Universal Design for Learning (UDL) & Your Students … Do your students struggle with:  Reading?  Writing?  Achievement?  Appropriate behavior? UDL.

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  • Universal Design for Learning (UDL) & Your Students Do your students struggle with: Reading? Writing? Achievement? Appropriate behavior?

    UDL provides proven strategies to addresses student learning needs! Please see the Speakers Notes for more information & directions!Many thanks to Judy Rein for providing the basis of this PowerPoint!

  • This PowerPoint is organized into 4 sections:Click the link to jump to that section:Note: You must be in slide show view to use the links.

    Universal Design for Learning (UDL) How to Get Started

    Traditional Instruction Why One Size Does Not Fit All

    Brain Research and the 3 Principles

    UDL and using technology wisely

  • Universal Design for Learning (UDL) How to Get StartedWhat is UDL?Goal: Take advantage of digital materialsRationale for UDL

    See the Speakers Notes for each of these slides for additional content.Go to Main Table of Contents

  • What is UDL?A national movement grounded in belief that technology provides a medium for more flexible, differentiated instructionBuilt on the premise that there is no such thing as a typical kid and that differentiating instruction supports students who struggle with reading, writing, and math due to disabilities, English language learning, and/or other reasons.

    Describes the use of flexible methods and materials for instructing diverse learners.

    Addresses national and state agendas for instructional and assistive technology.From CAST at http://www.cast.org Go to Section Index or Main Table of Contents

  • Goal of UDL Take Advantage of Digital MaterialsTechnology Supports Flexible TeachingBooks and oral lectures are not flexible because one size does NOT fit all.

    Digital text/media offer the use of sound and images which are better suited to meet the needs of diverse learners.

    Internet resources offer more flexibility for diverse learners.Go to Section Index or Main Table of Contents

  • Rationale for UDLIt is more efficient and cost effective to consider and address the diverse range of user needs during the design process, rather than as an adaptation after the fact L. Schleff, Western Washington UniversityStatute 7-910: All teacher created technology-infused instructional materials must be accessible by FY2005.Go to Section Index or Main Table of Contents

  • Traditional Instruction Why One Size Does Not Fit AllLimitations of SpeechLimitations of TextLimitations of Images

    See the Speakers Notes for each of these slides for additional content.Go to Main Table of Contents

  • What are the limitations with traditional instruction? Speech LimitationsSounds spoken in rapid sequence & are transient > some students cannot process speech quickly enoughRequires ability to stay focused continuously & act strategically (active listening)Requires verbal working memory Requires ability to process intonation & gesture facial expressionGo to Section Index or Main Table of ContentsThink about the question=> click to see the answer.

  • What are the limitations with traditional instruction? Text Limitations Representational and must be taughtMore permanent than speech, but it lacks the inherent expressiveness of speech Bound by conventionsRequires many automatic recognition of words, often difficult for dyslexicsStudents may excel at recognizing text but dont get the meaning easilyGo to Section Index or Main Table of ContentsThink about the question=> click to see the answer.

  • What are the limitations with traditional instruction? Image Limitations Images are also bound by conventions that can be complex; they require training and practice to interpretImages are usually not the best way to convey conceptual, philosophical, or abstract informationImages require the analysis of the parts in relation to the wholeImages present all information at once instead of sequentially Go to Section Index or Main Table of ContentsThink about the question=> click to see the answer.

  • Brain Research and the Three UDL PrinciplesThree Systems for LearningUDL PrinciplesWhat options do teachers have for presenting content?What options can teachers give students for responding to learning activities?What are some strategies teachers use to engage students?Go to Main Table of Contents

  • Recent Brain Research:Three Systems for LearningRecognition networks - identify & interpret patterns of sound, light, taste, smell, and touch

    Strategic networks plan, execute, & monitor internally generated mental & motor actions & skills

    Affective networks interact with the world influenced by state of emotions, mood, interest, personality, motivations, memory, & biological state

    For more information see: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfmGo to Section Index or Main Table of Contents

  • UDL Principle 1:Multiple representations of contentWhat options do teachers have for presenting content?VideoAudioText OnlyGraphicalCombinationsGo to Section Index or Main Table of ContentsThink about the question=> click to see the answer.

