PowerPoint Presentation

Universal Design for Learning and Curriculum StandardsDesigning and implementing curricula to meet the needs of ALL learnersChristine A. Christle, Ed.D.University of South Carolinachristle@mailbox.sc.edu

1OverviewUniversal Design for Learning (UDL)UDL and Curriculum StandardsThe process of planning for ALL learnersLesson evaluationLesson planningDiscussion & questions

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What is UDL?UDL is an approach to teaching, learning, and assessment that isdrawn from brain research and media technologies responsive to individual learner differences and supports learning for all students

3UDL at a Glance

4UDL at a Glance: http://www.youtube.com/watch?v=bDvKnY0g6e4

4Big IdeasDigital materials Critical to successfully implementing UDLhave an inherent flexibilityUDL is a framework for good instructional practice UDL is not simply the incorporation of technology in the classroom The "universal" in UDL means flexibility and alternatives; not one size fits all.

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6LearningRecognition: How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's styleStrategic: Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem Affective: How learners get engaged and stay motivated. How they are challenged, excited, or interested. Making a model

7Universal Design for Learning1. Maintain high expectations for ALL learners2. Address recognition, strategic & affective brain networksPrinciple I. Provide Multiple Means of RepresentationPrinciple II. Provide Multiple Means of Action and ExpressionPrinciple III. Provide Multiple Means of Engagement3. Design curriculum to eliminate barriers from the start

RECOGNITION - perception, patterns, making meaning

STRATEGIC - planning & performing tasks, problem solving, organizing & expressing ideas

AFFECTIVE - how learners get engaged & stay motivated, how they are challenged, excited, or interested

Click on purple to hyperlink to Guidelines demonstration.8Universal Design for LearningAddress recognition, strategic & affective brain networksPrinciple I. Multiple means of representation 1: Provide options for perception2: Provide options for language, mathematical expressions, and symbols3: Provide options for comprehension

RECOGNITION - perception, patterns, making meaning

STRATEGIC - planning & performing tasks, problem solving, organizing & expressing ideas

AFFECTIVE - how learners get engaged & stay motivated, how they are challenged, excited, or interested

Click on purple to hyperlink to Guidelines demonstration.9Universal Design for LearningAddress recognition, strategic & affective brain networksPrinciple II. Provide Multiple Means of Action and Expression4: Provide options for physical action5: Provide options for expression and communication6: Provide options for executive functions

RECOGNITION - perception, patterns, making meaning

STRATEGIC - planning & performing tasks, problem solving, organizing & expressing ideas

AFFECTIVE - how learners get engaged & stay motivated, how they are challenged, excited, or interested

Click on purple to hyperlink to Guidelines demonstration.10Universal Design for LearningAddress recognition, strategic & affective brain networksPrinciple III. Provide Multiple Means of Engagement7: Provide options for recruiting interest8: Provide options for sustaining effort and persistence9: Provide options for self-regulation

RECOGNITION - perception, patterns, making meaning

STRATEGIC - planning & performing tasks, problem solving, organizing & expressing ideas

AFFECTIVE - how learners get engaged & stay motivated, how they are challenged, excited, or interested

Click on purple to hyperlink to Guidelines demonstration.11ExampleMoko JumbieA moko jumbie is a stilts walker or dancer. The origin of the term may come from "Moko" (a possible reference to an African god) and "jumbi", a West Indian term for a ghost or spirit that may have been derived from the Kongo language word zumbi. The Moko Jumbies are thought to originate from West African tradition brought to the Caribbean.A Moko Jumbie character may wear colorful garb and carnival masks. They also frequent festivals and celebrationsFrom wikipedia12

13https://www.youtube.com/watch?v=XbV5ajeiGjI13Presenting InformationUse many formatsVerbalWrittenPicturesMusicVideo

http://flocabulary.com/http://pbskids.org/lions/http://teachertube.com/

14How does UDL align with Curriculum Standards?1515Curriculum Standards & UDLStandards (the WHAT of learning) + UDL (the HOW of learning) High Quality Instruction

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UDL and Curriculum Standards

Curriculum Standards - the "What" - the goals & expectationsUDL - the "How" - the instructional framework teachers use to plan their lessonsUDL provides the means to maximize student attainment of the standardshttp://www.udlcenter.org/implementation/udl_ccss

17http://www.udlcenter.org/implementation/udl_ccss17Planning for ALL Learnershttp://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=2118

Set Goal (Examples)Start with Curriculum StandardEstablish contextMake lesson goals flexible to allow learners multiple way to successfully meet them. K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).4.OA.4. Find all factor pairs for a whole number in the range 1-100.

