Transcript
Page 1: Universal Design of Learning (UDL)

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

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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?

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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

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How do you plan a lesson that meets the needs of all your students?

…………By using the UDL principles

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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

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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.

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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

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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

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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

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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

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In the 1900’s the CAST staff started working with education systems to incorporate the UDL

principle into the curriculum.

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3 Networks and how they relate to UDL principles

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

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Recognizing Network activity What do you see?

Each person may see something different

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Recognition Networks - Multiple means of Representation

Part of the brain that Recognizes and identifies and understand

information idea and concepts Interpret our senses

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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.

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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

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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

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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.

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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

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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

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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

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By using these documents and the SETT framework, A.T. can be directly related to the

UDL principles.

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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.

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Let’s watch this video on ways to include this principle into your classroom

http://udlonline.cast.org/page/module1/l165/

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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

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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/

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How many times was the ball passed?

Did you see anything else?

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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

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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).

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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.

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Multiple means of Action and Expression Checklist

Options for students to express their understanding

Options for physical action

Options for executive functions

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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.

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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/

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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

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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.”

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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

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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.

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Multiple means of Engagement Checklist

Gives the student choices

Minimizes distractions

Promotes motivation and self reflection

Goal setting

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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.

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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/

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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

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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

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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)

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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

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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

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The ensure all students have access to the use of Assistive Technology a law was made.

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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.”

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(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

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Both laws (UDL in Maryland and IDEA 2004) have made learning more accessible to all

learners.

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UDL vs. Differentiated Instruction Are similar concepts Share many of the same goals, ideas

about learning, and classroom practices BUT they have their differences.

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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.

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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

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Ablett, E. (2013). UDL Principles. Retrieved from https://assistivetechnologytidbits.wikispaces.com/About+UDL

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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)

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Share examples of this UDL principle in your classroom

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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.

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Share examples of this UDL principle in your classroom

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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

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Share examples of this UDL principle in your classroom

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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

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What impact does UDL have on your classroom?

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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/

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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

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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.

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