Building Success into the K-12 JourneySusan M. ConnollyCombined Summer Institute2009

Universal Design for Learning

The Beginning…

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The DestinationPrepared for LIFE!

The Educational Journey

Learning experiences

Based upon a common set of standards

Designed to enable each child to engage in the experiences………..

AND SUCCEED!

ChallengesAll students face challenges

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Appropriate Level of ChallengeTo challenge a child appropriately is an essential part of the process

What is appropriate challenge?

Zone of Proximal Development

Independent With support

≤ ZPD ≥

(Vygotsky, 1962)

An Easy Way to Remember…..

Goldilocks Principle!

“Not too difficult, not too easy, but just right!”

HazardsAlong the K-12 Journey

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The Hazards

Many factors CAN become hazards

Vary according to the child

Vary in impact

Examples of Hazards

Learning experiences….Require knowledge or skills missing or

inconsistently presentNOT considerate of the child’s learning

strengths and learning challenges NOT considerate of the child’s special

needs

Roadblocks

Hazards + Roadblocks = Missed Connections

Incomplete understanding

Carry forward from school year to school year

Ripple effect

Universal Design for LearningNeuroscience Research Informing Educational Decisions

Universal Design for Learning

Designing curriculum with access in mind

Learning experiences designed to support individual learning differences using multiple, flexible means

History of Universal Design

Universal Design in Education

Access to the curriculum

Multiple sources of content

Multiple formats and media

Multiple options (choices)

The Learning Brain

1 trillion neurons and 10 trillion connections create a dense and complex network

3 primary, specialized sub-networks, functionally distinguishable yet highly connected

Equally essential in learning

Neuro-networks and Learning (L. Vygotsky)

3 networks parallel conditions for learningRecognize information to be learned

Apply strategies to process that information

Engage with the learning task

(Lev Vygotsky as referenced in Meyer & Rose, (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD, Virginia.)

Universal Design for Learning:Network FunctionsRecognition Networks

Function: Assign meaning to patterns In classroom: Identify, understand, classify ideas and

concepts

Strategic Networks Function: Plan and generate processes - cognitive or physical In classroom: Organize, decide how to proceed, execute, and

reflect on all tasks and processes

Affective Networks Function: Evaluate patterns and assign emotional significance In classroom: Motivation to participate in and engage with

tasks and learning; Sense of self and abilities; Confidence

Implementing UDL

Understand the the strengths and challenges of each child

Understand the potential barriers in the curriculum

Design learning experiences to support the networks & minimize barriers

Recognition Networks

To see connections

To recognize patterns

To identify, name, classify

Tasks

Strategies to Support Recognition Learning

Connect to student’s background knowledge and experiences

Use a variety of media and formats

Provide multiple examples

Highlight critical features

Strategic Networks

To plan or execute any action, skill or process

Tasks

Strategies to Support Strategic LearningScaffolds: Practice

with support

On-going, relevant feedback

Models of skilled performance in variety of contexts

Flexible opportunities to demonstrate learning

Affective Networks

Engage with

learning

Participate in

environment

Understand why the task is

important

Responsible for

Strategies to Support Affective Learning

Choice of content and tools

Adjustable levels of challenge

Choice of context

Choice of how to demonstrate learning

CHOICES!

OR

Designing Learning Experiences the UDL Way

Let’s Try It!

Our Classroom

30%

25%25%

10%

5% 5%

Based on National Averages At risk/ Struggling learners/Others

LD/Special Ed

ELL

Underchallenged

Deaf/Hard of hear-ing

Vision Impaired

Our Process

Learning experience “traditionally designed”

Decide if your student can be successful

Hold up the appropriate signal

Our Traffic Signals

Appropriate for student

Support or change needed

Student cannot complete task

Re-designing the Experience with UDLThe learning experience will then be re-designed to reflect principles of UDL

Re-evaluate: Now can your student succeed? Hold up the appropriate signal.

Example 1: Social Studies Grade 4

WA GLE 4.3.1

Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.

Example 1: Goal

Students will construct an historical account of Lewis and Clark’s exploration of the Pacific Northwest using evidence from artifacts and primary sources, such as journal entries.

WA GLE 4.3.1 Example

Examples of Traditional Learning ExperiencesRead from text on Lewis & Clark

Answer text questions

Read diary excerpts

Write summary of diary excerpts

Complete worksheets on analyzing pictures of artifacts

Prepare written report on Lewis & Clark

Supporting Recognition Networks

Listen to audio version of text while following along

Watch short video clip

Read article at a different reading level

Listen to guest speaker acting the part of Lewis or Clark

Supporting Strategic Networks Work with a partner to discuss questions

Complete or create a graphic organizer of key concepts

Create a drawing/map/diagram

Use a teacher-created scaffold to guide the research process

Supporting Affective Networks Students choose the media/format for the

historical accountWritten reportDrawings, cartoons, diorama, etcCreate a video: historical fiction or

documentaryCreate a radio program script

Students can work alone, with a partner, or a small group

Example 2: Science Grades 2-3

WA GLE 2-3 LS1A

Describe the life cycle of a common type of plant (e.g., the growth of a fast-growing plant from seed to sprout, to adult, to fruits, flowers, and seeds).

Traditional vs. UDL

Read from text

Listen to teacher present information

Research individual plants

Create written report

Draw plant life cycle

Electronic media

Graphic organizers; partially completed outlines and pictures

Research scaffolds: tagged web sites, process scaffolds

Presentation, story board, video, concept map, etc, as alternatives to written report

Electronic media and tools for drawing/creating pictures

Traditional UDL

YOUR turn!

Work with a partner.

Be prepared to share!

Example 3: Literature

WA EALR 2: The student understands the meaning of what is read

Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

Examples of Traditional Learning ExperiencesText: Tuck Everlasting by Natalie Babbitt

Read a section together

Summarize

Discuss

Answer questions

Thinking Reader

An electronic alternative

Utilizes authentic literature

Human voice

Supported environment

7 research-based reading strategies

Where can I Learn More?

www.cast.org

Rose, David H. & Meyer, Anne. (2005) Teaching every student in the digital age: Universal Design for Learning. ASCD: Virginia.

The end, or the beginning, of our Journey

“By considering the nature of the three networks critical to learning and by selecting media and tools wisely, we can extend learners’ abilities and open pathways to success for every one.”

Teaching Every Student in the Digital Age: Universal Design for Learning. P. 173.