Universal Design for Learning

Universal Design

• At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences.

Why UDL?

Text-only

Audio-only

Written Assignmen

ts

Textbook-only

Reading Level Too High/Low

Lack of interest/motivation for student

UDL

Traditional Lesson Design v. UDLTraditional approach UDL Approach

Sees differences in student learning as a problem. Student learning differences are a problem to deal with rather than a natural consequence of today’s classroom.

Assumes that student diversity is/will now be the norm and that barriers to learning arise in learners' interactions with inflexible "one-size-fits-all" curricula.

Assumes that the curricula is fixed: accommodations and modifications (retrofits) must be made in order to deal with student diversity.

Assumes that the inflexible curricula is disabled: curricula needs to be designed or redesigned to meet the needs of a wide diversity of students from the start.

Accommodations and modifications can result in lowered expectations and achievement for some learners.

Designing curricula from the start that is both flexible and meets the needs of all students results in high expectations for all learners.

Traditional Lesson Design v. UDLTraditional approach UDL Approach

Teachers typically deliver content one way.

Teachers deliver content in multiple ways.

Students are passive learners who acquired information through memorizing, practicing, and taking tests.

Students are active learners who engage and analyze the content to gain understanding.

The learning environment encourages students to sit quietly and work on an identical task.

The learning environment encourages students to explore the content based on personal interests, preferences, or abilities.

Students’ skills and knowledge of content are assessed using one method.

Students are allowed to demonstrate their skills and knowledge of content using one of several methods. {CHOICE}

Brain Research

Recognition/Representation

The “What” of Learning

• Provide multiple examples • Highlight critical features • Provide multiple media and formats • Support background context.

Strategic/Expression

The “How” of Learning

• Provide flexible models of skilled performance • Provide opportunities to practice with supports • Provide ongoing, relevant feedback • Offer flexible opportunities for demonstrating skill.

AffectiveThe “Why” of

Learning

• Offer choices of content and tools • Offer adjustable levels of challenge • Offer choices of rewards • Offer choices of learning context.

• Does not always mean technology…

Multiple Means of Representation

But often technology and presentation, expression, and

motivation intersect….

http://www.artifactbox.com/resources.html

Recognition/Representation

The “What” of Learning

Provide multiple examples Highlight critical features Provide multiple media and formats Support background context.

• Okay…maybe a little technology– Digital recorder– Sound editing software (Goldwave)

Oral History projects and videos of real people talking about past events can be a great way to bring history to life! [Representation]

(and if you’re thinking that students could also use oral histories to express their understanding of history, you’re right! [Expression] )

Multiple Means of Representation

Recognition/Representation

The “What” of Learning

Provide multiple examples Highlight critical features Provide multiple media and formats Support background context.

• Avoid limiting presentation style. – There may be students who do

not respond, comprehend or attend well to a lecture style.

– Consider the use of media with the presentation, concept maps, or graphics to enhance and illustrate concepts and topics that are introduced and reviewed.

Multiple Means of Representation

Recognition/Representation

The “What” of Learning

Provide multiple examples Highlight critical features Provide multiple media and formats Support background context.

• Glogster.edu• Class Webpage/Blog• Videos from YouTube/TeacherTube• ScreenToaster• Recorded books/articles

• All of the above include the option for photos, videos, music and other forms of media to support and enhance the presentation of content

• Pre-highlighted webpages (Awesome Highlighter)

• Wordle

• Beyond Lecture…beyond PowerPoint

Other Options

Recognition/Representation

The “What” of Learning

Provide multiple examples Highlight critical features Provide multiple media and formats Support background context.

• Mindmaps and graphic organizers are also other forms of alternative representation…

Did I forget to mention…

Inspiration/Kidspiration

InspireData

CAST Strategy Tutor

• Provide students with options for presenting information (e.g., presentation may be written, oral, video or visual).

• Provide scaffolds and alternate means of collecting information

for audience as students make presentations (e.g. recording, notes, response questions).

• Provide alternatives for writing (e.g., oral, pictorial, digital).

• However…– If the goal and the method are interdependent…

– writing a play– creating a website– conducting an experiment/writing a lab report– creating a graph

– …you may be limited in how much choice you can give the students. In this case, you must be prepared to fully scaffold the technique.

Multiple Means for Action and Expression

• “Why” should students learn this material?– If you’re not motivated by the content,

question, or materials then why should the students be?

– How does it connect to life beyond the classroom?

• Goes to the heart of motivation– Connection to student interests– Authentic activities– Purposeful– Student Choice– Acknowledges that students have

talents/experiences that go beyond the classroom

Multiple Means of Engagement