Universal Design of Learning (UDL)

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Universal Design of Learning (UDL). Access to all. Margaret, N. (2011,June). Etips and UDL Relection. Retrieved from http://nicolinamargaret.blogspot.com/2011/06/etips-udl-reflection.html. Presentation Essential Questions. What are the 3 principles of UDL? - PowerPoint PPT Presentation

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<p>PowerPoint Presentation</p> <p>Universal Design of Learning(UDL)Access to all</p> <p>Margaret, N. (2011,June). Etips and UDL Relection. Retrieved from http://nicolinamargaret.blogspot.com/2011/06/etips-udl-reflection.htmlPresentation Essential QuestionsWhat are the 3 principles of UDL?What impact does UDL have on the classroom?What laws are there surrounding the UDL principles?Imagine your class...Wide range of learning preferencesDifferent degrees of readiness, and rate of skill acquisition4 students who have specials needs whose work needs to be modified Each student has different interests, different needs and different motivation to learnMix range of abilities and background knowledge How do you plan a lesson that meets the needs of all your students?By using the UDL principles </p> <p>The Principles of UDLReaches every student. No matter of the students: Learning preferencesDegrees of readiness or rate of skill acquisitionStudent's disability Interests, needs and motivation to learnRange of abilities and background knowledge </p> <p>Focuses on 3 main areas that are directly related to how the brain learns </p> <p>Every child can learn and every child has the right to appropriate instruction--CAST</p> <p>The 3 Principles Representation- options for how students can access the content (audio, written format, digital format) Action/Expression- how the students show what they know Engagement- how the student connects to the lesson and is motivated </p> <p>Multiple means of.CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.</p> <p>Why use the principles of UDL in your lessons?Allows students to work more independently Meets the needs of all students not just students who have special needs Equal opportunities and meets the needs of different learning stylesMay take less time/money- use highlighter Increase number of ways students can access learning Eliminates the barriers students may face that are essential to learning </p> <p>Universal Design for Learning ..Framework to increase flexibility and decrease barriersUse as a guide for planningTakes into consideration the needs of ALL studentsGetting out of your comfort zone and trying new approaches/ideasAnticipating the supports students may need in a lesson</p> <p>IsUniversal Design for Learning ..Lowering learning goals or achievement expectation Changing the curriculum A one size fits all approachExtra Time with planningSet framework for instruction isNOT</p> <p>Ablett, E. (2013). UDL Principles. Retrieved from https://assistivetechnologytidbits.wikispaces.com/About+UDLWhere did the ideas of UDL arise from?Extension of an architectural movement called universal designStarted by Ron Mace at North Carolina State University, Idea was to create structures that are designed, and constructed to accommodate a wide range of usersInstead of waiting to build an elevator for a person in a wheelchair or a person with a baby stroller the building was designed accommodate one </p> <p>In the 1900s the CAST staff started working with education systems to incorporate the UDL principle into the curriculum. 3 Networks and how they relate to UDL principles </p> <p>CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Recognizing Network activity What do you see?</p> <p>Each person may see something different</p> <p>Recognition Networks - Multiple means of Representation</p> <p>Part of the brain thatRecognizes and identifies and understand information idea and concepts Interpret our senses</p> <p>Recognition Networks - Multiple means of Representation</p> <p>This principle focuses on providing multiple ways for students to recognize and identify the information being presented </p> <p>CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Multiple means of Representation Checklist</p> <p>Present the information different ways (audio, written) Use multi-media approaches- videos, pictures, interactive activities Different modalities , hearing, touch, vision Pre teach vocabulary and supply background knowledgeUse assistive technologies </p> <p>Through using Assistive Technology (low or high tech) it directly relates to the implementation of UDL and making learning accessible to all learners.</p> <p>Maryland Learning Links(2013, June). UDL Interactive Activity. Retrieved from http://marylandlearninglinks.org/3473To help educators incorporate Assistive Technology(A.T.) into lessons and determine what A.T. devices students might benefit from the SETT framework was created by Joy Zabala.</p> <p>4 part modelStudent (special needs), what student needs to do, students ability)</p> <p> Environment(what materials are available, supports that can be added)</p> <p>Tasks(how can activity be modified to accommodated, technology supports)</p> <p> Tools(low/high technology available, what strategies can be used to increase independence)SETTWhy use SETT Framework?Helps with the development and delivery of A.T services (QIAT)Ensures: correct A.T. devices are being used for the students needs based on dataAdministrative Support and Professional Development TransitionEvaluates the effectiveness of A.T. devices currently in useHelps with the implantation of A.T. devices.Determines if a student is in needs of A.T. services</p> <p>Through using the SETT framework effective use of assistive technology can be added to lessons/ the classroom to meet the students needs.Lets explore the documentsMany checklist that can be used </p> <p>http://www.joyzabala.com/Documents.html</p> <p>By using these documents and the SETT framework, A.T. can be directly related to the UDL principles. </p> <p>How assistive technology helps with providing multiple means of representation? Guideline 1: Provided options for presentation Checkpoint 1.1: Offer ways to customizing the display of information Change size, color contrast of text with computer software (Microsoft word, Kurzweil) Guideline 2.3: Provide options for language, mathematical expressions, and symbolsCheck point 3: Decoding Text Text to speech softwareGuideline 3: Provide options for comprehension Check point 3.2: Decoding Text Digital creation of graphic organizers (Kidspiration) </p> <p>CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Lets watch this video on ways to include this principle into your classroomhttp://udlonline.cast.org/page/module1/l165/</p> <p>Lets explore this website:Has written examples as well as video on how to correctly implement Ideas of how to implement assistive technologies </p> <p>http://www.udlcenter.org/aboutudl/udlguidelines/principle1Additional information: How to provide multiple means of representation in relation to each category of UDL checklistCAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1Strategic Network activity http://www.youtube.com/watch?v=IGQmdoK_ZfY</p> <p>CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield, MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/How many times was the ball passed?