ROSA FREDERICKSEPTEMBER 22 , 2010

EDUC 6714 – SHERRY LAMBERTSONWALDEN UNIVERSITY

Universal Design for Learning

(UDL)

Inspiration for UDL

The goal of every good educator is to reach each child every day.

UDL uses differentiation to meet the needs of a diverse student population

UDL emphasizes flexibility in the classroom.

UDL is based on CAST’s research on brain networks – recognition, strategic, and affective.

What is CAST?

CAST is the Center for Applied Special Technology.

Founded in 1984“CAST is a non-profit research and

development organization that works to expand learning opportunities for all individuals” (CAST, 2010).

What Does a UDL Classroom Look Like?Physical Environment

Students work to discover and learn using some or all of the following resources and tools: Laptop Computers Smart Board Interactive Games Hand Manipulatives Headphones with Microphones Video Recorders Voice Recorders

What Does a UDL Lesson Look Like?

English Classroom UDL Lesson: Students interact in a YES/NO activity in which they activate their prior

knowledge of concepts present in a story they are about to read. (movement)

Students think and pair with a partner to discuss some of the issues that will be present in the story. (discussion)

Students participate in a Webquest to gain more background knowledge and gain vocabulary before they begin reading. (technology)

Students listen to the story on CD or online through an online textbook. (auditory)

Students show mastery of concepts presented in the story using a choice board – the choice board addresses multiple intelligences and diverse cultural and linguistic backgrounds. (multiple)

The 3 Principles of UDL:What, How, and Why?

Students gather and categorize what they learn differently.

WHAT? UDL Method: present information in multiple formats to

reach all learners. HOW?

UDL Method: teachers allow students to show mastery in a variety of ways.

WHY? UDL Method: teachers challenge students so they are

motivated to continue learning.

Technology is Essential to UDL Goals

Technology is at the core of UDL because: It allows students to work at their own pace. For example: students can write,

proofread, revise, and gain feedback on their writing assignments using an online essay scorer, because each student writes and revises at their own pace this allows students flexibility.

It actively engaging each student.

It offers multiple platforms to differentiate teaching and learning.

It allows for quick and effective remediation on an individual basis. For example, students using an online test preparation tool, such as USA Test Prep, can be assigned concepts that they need extra help on and complete the assignments that are specific to their needs. These types of programs provide graphs to show student progress.

It allows students a variety of ways to show mastery. For example, students could create a webquest, a podcast, a movie, a slideshow, or a game to show they understand the concepts.

Brain Research & Learning

Brain research tells us that the way we learn is as unique as our fingerprints (CAST, 2010).

Each student’s learning style can vary based on their skills, needs, and interests (CAST, 2010).

Three brain networks play a crucial role in learning: recognition, strategic, and affective (CAST, 2010).

The Recognition Network shows us that we need to vary the way we represent information to learners.

The Strategic Network shows us that we must differentiate how students can show mastery.

The Affective Network shows us that students need to be challenged in order to remain motivated.

How UDL Impacts Student Learning

Using UDL impacts learning in the classroom because students are offered the opportunity to learn and express in the way that is best for them.

For example, students that are visual learners would be reached using pictures, movies, and patterns. Tactile learners would be offered very different options that may include manipulatives.

Because students are being met where they learn best, their achievement levels will be raised.

Instructional Implications

UDL meets diversity head-on.

Due to the nature of UDL, all learners are met at their level because differentiation is paramount. Students with diverse needs are all offered the same opportunity to be successful.

For example, students that have traditional linguistic barriers may have added scaffolding to support their learning or the teacher may activate their background information to engage the student.

CAST Resources

CAST, a leader in UDL resources, has a lot to offer on their website: http://www.cast.org/

Teachers can use the UDL Curriculum Self-Check to see how adept they are with incorporating UDL concepts in their own classroom: http://udlselfcheck.cast.org/

There are several case studies to show traditional lesson plans versus UDL lesson plans. Reading Challenges in a Social Studies Classroom: http://www.cast.org/teachingeverystudent/casestories/cs1/index.cfm?page_id=11

Other Resources That Support UDL

CCSD Teacher and Gifted Instructor, Nancy Mohn, has many UDL supportive activities listed on her webpage: http://mysite.cherokee.k12.ga.us/personal/nancy_mohn/gifted/pages/Differentiation.aspx

This online multiple intelligences test will allow students to know and understand how they learn: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Using CAST Tools to Train Teachers to Enhance Student Achievement Using UDL

CAST offers an online lesson plan builder, which could make implementation at the district level easier: http://lessonbuilder.cast.org/

CAST also offers model lessons and units for teacher use: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

These online modules were developed with teachers in mind. There were intended to be used on teacher in-service days: http://udlonline.cast.org/home

Resources

Birmingham City Council, . (2010). Birmingham grid for learning - multiple intelligences. Retrieved from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

CAST. (2010). CAST: Center for applied special technology. Retrieved from http://www.cast.org/index.html

CAST. (2009). Cast udl online modules. Retrieved from http://udlonline.cast.org/home

Mohn, Nancy. (2010). Mrs. mohn's website. Retrieved from http://mysite.cherokee.k12.ga.us/personal/nancy_mohn/gifted/pages/Differentiation.aspx