Universal Design for Learning (UDL) and Your Classroom

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Universal Design for Learning (UDL) and Your Classroom. Fitting the Pieces Together Marilyn Goodrich. Objectives. To define and build a foundational knowledge of Universal Design for Learning (UDL). To identify how UD and UDL impacts the environment and instructional environment. - PowerPoint PPT Presentation


<ul><li><p>Universal Design for Learning (UDL) and Your ClassroomFitting the Pieces TogetherMarilyn Goodrich</p></li><li><p>ObjectivesTo define and build a foundational knowledge of Universal Design for Learning (UDL).To identify how UD and UDL impacts the environment and instructional environment.To explain the role of technology in UDL. To identify key concepts in brain research focusing on learning differences.To identify what resources are available to support UDL in instruction.</p></li><li><p>What is Universal Design for Learning (UDL)?</p></li><li><p>Universal Design for LearningUniversal Design for Learning (UDL) is a framework for the design of curriculum in order to attend to the learning needs of diverse learners, strengths, interests, backgrounds, cultural needs, and student interests in the classroom (Howard, 2004).</p></li><li><p>Universal Design for LearningInfluenced by: Individuals with Disabilities Education Act (IDEA), in 1997Assistive Technology Act, in 1998(NECTAC, 2010). </p></li><li><p>Where did the concept of Universal Design originate?The Universal Design concept originated from architecture and product development. The universal design movement in the 1990s identified designs that would provide access for the greatest number of people using the architecture or product possible in order to not have to provide costly adaptations and accommodations in the future if and when needed (CAST, 2010).</p></li><li><p>Some examples areCurb cuts and sidewalk rampsKitchen counters with varying heightsDrawers with a variety of pulls Wider doors Closed captioningLight switches with flat controlsVolume and speed controls on audioIcons and text labelsRamp access to swimming pools and other facilities</p></li><li><p>Where did Universal Design for Learning originate?UDL is a set of principles for developing curriculum that allows for equal access and opportunities to learn. It is based on the Universal Design principle, but connects to the area of instruction by having instruction accessible for all students. The framework focuses on the areas of methods, materials, assessment, instruction that are flexible and are able to be customized for individual student needs (Cast, 2010).</p></li><li><p>Some examples areUsing assistive technology devices to express verbal and written tasksGraphic and visual aidesText-to-speech softwareOffer of choices for learning, rewards, and toolsOffering various ways to demonstrate learningProviding multiple examples of concepts </p></li><li><p>Three Principles of UDL</p></li><li><p>1. Multiple Means of RepresentationGuideline 1Provide options for perceptionGuideline 2Provide options for language and symbolsGuideline 3Provide options for comprehension(Cast, 2009c)</p></li><li><p>2. Multiple Means of Action and ExpressionGuideline 4Provide options for physical actionGuideline 5Provide options for expressive skills and fluencyGuideline 6Provide options for executive functions</p><p>(Cast, 2009c)</p></li><li><p>3. Multiple Means of EngagementGuideline 7Provide options for recruiting interestsGuideline 8Provide options for sustaining effort and persistenceGuideline 9Provide options for self-regulation(Cast, 2009c)</p></li><li><p>Brain Research and Learning Differences</p></li><li><p>Learning DifferencesEnglish Language LearnersSpeech and language disabilitiesEmotional and behavioral issuesSensory and physical disabilitiesMental retardationCultural barriersAutismLearning disabilities</p></li><li><p>Connections to Learning DifferencesThe brain consists of a large network of connections that help each part of the brain communicate more effectively. Smaller networks inside the brain perform different types of processing and managing of learning tasks. The three (3) networks include the recognition, strategic, and affective networks. </p></li><li><p>Connections to Learning Differences (cont.)All three work together to coordinate tasks no matter how simple. All three (3) share two (2) characteristics that affect learning that focuses on how processing is distributed. How the networks distribute the processing is different for each person. These differences are how everyone has distinctive learning tendencies.