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? What impact does UDL have on the
classroom? What laws are there surrounding the
UDL principles?
Imagine your class...
Wide range of learning preferences Different degrees of readiness, and rate of
skill acquisition 4 students who have specials needs whose
work needs to be modified Each student has different interests, different
needs and different motivation to learn Mix 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
The Principles of UDL
Reaches every student. No matter of the students:
Learning preferences Degrees of readiness or rate of skill acquisition Student's disability Interests, needs and motivation to learn Range of abilities and background knowledge
Focuses on 3 main areas that are directly related to how the brain learns
“Every child can learn and every child has
the right to appropriate
instruction”--CAST
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
Multiple means of….
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
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 styles May 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
Universal Design for Learning .. Framework to increase flexibility and
decrease barriers Use as a guide for planning Takes into consideration the needs of
ALL students Getting out of your comfort zone and
trying new approaches/ideas Anticipating the supports students
may need in a lesson
Is
Universal Design for Learning ..
Lowering learning goals or achievement expectation
Changing the curriculum A one size fits all approach Extra Time with planning Set framework for
instruction
isNOT
Ablett, E. (2013). UDL Principles. Retrieved from https://assistivetechnologytidbits.wikispaces.com/About+UDL
Where did the ideas of UDL arise from? Extension of an architectural movement called
‘universal design’ Started by Ron Mace at North Carolina State
University, Idea was to create structures that are designed,
and constructed to accommodate a wide range of users Instead 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
In the 1900’s 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
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Recognizing Network activity What do you see?
Each person may see something different
Recognition Networks - Multiple means of Representation
Part of the brain that Recognizes and identifies and understand
information idea and concepts Interpret our senses
Recognition Networks - Multiple means of Representation
This principle focuses on providing multiple ways for students to recognize and identify the information being presented
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Multiple means of Representation Checklist
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 knowledge
Use assistive technologies
Through using Assistive Technology (low or high tech)
it directly relates to the implementation of UDL and
making learning accessible to all learners.
Maryland Learning Links(2013, June). UDL Interactive Activity. Retrieved from http://marylandlearninglinks.org/3473
To 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.
4 part model Student (special needs), what student needs to do, student’s
ability)
Environment(what materials are available, supports that can be added)
Tasks(how can activity be modified to accommodated, technology supports)
Tools(low/high technology available, what strategies can be used to increase independence)
SETT
Why 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 data Administrative Support and Professional Development Transition
Evaluates the effectiveness of A.T. devices currently in use
Helps with the implantation of A.T. devices. Determines if a student is in needs of A.T. services
Through using the SETT framework effective use of assistive technology can be
added to lessons/ the classroom to meet the students needs.
Let’s explore the documents Many checklist that can be used
http://www.joyzabala.com/Documents.html
By using these documents and the SETT framework, A.T. can be directly related to the
UDL principles.
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 symbols
Check point 3: Decoding Text Text to speech software
Guideline 3: Provide options for comprehension Check point 3.2: Decoding Text
Digital creation of graphic organizers (Kidspiration)
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Let’s watch this video on ways to include this principle into your classroom
http://udlonline.cast.org/page/module1/l165/
Let’s explore this website:
Has written examples as well as video on how to correctly implement
Ideas of how to implement assistive technologies
http://www.udlcenter.org/aboutudl/udlguidelines/principle1
Additional information: How to provide multiple means of
representation in relation to each category of UDL checklist
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1
Strategic Network activity
http://www.youtube.com/watch?v=IGQmdoK_ZfY
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?
Did you see anything else?
Our brain was focused on seeing how many times the basketball was passed not the
monkey If you didn’t 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 project
This shows how the recognition and affective networks work together for learning
Strategic Networks - Multiple means of Action and Expression
Part of the brain that gives you not only actions but the plans for actions. Plans the steps necessary to complete a project Knowing how to respond to questions on a test Taking notes (understanding what’s important) Listening to a lecture (understanding what are the
key elements of the lecture).