  • How does this website scaffold information for students?University of Michigan's Windows on the Universe Projectwww.windows.ucar.eduGo to Section Index or Main Table of Contents

  • UDL Principle 2:Multiple means of expression & controlWhat options can teachers give students for responding to learning activities?WritingDrawingReadingResearchingDesigningPresentingActingGo to Section Index or Main Table of ContentsThink about the question=> click to see the answer.

  • Multiple Means of Expression & ControlInspiration

    Concept map or outline of ideasAssistive technology for children who need a writing scaffoldInstructional technology for all students

    Go to Section Index or Main Table of Contents

  • UDL Principle 3:Multiple means of engagementWhat are some strategies teachers use to engage students?Learning StylesSelf-selection Individualized learning Motivation

    Go to Section Index or Main Table of ContentsThink about the question=> click to see the answer.

  • Center for Electronic Studyinghttp://ces.uoregon.edu Project INTERSECT (Internet Text with Electronic Resources, Supportive Enhancements, and Comprehension Tools)

    Computer Based Study Strategies (CBSS) http://cbss.uoregon.edu Go to Section Index or Main Table of Contents

  • UDL helps you meet the individual needs of the student by using technology wisely For a selection of classroom case studies go to: http://www.cast.org/teachingeverystudent/casestories/

    Make a technology-infused change in the way you deliver the curriculum click on the phrase below to go to the right page in the CAST website:

    How can you change the way a goal or objective is stated? Note the difference between the traditional approach and UDL approach.

    How can you change the way you present content to your students? See examples in a Social Studies Classroom: Curriculum Goals Introduce Lesson Guide Lesson LearningClose Lesson

    How can you change the way students demonstrate learned knowledge? See: Assessment

    Go to Main Table of Contents

  • More InformationThe CAST website:CAST: Teaching Every Student (TES) main Menu: http://www.cast.org/teachingeverystudent

    Register for a My TES Account (its free):http://www.cast.org/teachingeverystudent/mytes/

    Teaching Every Student in the Digital Age the online book: http://www.cast.org/teachingeverystudent/ideas/tes/

    MSDE Voluntary Curriculum: http://www.mdk12.org/instruction/curriculum/ See also: http://www.pgcps.org/~tifa Go to Main Table of Contents

    *This is the Speakers Notes - notes accompany every slide in this PowerPoint.

    To enlarge the Speakers Notes pane, move your mouse over the border between the slide presentation pane and the speakers notes pane; when the pointer changes to a double-headed arrow, right-click, hold, and drag the border. Slide Outline paneTo maximize your viewing area single-right click the X box on the right to close the Slide Design (Task) pane; restore by using the pop-down menu at the top of the window: View -> Task Pane

    For directions (with pictures) on how to maneuver this PowerPoint please see Directions for The PowerPoint document on our Discussion Board.

    For Questions about this PowerPoint please contact Linda Sweeting: sweeting@pgcps.org

    *Main Table of Contents Slide

    Each of the four items listed above is bookmarked to the appropriate slides; this means if you click on the link when you are in slide show view you will jump to that slide. Use the tool icons in the lower-left hand corner of this window to move between the different views.

    The first time you view this PowerPoint, it is recommended that you view these slides in order 1 through 20, however, you can jump to a specific section if you prefer in subsequent viewings.*This section is organized around these three points. Proceed to the next slide to begin this section or use the link to jump to the slide.

    To use the Internet links in the Speakers Notes, copy the link and then paste it in your browsers address box.*For more information about Universal Design for Learning (UDL) go to the CAST website: http://www.cast.org/teachingeverystudent/ideas/

    The basic premise of UDL is that there is no such thing as a typical kid. Differentiating instruction supports students who struggle with reading, writing, and math due to disabilities , English language learning, and/or other reasons.

    To use the Internet links in the Speakers Notes, copy the link and then paste it in your browsers address box.

