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Universal Design for Learning in Today’s Classrooms
William J. DeMeo, Ph.D
Brain AwakeningBrain Awakening
CSIIt’s A CRIME!
Introduce self
Brain Compatible Strategies
Boomerang
Brain Compatible Strategies
Boomerang
Teachers spend on average a total of 26 school days of a year
trying to quiet students down.
Brain Compatible Strategies
Boomerang
WhistleMusic
SingingMusic Instrument
Hear My VoiceClapping
A Guide to School
Staff is:• Over worked
• Under fed
• Over Committed
• Under fire
• Over legislated
• Under protected
• Over scrutinized
• And just plain TIRED OUT!
How many years have you worked in the field of education?1. Rookie – This is my first year.2. Returning Player – I came back
for a second year.3. Seasoned Player – 3 to 10
years.4. Veteran Player – I’ve been in
education so long that I have lost count of the years.
5. Retiring Playing – I plan to retire at the end of this season (school year).
Fingers Under the Chin Strategy
Ask a multiple choice question and have students respond by putting the number of fingers under their chin that matches with their answer choice.
Processing Questions
• What
• So What
• Now What
It’s important to learn how the brain learns
• Differentiated instruction (DI)• Universal Design for Learning
(UDL) • Brain-based learning
strategies
Discovery Social Neuroscience
The discovery thatsocial conditions
have a much greaterimpact than
previously believed.
Relationship Building Means…
• Staff to student (builds security)
• Student to student (builds affiliation and sense of belonging)
• Staff to staff (collaborative role models for kids)
ACTIVITYSPORTS
Football
_____________
Baseball
_______________
Hockey
_____________
Basketball
____________
ACTIVITYSPORTS
Football
Jets
Giants
_____________
Baseball
Yankees
Mets
_______________
Hockey
Rangers
Islanders
_____________
Basketball
Knicks
Nets
____________
Psychological Motives
• Physiological motives and emotions deal primarily with continuing life
– Sex
– Homeostasis – food, water,
– Emotions• Fear – avoiding injury• Disgust – avoid sickness• Anger & aggression - confront threat
– Social
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Discussion QuestionThink-Ink-Pair-Share-Ink-Quad
• Find one person you do not know and be ready to report the following to the large group in 5 minutes:– Other person’s name– Other person’s teaching experience– Other person’s experience with UDL, DI
and/or Neuroscience Strategies
The Brain is a Social Brain
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• The brain develops better in concert with others
When students have to talk to others about information, they retain the information longer and more efficiently!
Make use of small groups, discussions, teams, pairings, and question and answer situations.
Brain Compatible Strategies
Comprehension
Activity
Goals
• Understand the concepts of Universal Design for Learning
• Apply the concepts of Universal Design for Learning to classroom practice
Session Agenda
Gain an Understanding of UDL
• Universal Design
• Universal Design for Learning
– A Paradigm Shift: The Curriculum is Broken
– UDL is for ALL students
• Three Brain Networks
• Three principles of UDL
• Applying the Principles of UDL
The Challenge
Access, participation, and progress
in the general education curriculum
for all learners
IDEA ‘97
UD Solutions
Origins of Universal Design
UD Origin and Definitions
Drawbacks of Retrofitting
• Each retrofit solves only one local problem
• Retrofitting can be costly
• Many retrofits are UGLY!
UD Origin and Definitions
“Consider the needs of the broadest possible range of users from the beginning”
Architect, Ron Mace
Universal Design
• Not one size fits all – but alternatives.
• Designed from the beginning, not added on later.
• Increases access opportunities for everyone
Prior Knowledge Shout Out
Assignment: Call out as many solutions for Universal Design for buildings or structures as you can think of that you have experienced in society.
Universal Design
• Ramps
• Curb Cuts
• Electric Doors
• Captions on Television
• Easy Grip Tools
Universal Design
What’s better about Universal Design?
• Universal Design recognizes the reality of diversity
• Universal Design built right from the start . . .
– Is less costly than retrofits– Is more efficient than individual
solutions– Is more aesthetically pleasing– Benefits more people
Meet Matt
© CAST, Inc.
Disabilities?
Disability
• Something that hinders, prevents, or
restricts normal achievement (barrier)
American Heritage Dictionary, 2006
Disabilities?
40
Things are always changing…
EDUCATION
The Need to Change
• Student populations do not look or act like they did 50 years ago or even 20 years ago.
• Educators and parents need to let go of what worked 10 years ago.
Diverse Subpopulations of LearnersCity White African American
Latino/ Hispanic
Asian Other
Los Angeles
8.9 11.2 73.3 3.8 2.8
Atlanta 8.37 85.98 4.1 0.59 0.96
St. Louis 14.1 81.8 2.3 1.7 0.3
Philadelpa 13.3 64.4 15.8 5.6 0.3
Detroit 3.0 90.73 5.1 0.8 0.3
Chicago 8.1 48.6 37.6 3.2 2.5
Oakland 6.3 40.0 33.2 16.3 4.2
Cleveland 16.7 70.3 10.4 0.3 2.0
New York City
14.3 33.1 39.0 13.5 0.0
Dallas 5.1 29.7 64.1 0.9 0.2
2005-2006 Enrollment Demographic Information gathered from district websites.
Will a “one size fits all” curriculum and instruction serve the diverse needs of students in
public schools?
Not anymore, if it really ever did.
• The demographic changes in the United States necessitate changes in how we educate students.
• Learning to serve the students will take diligence and patience to serve these students.
How do we serve the diverse learners in our classrooms each
day?
Many teachers remember the good ole days when one lesson plan per day, per
grade level was sufficient to meet the needs of all
learners.
One very viable way to reach students of various backgrounds is to
differentiate the curriculum and instruction to fit new and
different needs.
Change
Research base for DI & UDL
• Brain research confirms what experienced teachers have always known:– No two child are alike.– No two children learn in the same identical way.– An enriched environment for one student is not
necessarily enriched for another.– In the classroom, children should be taught to think for
themselves.
• Marion Diamonds, Professor of Neuro-anatomy at Berkeley http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/ed_lead/199811/darcangelo.html
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Today’s classroom:
• Teachers must deliver instruction to diverse groups of students who come from a variety of cultures with varying languages, learning styles, abilities and disabilities.
• These students are included in the General Education classroom.
• Educational demands are on the rise– Shift from acquiring knowledge to integrating knowledge– Higher curriculum standards– All students are held to the same standards
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Accountability and Assessment
• No Child Left Behind (NCLB) state assessment participation rate.
• Adequate Yearly Progress (AYP) disaggregate subgroups, 1% participation cap.
• Individuals with Disabilities Education Act of 2004 (IDEA 2004) – Match state benchmark and standards – Access for every student
• Response to Intervention (RtI)• Equity In Every Instructional Opportunity (EIEIO)
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Rapid Changes in Technology
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Think about how these phrases would have sounded 10 years ago…
• I lost all of my addresses because I forgot to hotsync
• Beam your answers to your neighbor• I have to take my earbuds out of my Ipod• You’re being arrested for piracy• Brittney Spears is the most searched for
person… and she’s not even lost!
60
The Achievement
Gap
Dave Edyburn
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Why?
The mismatch
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Success for at-risk learners begins
– with good curriculum,– flexible materials,– engaging assignments and– built in universal access features