This principles focuses on providing multiple ways for students to express themselves and the ways they can respond to learning environments
Strategic Networks - Multiple means of Action and Expression
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Multiple means of Action and Expression Checklist
Options for students to express their understanding
Options for physical action
Options for executive functions
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 Smartboard
Guideline 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 software Guideline 6: Provide options for executive functions
Check point 6.2: Support planning and strategy development
Webspiration, assignment calculator
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Let’s watch this video on ways to include this principle into your classroom
http://udlonline.cast.org/page/module1/l170/
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
Additional information: How to provide multiple means of action and
expression in relation to each category of UDL checklist
http://www.udlcenter.org/aboutudl/udlguidelines/principle2
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1
Affective Network activity
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
Part of the brain that engages with tasks and influence our motivation to learn. Develops preferences and establishes
priorities and interests
Affective Networks - Multiple means of Engagement
This principle focuses on engaging the students and showing them the real world importance of learning the content.
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Multiple means of Engagement Checklist
Gives the student choices
Minimizes distractions
Promotes motivation and self reflection
Goal setting
How assistive technology helps with providing multiple means of
engagement? Guideline 7: Provided options recruiting
interests Checkpoint 7.3: Minimize threats and distractions
Pace car Guideline 8: Provide options for sustaining efforts
and persistence Check point 8.1: Heighten salience of goals and objectives
RubiStar Guideline 9: Provide options for self-regulation
Check point 9.3: Develop self-assessment and reflection Learner Diaries, Building Wings Readers
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Let’s watch this video on ways to include this principle into your classroom
http://udlonline.cast.org/page/module1/l174/
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
Additional information: How to provide multiple means of engagement
in relation to each category of UDL checklist
http://www.udlcenter.org/aboutudl/udlguidelines/principle3
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1
Applying 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.
http://marylandlearninglinks.org/3816
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)
About the Bill State level bill Enacted May 4, 2010 Bill that will help place the principles of
UDL into the education systems in Maryland
TASK Force Bill 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 technology Plans/enacts staff development Ensures teacher preparation of the UDL principles
The ensure all students have access to the use of Assistive Technology a law was made.
IDEA 2004 (section 602) Law In this law it defines assistive
technology devices This 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.
IDEA 2004 (section 602) Law
Both 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 practices BUT they have their differences.
Similarities and DifferencesUDL Both Differentiated
Instruction
• Assessing and adjusting instruction before it begins
• Anticipates what students will need and incorporating them from the onset
• Principles of representation, engagement, and expression
• Considers each students needs and learning styles
• Guide for teaching• Each student learns in
different ways
• Focus on giving formative assessments then assessing and adjusting instruction
• Principles of content, process, and product
When an architect is designing a building, they don’t 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 and includes the ramp in the original design.
Why use both frameworks works together?
UDL: Anticipates what students will need and incorporating them from the onset
Differentiated Instruction: provides ongoing assessments of the students learning
Ablett, E. (2013). UDL Principles. Retrieved from https://assistivetechnologytidbits.wikispaces.com/About+UDL
Examples of UDL in my classroomMultiple means of Representation
Simple few word on PowerPoint slides (1.1)
Videos (1.2/1.3) Sound clips (1.3) Hands on objects (1.3) Pre-teach vocabulary with
pictures (2.1/2.4) PowerPoint that use a
variety of multi-media (2.5) Pictures and diagrams of
topic Videos/sound clips
Connect unknown ideas to real life or prior knowledge (2.2/3.1/3.4)
Reading a book about S.S> topic in L.A. (3.1)
Concepts maps (3.1/3.2) Interactive Smartboard
activities/websites (3.3) Chucking of
information/remove unnecessary information (3.3)
Explicit prompts when modeling and guided practice (3.13)
Graphic organizer, modified Cornell notes for note taking (3.4)
Repetition of materials (3.4)
Share examples of this UDL principle in your classroom
Examples of UDL in my classroomMultiple means of Engagement
Interactive Smartboard activities (7.1)
Visual Timer (7.1) Virtual field trips (7.2) Daily visual schedule by
Boardmaker (7.3) Classroom routine (7.3) Break Cards (7.3) Rubrics (8.1) Challenge activities after
completion of work (7.1) Different choices of projects (7.1)
Writing a letter or song Creating a PowerPoint Designing a advertisement
Short length of activities (7.3)
Monthly/daily goal setting leading to long term goal (8.1)
Differentiate the degree of difficulty or complexity through different activities depending on students abilities (8.2)
Cooperative learning groups (8.3)
Frequent feedback on work (8.4)
Social skills training (9.2) Individualized behavior
management systems (7.1/9.2)
CAST (2011). Universal Design for Learning Guidelines v ersion 2.0. Wakefield, MA: Author.