</p> <p>Did you see anything else?Our brain was focused on seeing how many times the basketball was passed not the monkey If you didnt catch the monkey your brain was understanding what was important and the key aspects But your brain did not see all the necessary steps to complete the projectThis shows how the recognition and affective networks work together for learning </p> <p>Strategic Networks - Multiple means of Action and Expression </p> <p>Part of the brain that gives you not only actions but the plans for actions.Plans the steps necessary to complete a projectKnowing how to respond to questions on a testTaking notes (understanding whats important)Listening to a lecture (understanding what are the key elements of the lecture).</p> <p>This principles focuses on providing multiple ways for students to express themselves and the ways they can respond to learning environments</p> <p>Strategic Networks - Multiple means of Action and Expression </p> <p>CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Multiple means of Action and Expression ChecklistOptions for students to express their understandingOptions for physical actionOptions for executive functions</p> <p>How assistive technology helps with providing multiple means of Action/Expression? Guideline 4: Provide options for physical actions Checkpoint 4.2: optimize access to tools and assistive technology Click and type software, AIMS sot ware, multiple choice questions on interactive SmartboardGuideline 5: Provide options for expression and communication Check point 5.2: Use multiple tools for construction and composition Calculators, spell checkers, computer aides design software, wikis, text to speech softwareGuideline 6: Provide options for executive functions Check point 6.2: Support planning and strategy development Webspiration, assignment calculator </p> <p>CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Lets watch this video on ways to include this principle into your classroomhttp://udlonline.cast.org/page/module1/l170/</p> <p>CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield, MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/Has written examples as well video on how to correctly implement Ideas of how to implement assistive technologies </p> <p>Additional information: How to provide multiple means of action and expression in relation to each category of UDL checklisthttp://www.udlcenter.org/aboutudl/udlguidelines/principle2CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1Affective Network activity </p> <p>You are sitting in algebra class. The teacher is instructing a lesson on equations. You are thinking Why is this important. I am not going to use this in my field of study. Who will ask me to prom this year? I wonder what mom is cooking for dinner.Affective Networks - Multiple means of Engagement </p> <p>Part of the brain that engages with tasks and influence our motivation to learn.Develops preferences and establishes priorities and interests</p> <p>Affective Networks - Multiple means of Engagement </p> <p>This principle focuses on engaging the students and showing them the real world importance of learning the content. </p> <p>CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Multiple means of Engagement ChecklistGives the student choicesMinimizes distractions Promotes motivation and self reflectionGoal setting </p> <p>How assistive technology helps with providing multiple means of engagement? Guideline 7: Provided options recruiting interests Checkpoint 7.3: Minimize threats and distractionsPace carGuideline 8: Provide options for sustaining efforts and persistence Check point 8.1: Heighten salience of goals and objectives RubiStarGuideline 9: Provide options for self-regulation Check point 9.3: Develop self-assessment and reflectionLearner Diaries, Building Wings Readers</p> <p>CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Lets watch this video on ways to include this principle into your classroomhttp://udlonline.cast.org/page/module1/l174/</p> <p>CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield, MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/Has written examples as well video on how to correctly implement Ideas of how to implement assistive technologies </p> <p>Additional information: How to provide multiple means of engagement in relation to each category of UDL checklisthttp://www.udlcenter.org/aboutudl/udlguidelines/principle3CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1Applying the principles to scenarios This website allows you to practice adding the UDL principles to your classroom as it related to each student needs It allows you to choice a grade level It gives you 4 students, their needs and learning preferences, abilities, and difficulties. </p> <p>http://marylandlearninglinks.org/3816</p> <p>To ensure the principles of UDL are incorporated into each lesson and the needs of ALL students are being met Maryland enacted a UDL Law (HB 59/SB 467)</p> <p>About the Bill State level bill Enacted May 4, 2010Bill that will help place the principles of UDL into the education systems in Maryland </p> <p>TASK ForceBill creates a TASK Force(a group of selected people) that explores the incorporation of the principles UDL into the curriculum The TASK Force:Study and make recommendations of the feasibility of applying and incorporating the principles of UDL into:Policies, practices, and curriculum of the education systems in Maryland Purchases assistive technologyPlans/enacts staff development Ensures teacher preparation of the UDL principles</p> <p>The ensure all students have access to the use of Assistive Technology a law was made. </p> <p>IDEA 2004 (section 602) LawIn this law it defines assistive technology devicesThis law requires assistive technology to be offered to students in order to:increase, maintain, or improve functional capabilities of a child with a disability.(A) In general.--The term `assistive technology device' means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. (B) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device. </p> <p>IDEA 2004 (section 602) LawBoth laws (UDL in Maryland and IDEA 2004) have made learning more accessible to all learners. UDL vs. Differentiated Instruction Are similar concepts Share many of the same goals, ideas about learning, and classroom practicesBUT they have their differences. Similarities and DifferencesUDLBothDifferentiated Instruction</p> <p>Assessing and adjusting instruction before it begins Anticipates what students will need and incorporating them from the onsetPrinciples of representation, engagement, and expression Considers each students needs and learning stylesGuide for teachingEach student learns in different waysFocus on giving formative assessments then assessing and adjusting instruction Principles of content, process, and product </p> <p>When an architect is designing a building, they dont wait for someone in a wheelchair to try to access the building before installing a ramp. Rather, the architect anticipates that someone in a wheelchair will need to access the building...</p>

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