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 Speaker’s 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.

1. Universal Design for Learning (UDL) – How to Get Started

2. Traditional Instruction – Why “One Size Does Not Fit All”

3. Brain Research and the 3 Principles

4. UDL and using technology wisely …

Universal Design for Learning (UDL) – How to Get Started

• What is UDL?• Goal: Take advantage of digital materials• Rationale for UDL

See the Speaker’s Notes for each of these slides for additional content.

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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 Materials

Technology Supports Flexible Teaching Books 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 UDL

“It 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 University

Statute § 7-910:Statute § 7-910: All teacher All teacher created technology-infused created technology-infused instructional materials must be instructional materials must be accessible by FY2005.accessible by FY2005.

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Traditional Instruction – Why “One Size Does Not Fit All”

Limitations of Speech Limitations of Text Limitations of Images

See the Speaker’s Notes for each of these slides for additional content.

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What are the limitations with traditional instruction?

Speech Limitations

Sounds spoken in rapid sequence & are transient > some students cannot process speech quickly enough

Requires ability to stay focused continuously & act strategically (active listening)

Requires verbal working memory Requires ability to process intonation & gesture

facial expressionGo to Section Index

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What are the limitations with traditional instruction?

Text Limitations Representational and must be taught More permanent than speech, but it lacks the

inherent expressiveness of speech Bound by conventions Requires many automatic recognition of words,

often difficult for dyslexics Students may excel at recognizing text but don’t

get the meaning easily

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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 interpret

Images are usually not the best way to convey conceptual, philosophical, or abstract information

Images require the analysis of the parts in relation to the whole

Images present all information at once instead of sequentially

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Brain Research and the Three UDL Principles

Three Systems for Learning UDL Principles

What 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?

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Recent Brain Research:Three Systems for Learning

• Recognition 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.cfm

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UDL Principle 1:Multiple representations of content

What options do teachers have for presenting content?

Video Audio

Text Only Graphical

Combinations

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How does this website scaffold information for students?

University of Michigan's Windows on the Universe Project

www.windows.ucar.edu

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UDL Principle 2:Multiple means of expression & control

What options can teachers give students for responding to learning activities?

Writing Drawing Reading

Researching

Designing Presenting

Acting

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Multiple Means of Expression & Control

Inspiration

• Concept map or outline of ideas

• Assistive technology for children who need a writing scaffold

• Instructional technology for all students

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UDL Principle 3:Multiple means of engagement

What are some strategies teachers use to engage students?

Learning Styles Self-selection Individualized

learning Motivation

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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

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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 Learning Close Lesson

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

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More InformationThe CAST website:CAST: Teaching Every Student (TES) main Menu:

http://www.cast.org/teachingeverystudent

Register for a “My TES” Account (it’s 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