19Analyze StatusIdentify methods, materials, assessmentsIdentify barriers - jagged profilesUDL Class Profile Maker http://www.cast.org/teachingeverystudent/tools/classprofile.cfmCurriculum Barriers Finder http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm

Jagged learning profiles20Some Areas to ConsiderCognitive skills: processingVision & visual skills & print disabilitiesMotor skills & physical staminaExpressive & receptive language skillsListening abilityEnglish language learnersMemory: short term & long termAttentionhttp://aim.cast.org/navigator/help/tellmemore/l28?wicket:pageMapName=tellmemore

21SOURCE: aim.cast.org/navigator/help/tellmemore/l28?wicket:pageMapName=tellmemore 21Apply UDLIdentify UDL materials & methodsUDL Guidelines http://www.udlcenter.org/aboutudl/udlguidelines/downloadsUDL Solutions Finder http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfmUDL Toolkithttp://udltechtoolkit.wikispaces.com/Write UDL plan

UDL Wheel is available online and in paper version.

NCSC is a collaborative of 15 states & 5 organizations. Arizona, Connecticut, District of Columbia, Florida, Georgia, Indiana, Louisiana, Nevada, Pacific Assessment Consortium (PAC-6), Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, and Wyoming. Tier II states are partners in curriculum, instruction, and professional development implementation but are not part of the assessment development work. They are: Arkansas, California, Delaware, Idaho, Maine, Maryland, Montana, New Mexico, New York, Oregon, and U.S. Virgin Islands

NCSC is useful resource for those working with students significantly below the standards. (see next slide also)22Teach Teach LessonReflect and EvaluateTeacher proceduresStudents successRevise

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Example: Teach-Evaluate-Revisehttp://www.montgomeryschoolsmd.org/departments/hiat/udl/examples/examp020.shtmteacher provided students choices in products and research methods as part of a Native American research project teacher surveyed and analyzed student responses for future

24Practice: Class Profilehttp://marylandlearninglinks.org/3816

25Activity: Evaluate a lesson Identify:________________barriers to learning________________existing features of UDL________________UDL solutions to addhttps://www.teachingchannel.org/videos/differentiating-instruction-strategy?fd=1https://www.teachingchannel.org/videos/differentiating-in-math?fd=1

2626Activity: Develop a lesson planSet Goal: Standard: 3-2.1 Illustrate the life cycles of seed plants...Analyze Status: List barriers that your lesson and objective may present for some studentsApply UDL Solutions: Materials and methodsTeach: Describe how you will teach the lesson, evaluate, reviseResourcesUDL Guidelines UDL Solutions Finder UDL Toolkit

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28NetworkStudentsStrengthsStudentsWeaknessesStudentsPreferences/InterestsRecognition(Learning what)ElizabethThorough knowledge of flowers (annuals)JorgeExtensive vocabularyKevinLow vision (IEP)BrianLimited English proficiencyKiwaDifficulty discerning key concepts when reading or listening (IEP)Strategy(Learning how)BillComputer wiz; familiar with electronic encyclopedia and the WebMarinaVery good at oral presentations JakeTalented at drawing BrianDifficulty with organization when doing a project or paperSaritaPoor writing mechanicsspelling, proofreading, handwriting (IEP)PhillipFine motor difficultiesAffect(Learning why)MandyVery confident, strong self-esteem PhillipExtremely persistent through challenges JamesLeadership/works well in collaborative groupsBrianEasily discouraged, afraid to take risksKiwaLooses focus and dreams or distracts other kidsHelenPersonal concerns, often distracted (IEP)ElizabethLoves gardening, horsesBillLoves computer graphics, the Web, any new software programJakePrefers hands-on activitiesBrianThrives with a lot of structureJorgePlays saxophone very wellClass Learning Profile Grade: 3: 13 students (4 IEPs) Subject: Science Standard: 3-2.1 Illustrate the life cycles of seed plants...Goal: 4 stages of a flowers life cycleSummaryWhat is Universal Design for learning?How does UDL align with Curriculum Standards?What are the 4 steps in the PAL process?How will you use what you know about UDL this school year?

29Thank You for Participating!

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