</p></li><li><p>Three (3) Brain NetworksRecognition NetworksStrategic NetworksAffective Networks</p><p>(Cast, 2010)</p></li><li><p>1. Recognition NetworksIt is the what of learning.Located in the back of the brain.Enables us to be able to identify and interpret the things we hear, see, smell, and touch.In the classroom we need to represent the curriculum in multiple ways.Teachers need to provide a variety of options for learning.Materials need to be accessible to all students.</p><p>(Cast, 2010)</p></li><li><p>Classroom Examples to Support Recognition NetworksUsing a variety of tools such as graphic/visual organizers for example using Inspiration software to collect and represent student knowledge before reading or learning about a topic.Using technology for visual representation such as using digital video, images, audio for learning about a topic instead of reading text. </p></li><li><p>2. Strategic NetworksThe how of learning.in learning situations.Located in the front half of the brain.Allows us to plan, execute, and monitor our actions and our skill learning and development.Teachers need to provide multiple means of action and expression in the classroom.</p><p>(Cast, 2010)</p></li><li><p>Classroom Examples to Support Strategic NetworksWhen students are given a project to do allow students to choose from a variety of options to demonstrate their understanding of the concepts they have learned such as using technology tools to prepare and present.Look at student learning style and how they mat like to represent their learning such as through dance, poetry, writing, demonstration, or even a model. Supporting students in their organization and management of the information they acquire using software such as Inspiration.Scaffolding learning supports.</p></li><li><p>3. Affective NetworksThe why of learning.Located at core of the brain.Essential to learning.Supports development of preferences, priorities, and interests.Assists us with evaluating patterns.(Cast, 2010)</p></li><li><p>Classroom Examples to Support Affective NetworksDuring research or project design, students are provided with choices of tools for gathering their information and/or presenting their projects such as computers, audiovisual devices, or using paper and pencil.Activities that the teacher presents to students are connected to authentic, real-world issues, serve a purpose, and can be exchanged with an audience.</p></li><li><p>Technology and UDL</p></li><li><p>How Technology and UDL Connect</p><p>Accessible and information technology include the principles of UDL and allows individuals with disabilities and abilities to access and use the technologies (National Center on Accessible Information Technology In Education, 2010). </p></li><li><p>How Technology and UDL ConnectExamples</p><p>Copy and ATM machinesMulti-media productsComputer softwareWebsites</p></li><li><p>UDL and New TechnologiesNew technologies should have accessibility built into them in the beginning as they are being developed to ensure that all students are included and are able to access the learning opportunities from the start (NECTAC, 2010). </p></li><li><p>Assistive Technology and UDLUDL does not stop the need for students to have assistive technology devices for communicating and learning (NECTAC, 2010).</p></li><li><p>Role of Technology in UDL</p></li><li><p>1. Digital/Electronic textCan be larger or easier to seeCan be read aloud to hearHighlight or cut and paste textCould provide a summary of text to be read before actual reading of text</p><p>(WestEd, 2010)</p></li><li><p>2. AudioHighlights individual words and reads them aloudCan provide definition of wordCan hear section of web site or entire site read aloudCan have their own writing be read aloud by computer</p><p>(WestEd, 2010)</p></li><li><p>3. Digital EnhancementVisual displays can be adjustedCan have an auditory display readCan embed learning supportsCan copy, paste, and manipulate text as needed(WestEd, 2010)</p></li><li><p>4. SoftwareOutlining and highlighting of textFormatting of text to make it easier to readCan have computer read text aloudCan find and correct mistakes on the screenHidden comments can be madeDigital templates can be created by teacher or student</p><p>(WestEd, 2010)</p></li><li><p>5. VisualMental picturesGraphicsDiagramsDrawingsModelsMaps and chartsUsing real images-video or photographs</p><p>(WestEd, 2010)</p></li><li><p>6. Curricular Supports Online math toolsInteractive gamesInteractive science labsRubrics for gradingWeb-based tools for writingOnline lesson plans Online collaboration sites(WestEd, 2010)</p></li><li><p>CAST Online Tools to Support Our Instruction</p></li><li><p>1. UDL Lesson Builderhttp://lessonbuilder.cast.org/This tool assists teachers with developing and adapting lessons that will increase the participation and success of students in the general education curriculum. It also provides a background on what Universal Design for Learning (UDL) is.