Share examples of this UDL principle in your classroom
Examples of UDL in my classroomMultiple means of Action and Expression
Hands-on learning(4.0) Verbal vs. written test (4.1) Access to assistive technologies ---
computers, text to speech software, graphic organizers (4.2)
Manipulatives ---Base 10 blocks. Counters (5.1)
Alternatives for paper/pencil assignments (4.1)
Calculators (5.2) Graphic Organizers (5.2) Conferences/Feedback(5.3) KWL charts for goal setting
(6.1) Scaffolding –modeling,
guided practice with think allowed (6.2), independence practice(5.3)
Goals/objectives at beginning of lesson as well as displayed in the front of the room (6.1)
Outlines for notes (6.3) Learning Checks throughout
lesson (6.4) Student own grading of
work (self reflection) (6.4)
“When given choices of instructional
materials, the level of engagement increases”--
CAST
Share examples of this UDL principle in your classroom
Impact of UDL in my classroomStudents : Are engaged Are taking ownership of their
learning Needs, abilities and learning
styles of ALL students are being meet
Confidence levels are increased Students feel they all are
receiving the same accommodations and no special treatment
Are being provided with more opportunities to learn that better meets their needs
Are monitoring their learning
Teachers are: Contently assessing/analyzing
student’s learning and how they are progressing with the essential questions/learning objectives and modify the lessons to meet the students needs
Eliminating barriers that students face
Providing frequent feedback for student based off their work so that they succeed.
Providing a variety of delivery methods for each lesson that meets students needs
Ensuring all students equal access to the curriculum so that students can learn to their fullest
What impact does UDL have on your classroom?
See what UDL principles you have in your classroom
with this UDL checklist
http://udlonline.cast.org/page/module1/l153/
CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield, MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/
Link to UDL Guidelines http://
www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
CAST (2011). Universal Design for Learning Guidelines Overview version 2.0. Wakefield,
MA: Author. Retrieved fromhttp://www.udlcenter.org/sites/udlcenter. org/files/updateguidelines2_0.pdf
Resources and References Ablett, E. (2013). UDL Principles. Retrieved from https://assistivetechnologytidbits.wikispaces.com/About+UDL CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield,
MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/ CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1 CAST (2011). Universal Design for Learning Guidelines Overview version 2.0.Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/sites/udlcenter. org/files/updateguidelines2_0.pdf Church, G., & Glennen, S. (1992). The handbook of assistive technology. San Diego, CA:
Singular Publishing Group, Inc. Maryland Learning Links(2013, June). UDL Interactive Activity. Retrieved from
http://marylandlearninglinks.org/3473 Margaret, N. (2011,June). Etips and UDL Reflection. Retrieved from http://
nicolinamargaret.blogspot.com/2011/06/etips-udl-reflection.html Maryland Down syndrome Advocacy Coalition (MDAC), (2009). Universal Design for Learning In Maryland. Retrieved From http://udl4maryland.webs.com/ Peters, K. (2013, February). Similarities and differences between Universal Design for Learning
and Differentiated Instruction. Retrieved from http://kristinspe322.wordpress.com/2013/02/12/similarities-and-differences-between-universal-design-for-learning-and-differentiated-instruction/
Simon, D. (2010, April). Monkey Business. Retrieved from http://www.youtube.com/watch?v=IGQmdoK_ZfY
Zabala, J. (2010). SETT Framework Documents. Retrieved from http://www.joyzabala.com/Documents.html.