    Links on the slides are only live (will go to that Internet site) in Slide Show view.*Principles of the Universal Design for Learning Framework For more information see Teaching Every Student in the Digital Age, by David H. Rose, ASCD, 2002; also available online at the CAST website: http://www.cast.org/teachingeverystudent/ideas/tes/ UDL Solutions Template: http://www.cast.org/teachingeverystudent/templates/UDLSolutionsTemplate.doc The first page of this template is filled in with comments about students as an example, pages 2 4 provide you examples of UDL solutions, and page 5 is a blank template for you to use.

    Save this template to your hard drive before you begin. To save the template click File in the pop-down menu at the top of the browser and then click save as in the menu that opened. Save the template in a location on your hard drive that you can find easily, such as My Documents or your desktop.

    To use the Internet links in the Speakers Notes, copy the link and then paste it in your browsers address box.*For information about COMAR13A.05.02.13 H and Statute 7-910 see: http://www.pgcps.org/~tifa/links.html

    To use the Internet links in the Speakers Notes, copy the link and then paste it in your browsers address box.*This section is organized around these three points. Proceed to the next slide to begin this section or use the link to jump to the slide.

    To use the Internet links in the Speakers Notes, copy the link and then paste it in your browsers address box.

    *Speech phonemes recognitionActive listening strategic, students with ADD have difficulty with thisVerbal working memory - studies of kids with epilepsy recognize speech but frontal networks cant hold on to spoken languageIntonation & gesture some individuals with strokes and autism often understand words but cannot decode the character of speech

    *For more information see the CAST website: http://www.cast.org/teachingeverystudent/ideas/tes/chapter3_6.cfm

    To use the Internet links in the Speakers Notes, copy the link and then paste it in your browsers address box.

    *For more information see the CAST website: http://www.cast.org/teachingeverystudent/ideas/tes/chapter3_6.cfm

    To use the Internet links in the Speakers Notes, copy the link and then paste it in your browsers address box.

    *This section is organized around these five points. Proceed to the next slide to begin this section.

    To use the Internet links in the Speakers Notes, copy the link and then paste it in your browsers address box.

    *Recent brain imaging techniques have allowed scientists to see inside the brain to understand relationships between specific areas of the brain and the functions they serve, locate areas affected by disorders, and develop new strategies for treating brain disorders.For additional information see:Slide 13: Recognition NetworkSlide 15: Strategic Network Slide 17: Affective Networks

    Links on the slides are only live (will go to that Internet site) in Slide Show view.*Principle 1: To support recognition learning, provide multiple, flexible methods of presentationRecognition networks are specialized to sense and assign meaning to patterns and thus facilitates the identification and understanding of information, ideas, and concepts. To support diverse recognition networks teachers should:Provide information via multiple media types and formats Provide multiple examples of the same conceptHighlight critical features Support background context

    *The University of Michigans Windows on the Universe Project presents content in multiple ways. This online resource uses technology effectively to scaffold information for a variety of learners; note the beginner, intermediate and advanced buttons and concept links highlighting specific words. Explore this site to discover information presented via: Video, Audio, Text Only, Graphical and in Combinations.

    Links on the slides are only live (will go to that Internet site) in Slide Show view.*Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.Strategic networks are specialized to generate and oversee mental and motor patterns which enable the planning, execution, and monitoring of actions and skills.To support diverse strategic networks teachers should:Provide flexible models of skilled performance. Provide scaffolded opportunities for students to practice and develop expertise. Offer flexible opportunities for demonstrating proficiency such as: writing, drawing, designing, presenting, acting.Provide timely, ongoing, relevant feedback to students. Immediate feedback is a major reason that gaming is so popular.*Inspiration is an example of commonly available tool that can become Assistive Technology for some children because tool is so well designed.

    With this software students can: WriteDrawReadResearchDesignPresentAct*Principle 3: To support affective learning, provide multiple, flexible options for engagement. Affective networks are specialized to evaluate patterns and assign them emotional significance which promotes the engagement with tasks and learning. To support diverse affective networks teachers should:Offer adjustable levels of challenge; start teaching at a level that is slightly challenging level but one where the student can achieve success.Offer choices of learning context to students.Offer choices of tools to students to learn a skill or complete a task.Offer choices of rewards; food as a frequent or sole reward type is discouraged.

    *The Center for Electronic Studying has developed Computer-Based Study Strategies (CBSS) whi...

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