Universal Design for Learning
Supports the design and implementation of a flexible, responsive curriculum that provides opportunities for the participation and achievement of all students
Provides flexibility in the ways information is presented, the ways students respond or demonstrate knowledge and skills and the ways students are engaged
16
Universal Design for Learning
Reduces unnecessary barriers in instruction Provides appropriate accommodations, supports,
and challenges Maintains high achievement expectations for all
students Assumed variability
17
UDL Assumption: Variability is the Rule!
UDL Strategy: As you watch the film, think about implications for your practice.
Think of 2 strategies that you already use to address variability in your typical setting.
Share them with your neighbor.
.
Perspectives and Reflections
Perspectives and Reflections
20
Think of a time when understanding and planning for variability might have
influenced your own learning.
Universal Design for Learning has roots in technology, disability,
architecture, and neuroscience
2
A Transformative Tool
CAST began by addressing the needs of students “in the margins”, primarily with technology-based accommodations
The Starting Point - 1985
Universal Design in architecture illustates that designing for diversity from the beginning is a more practical, elegant and effective approach
than adding on.
Roots in Architecture
Accommodations created for a subset of the population typically provide benefits for everyone
Benefits of Accommodations
Benefits of Accommodations
CAST 2012
Clearing the path for someone with special needs clears the path for all.
What do you know of that was created for some but is used by many?
.
Perspectives and Reflections
Affective
Strategic
Recognition
The “what” of learning
The “how” of learning
The “why” of learning
Roots in Neuroscience
CAST 2012
Roots in Neuroscience
UDL tip: This graphic offers information in text, visuals, & color.
• Identify and interpret patterns of sound, light, taste, smell, and touch
• Essential in everyday life
• Essential to learning; students are expected to identify letters, formulas, maps, ideas, cause/effect relationships
Recognition Networks“the what of learning”
Testing our Recognition Networks
“We are designed to focus on whatever we are looking for.”
Jill Bolte Taylor, Stroke of Insight
• Plan, execute, and monitor actions and skills
• Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture
CAST©2008
Strategic Networks “the how of learning”
• Work in tandem with recognition networks to learn to read, compute, write, solve problems, plan and execute compositions and complete projects.
• Everyday examples include cooking a meal, planning an outing, executing a golf swing, driving a car, etc.
Strategic Networks “the how of learning”
The Strategic Networkin Action!
• Develop preferences
• Establishing priorities and interests
• Engage with tasks and influence our motivation to learn
• Essential to wanting to learn
Affective Networks “the why of learning”
• Works in tandem with recognition or strategic networks.
• Everyday examples include getting up extra early to wrap presents, shopping for a special dinner, being nervous before a presentation, etc.
Affective Networks “the why of learning”
CAST 2012
Affective Networks “Make Up A Story”
“...the brain is specifically designed to make sense of the world outside of use, based on minimal information….we are quite adept at manufacturing alternative scenarios.”
Jill Bolte Taylor, Stroke of Insight
UDL is a curricular initiative that seeks to decrease unacceptable challenge while
maintaining acceptable challenge and high expectations
3
Universal
Design
Learning
Models and Mentors
Graduated Scaffolding
Progress monitoring
Perspectives and Reflections
44
Think of a instance in which you provided graduated scaffolding for
your own child or a student?
There are three principles of Universal Design for Learning
4
Three Principles
Universal Design for Learning calls for ...
• Multiple means of representation, to give learners various ways of acquiring information and knowledge
• Multiple means of expression, to provide learners alternatives for action and expression
• Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.
UDL Guidelines
48
Structure of the Guidelines
http://www.udlcenter.org/resource_library/videos/udlcenter/udl
CAST 2012
UDL GuidelinesMultiple Means of Representation
Perspectives and Reflections
52
Think about one of your lessons that presents barriers for some of your students. Identify the barriers. Choose one guideline that will help some students overcome the barriers.
Universal Design for Learning has
four interrelated components
5
Four Curriculum Pillars
Goals
Firm Goals, Flexible Means
• Clearly identified• Do NOT embed the
means unnecessarily
• Allow multiple paths to achievementUDL tip: Highlighting
certain words aids comprehension.
Video:
Katie Novak talks about goals
Methods
• Varied Methodolgy
• Graduated Scaffolding
• Appropriate Supports and Services
Assessment!Part of the Planning
Assessment
• Progress Monitoring• Formative Assessment• Construct validity • Clearly articulated
rubric• Accessibility
Emphasis on Flexible, Transformable Digital Media
Materials
BUT… digital media does not equal UDLand digital does not necessarily equal
accessible!
Technologies and How they Fit
Instructional Technologies
• Are generally acquired for and used by groups of students rather than individuals
• Are typically related to promote attainment of a specific goal or set of goals
• Are typically used build knowledge and/or support mastery of a skill or group of skills
• May be discontinued after knowledge and skills are acquired and goals are met
• May require interfacing with AT to provide access and interactivity for some students
61
Technologies and How they Fit
Universally Designed Technologies
• Are designed and developed to be directly usable (without the need for adaptation or assistive technology)
• Are designed and developed in ways that can be made usable with assistive technologies
• Typically include lots of options that can be readily manipulated to meet the needs of a variety of users
62
What barriers can/does technology LOWER in your environment?
What barriers could/does technology RAISE?
Perspectives and Reflections