</p><p>(Cast, 2008)</p></li><li><p>Valuable for our schoolTeachers would be able to use the Lesson Builder site to learn about actual model lessons to make their instruction more solid. Teachers could use the various tools available on the lesson builder pages in order to create and save their own lessons that incorporate UDL into their instruction.</p></li><li><p>2. UDL Curriculum Self-Checkhttp://udlselfcheck.cast.org/This tool provides teachers with the opportunity to identify and apply UDL goals into their instruction in order to engage all of the students in the classroom. (Cast, 2009b)</p></li><li><p>Valuable for our schoolTeachers would be able to access this tool and locate UDL goals, methods, materials, and assessments. Resources are also available for teachers to learn more about the UDL framework and using it in their classrooms. </p></li><li><p>3. Book Builderhttp://bookbuilder.cast.org/This tool provides teachers with a way to create their own digital storybooks for the students in their classrooms. Teachers and students can read books, share books, and publish their own books on the site.</p><p>(Cast, 2009a)</p></li><li><p>Valuable for our schoolTeachers can locate and access books for the many diverse student learning/reading needs in the classroom. Books vary by subject and are easy to access. Students can create their own digital books, publish them, and share them with other students/classrooms.</p></li><li><p>Meeting Our Students Learning Needs</p></li><li><p>How Can UDL Help Teachers?Provide additional professional development on the principles of UDL and how it can enhance instruction.Provide examples of classrooms that are implementing UDL into the instruction.Provide time for teachers to meet at grade level or content area level teams.Provide lesson plan assistance and supports.Provide additional resources and links to access additional information and learning.(Rose &amp; Meyer, 2002)</p></li><li><p>How Can UDL Help Students?Provide a variety of activities and tasks and allow students to choose.Provide additional materials for student use.Provide instruction on additional technology tools that will assist in learning.Provide a variety of software that students can access with different support features.Provide access to web resources.Provide access to various learning tools.</p></li><li><p>In Our SchoolStudent will be able to become more confident in their learning.Students will be able to access a wider variety of tools for instruction.Students will be able to be successful learners inside and outside the classroom.Teachers will begin to see students making AYP.Teachers will take more ownership in their instructional planning and implementation of UDL.The atmosphere of the buildings environment will begin to change and evolve into a safe and engaging place of learning.(Laureate Education, Inc., 2009)</p></li><li><p>ReferencesCenter for Applied Research and Technology-CAST. (2008). UDL Lesson Builder. Retrieved from http://lessonbuilder.cast.org/Center for Applied Research and Technology-CAST. (2009a). UDL Book Builder. Retrieved from http://bookbuilder.cast.org/Center for Applied Research and Technology-CAST. (2009b). UDL Self-Check. Retrieved from http://udlselfcheck.cast.orgCenter for Applied Research and Technology-CAST. (2009c). CAST UDL online modules. Retrieved from http://udlonline.cast.org/homeCenter for Applied Research and Technology-CAST. (2010). Research and development in universal design for learning. Retrieved from http://www.cast.org/research/index.htmlHoward, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31(5), 26-29. </p></li><li><p>References (cont.)Laureate Education, Inc. (Producer). (2009). McLaughlin, M. (Speaker). Program Six. Universal Design for Learning [Motion Picture]. Reaching and Engaging All Learners Through Technology. Baltimore: Author.National Center on Accessible Information Technology in Education. (2010). AccessIT. Retrieved from http://www.washington.edu/accessit/articles?110National Early Childhood Technical Assistance Center-NECTAC. (2010). Universal design for learning and assistive technology. Retrieved from http://www.nectac.org/topics/atech/udl.aspRose, D., &amp; Meyer, A. (2002). Teaching every students in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/WestEd. (2010). Using technology tools to support diverse learners. Retrieved from http://www.wested.org/cs/tdl/print/docs/tdl/home.htm</p></li></ul>


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