Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005.
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Transcript of Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005.
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Learning can be fun for all with Universal Design for
Learning
Mary Tobin, M.Ed
Marilyn Rice, M.Ed
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
How can you hold 15 hands when you only have 2?
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
What is Meant by Universal Design?
Define the concept of Universal Design (UD):• Promotes equal access• Levels the playing field• Designed to increase access and participation
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
How does UD benefit you on a daily basis?
Consider this…..
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
What is Universal Design for Learning?
The goal of UDL is not to eliminate challenge, but to reduce extraneous barriers that are not core to the learning goals.
Our Challenge
All children have different learning needs, abilities and preferences
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
“We have made the building accessible, but the curriculum inside
the building is still unavailable to all
students…..”Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
UDL and AT
Assistive Technology helps students adjusts to the barriers inherent in traditional curriculums.
UDL aims to eliminate barriers at the point of curriculum design
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Asking a different question
How can an activity address the needs of diverse learners?
RATHER THAN
How does the activity need to be modified for a particular child?
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Current Brain research….
Recognition Networks
Strategic Networks
Affective Networks
Learning and the Brain
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Recognizing
Identifying
Interpreting
Sound, light , taste, smell, and touch
Recognition Networks:
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Planning
Executing
Monitoring actions and skills
Strategic Networks
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Engagement
Motivation
Developing preferences
Establishing priorities and interests
Affective Networks:
UDL and Learning Theories
Howard Gardner’s Theory of Multiple Intelligences
Reggio Emilia concept of the “hundred languages of children”
Vygotsky’s work on social constructivism
Authentic Assessment
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
UDL and the Curriculum
Create learning opportunities from the outset that provide:
• Multiple means of representation
• Multiple means of expression
• Multiple means of engagement
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple means of Representation
Supports one’s ability to acquire information,
knowledge, and skills through various and preferred means
of access to achieve a targeted outcome
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Representation Unpacked
Complexity of actions, directions, expectations, materials, processes, steps, supports and/or tasks
– Easier to more difficult– Single to multiple components– Earlier to later developmental skills– Familiar to novel-Supported to independent
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Form
• Auditory
• Kinesthetic
• Tactile
• Visual
Multiple Means of Representation Unpacked
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Engagement
The use of a variety of activities and means of active learning that allows students
to participate in various learning processes geared towards the same outcome
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Engagement Unpacked
Child/Student choice
Format for instruction
Group size
Type of group
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Expression
Allows students to use variety of methods to
express what they know and are able to do in
means appropriate for their ability
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Expression Unpacked
Verbal
Non-verbal
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Elements of a Curriculum Framework
Assessment
Scope and Sequence
Activities and Instruction
Progress Monitoring
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Assessment
• Process of ongoing observations and documentation of children’s performance
•Use is to guide instruction
•Produces a clear understanding of all children’s current skills and abilities to ensure access and participation and also to develop appropriate learning opportunities
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Scope and Sequence
• Scope is the breadth and depth of what will be taught/addressed
•Also refers to what is taught to all, some, and a few (universal, targeted, intensive)
• Sequence is the order in which learning outcomes will be taught/addressed - Developmental sequences
-Pedagogical sequences -Logical sequences
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Activities and Instruction
For younger children the general curriculum is defined as appropriate activities. Activities therefore are where natural learning opportunities arise as well as instruction on targeted skills and concepts outlined by children’s need, local, state, and federal standards
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Progress Monitoring
• Recursive/spiral/feedback loop
•Use is for modifying and revising instruction
•Produces a clear understanding of the impact of instruction on children’s access, participation, and progress in the general curriculum
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Activities and Instruction
•After ensuring a strong foundation:– Consider two critical aspects of high quality activities and instruction
• Targeting meaningful outcomes for all learners
• Incorporating the principles of universal design for learning
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Common Outcomes• What all children should learn
• Cover all areas of development and learning
•Can be sequenced in order to guide instruction
• High qualityObservableFunctionalTeachable
•Foundation Blocks for 4 year olds are examples of common outcomes
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
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