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Universal Design for Learning
Meeting the needs of ALL learners!
Presenters: Michelle Arneson & Melissa Hartman
TODAY’S OUTCOMES
Understand the concepts of
Universal Design for Learning.
Know the UDL Guidelines and
how they connect to the
neuroscience of learning.
ORIENTATION
Workshop Wiki
http://pentucketdistrict.wikispaces.com
Participation Options (Volunteers)
• Collaborative Notes http://titanpad.com/DQLtYNbnPX
• Live Chat http://todaysmeet.com/pentucket
GETTING TO KNOW YOU THE UDL WAY!
Use any form of media
to represent yourself!
WHAT DID YOU LEARN?
Variability is the rule,
not the exception!!
UNIVERSAL DESIGN …
AN EXAMPLE OF CHANGE
UNIVERSAL DESIGN …
AN EXAMPLE OF CHANGE
PROBLEMS WITH RETROFIT
Drawbacks of Retrofitting:
• Each retrofit solves only
one local problem
• Retrofitting can be
costly
• Many retrofits are
UGLY!
UD - A CONCEPTUAL SHIFT
“Consider the needs of the broadest possible range of users from the beginning”
-- Architect, Ron Mace
WHATEVER
GUIDING QUESTIONS FOR THE VIDEO
What I know
What I learned
What I want to know
UDL AT A GLANCE
WHAT IS UNIVERSAL DESIGN FOR LEARNING?
A framework for designing curricula
that provides rich supports to
minimizes barriers which in turn
maximizes learning for all students!
UDL--A CONCEPTUAL SHIFT
First focus on the
curriculum and then on
individual students
UD ASSUMPTIONS
1. 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.
UDL ASSUMPTIONS
1. Learners in any classroom
represent a range of
variability
2. Curriculum needs to reflect
the variability of all learners
3. Learning is the dynamic
interaction of the individual
with the environment
UNIVERSAL DESIGN FOR LEARNING
The goal of instruction is develop to “expert learners.”
• Strategic, goal-directed learners. • Resourceful, knowledgeable learners. • Purposeful, motivated learners.
CHANGE OF PACE
ActivityGoal: Deconstruct a “new”
learning activity
CHANGE OF PACE
YOU TUBE VIDEO
http://www.youtube.com/watch?v=IAb31rIeGZo
CHANGE OF PACE
ActivityGoal: Deconstruct a “new”
learning activity
What did we learn?
What are the biggest barriers to learning?
http://www.youtube.com/watch?v=SkhpmEZWuRQ
.
UDL AND THE LEARNING BRAIN
UDL AND THE LEARNING BRAIN
With a partner and one laptop, complete the following online learning module titled The Learning Brain: Your Three Brain Networks
http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10
UDL AND THE LEARNING BRAIN
UDL AND THE LEARNING BRAIN
UDL AND THE LEARNING BRAIN
UDL AND THE LEARNING BRAIN
Recognition: the “what” of learning”
• Multiple means of representation
Strategy: the “how” of learning
• Multiple means of action and expression
Affect: the “why” of learning
• Multiple means of engagement
Pop Quiz
UDL and the Learning Brain
IMAGE
Verb generation task
CAST©2008
GOAL
To understand the UDL Guidelines and application to classroom practices, such
as development of lessons.
THE UDL GUIDELINES
UDL GUIDELINES ACTIVITY
CAST©2008
OVERVIEW OF THE PRINCIPLES VIDEO
Three Principles
THE UDL GUIDELINES
Recognition NetworkThe “what” of learning
Strategic NetworkThe “how” of learning
Affective NetworkThe “why” of learning
Three Principles
Three Guidelines under each
THE UDL GUIDELINES
CAST©2008
39
UDL GUIDELINES ACTIVITIES!
THE GUIDELINES
Multiple means of representation
http://www.udlcenter.org/aboutudl/udlguidelines/principle1
Multiple means of action & expression
http://www.udlcenter.org/aboutudl/udlguidelines/principle2
Multiple means of engagement
http://www.udlcenter.org/aboutudl/udlguidelines/principle3
PULLING IT ALL TOGETHER
Use the UDL checklist to identify what you see demonstrated in this video clip.
http://www.edutopia.org/stw-assessment-authentic-student-engagement-video
• What have we learned?
• What are implications?
• What are applications in your curriculum?
• GO to wiki and complete Evaluation
CLOSING
