EDPD 581Universal Design for

LearningDay 1

Instructor: Maureen LaFleche

Agenda (3 minutes)

• What is on the wiki http://at4all.pbworks.com/What-is-UDL

• Differentiating Instruction• IRPs• Videos• Principles of UDL • UDL Activities• Questions

Activity 1: How do you presently teach to ALL learners in your

class? (5 minutes)• Take a couple of minutes to make a list

of the strategies, techniques and tools you currently use to teach ALL learners in your classroom

• With a partner share and discuss your list

• Share list with class

Video – No Future Left Behind - 5:46 minutes

• No Future Left Behind - Students from Sufferin Middle School created this video about education as part of Net Generation Education Project

http://www.youtube.com/watch?v=kra_z9vMnHo

What do you think about the message that is being given? How realistic do you think it is? Do you think students in your classroom are thinking this way?

Much of the information from this class on UDL can be

located at the CAST website @

http://www.cast.org/

The Principles of UDLfrom: Rose and Meyer – Teaching Every Child in the Digital Age – (15

minutes)

• Principle 1: To support recognition learning, provide multiple, flexible methods of representation

• Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

• Principle 3: To support affective learning, provide multiple, flexible options for engagement.

UDL and Multiple Modalities Means More Learning for

EVERYONE!

• Research is clear—teaching in multiple modalities increases access for struggling learners and improves learning generally for ALL learners. Increase the level of success for every one of your diverse learners by providing choice and flexibility in the ways you present information using multiple formats and media

by Carol Seibert

Literacy Model speaking

writing

listening

reading

All components of the model are interrelated and learning in one area will positively affect the others.

Adapted from Koppenhaver et al. 1993

Assistive Technology (AT)

Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. (http://www.washington.edu/accessit/articles?109)

What is UDL?

• Universal Design for Learning is a theoretical framework developed by CAST to guide the development of curricula that are flexible and supportive of all students (Dolan & Hall, 2001; Meyer & Rose, 1998; Pisha & Coyne, 2001; Rose, 2001; Rose & Dolan, 2000; Rose & Meyer, 2000a, 2000b, 2002; Rose, Sethuraman, & Meo, 2000).

What is UDL?

A combination of Integrated units Multi-sensory teaching Use of assistive technology Performance-based assessment

How did it start?

• Curb Cuts

Universal Design (UD)

•Create products and/or environments that are designed, from the outset, to accommodate individuals with a range of abilities and disabilities.

AT• …any piece of equipment

or product system…that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (IDEA, 2004 P. 108-446)

UDL• To select and use goals,

methods, assessment and materials in a way that will minimize barriers and maximize flexibility so that curricula fully support every student’s access, participation, and progress in essential facets of learning (Joy Zabala, Sept. 2006)

Are AT and UDL the same?

Electronic Doors

AT UD

Purpose

• Purpose of AT – To increase, improve or maintain the functional capabilities of individuals with disabilities (Joy Zabala, Sept. 2006)

• Purpose of UDL – to increase the access in the general curriculum for students with and without identified disabilities (Joy Zabala, Sept. 2006)

• Educational Outcome – increased educational participation and achievement (Joy Zabala, Sept. 2006)

Brain Research and Learner Differences

• Learning is distributed along three interconnected networks

Recognition

WHAT we learn

Strategic

HOW we learn

Affective

WHY we learn

Brain Research

Your Three Brain Networks

Activity (10 minutes)…….

1. Recognition NetworksExercise your recognition networks' processing by quickly listing the individual objects you recognize in this picture. (1 minute)

Activity: Reflecting on Recognition….

2. Exercise your strategic networks by examining this image for a few different purposes. Notice how you look at the image differently depending on your purpose. (1 minute)

Activity: Reflecting on strategic….

How old do the people in the picture look?

What historical period and geographical location do you think this picture represents? Why?

How might the people be feeling in this picture?

3. Affective NetworksTune into your affective networks by looking at this picture once again, just to see what grabs you. (1 minute)

Activity: Reflecting on Affective….

What in particular strikes you about this picture?

Note something about yourself that might have led you to focus on these particular aspects.

Discussion (report back on Networks – 7 minutes)

Did everyone answer the same? Why?

Prediction of the Future

• EPIC_2014 - Video – 8:54 minutes

Discussion (5 minutes)

• Do you think that this is far fetched? Why? Why Not?

• What do you think about the move to technology for all?

• What type of a role do you think technology plays in regards to ALL students?

Methods of Universal Design for Learning

http://louisville.edu/education/ciidl/acms/udl.html

Goal Strategy What that means?

Recognition Provide Multiple Examples Present patterns using multisensory approaches with many examples and counter examples

Highlight critical features Explicitly identify critical features in examples

Provide multiple media and formats

Provide redundancy of patterns and critical features through a variety of media, formats, organizations, detail, and depth allowing the learner to access information in the way in which it best fits the individual’s learning style

Methods of Universal Design for Learning con’t

http://louisville.edu/education/ciidl/acms/udl.html

Goal Strategy What that means?

Recognition con’t Support background knowledge Ask learners to relate own experiences to topic being studied, to relate what is already known about topic being studied, and review key vocabulary and concepts prior to studying topic

Strategic Provide flexible models of skilled performance

Present examples and counter examples of expert performance, and allow the learner the choice of how to express knowledge and skills

Provide scaffolding opportunities Allow learner to become proficient with each step of a task before performing entire task

Methods of Universal Design for Learning con’t

http://louisville.edu/education/ciidl/acms/udl.html

Goal Strategy What that means?

Strategic Provide multiple media and formats

Provide ongoing, relevant feedback

Affective Offer choices of content and tools Allow for flexibility in learning style as well as areas of interest and ability

Provide adjustable levels of challenge

Assist learners in setting individualized and realistic goals based on level of task difficulty and individual frustration level

Methods of Universal Design for Learning con’t

Goal Strategy What that means?

Affective Offer choice of rewards Identify individualized intrinsic and extrinsic rewards for each learner

Offer choice of learning context Allow learners to choose the amount of structure and types of materials needed to complete an assignment

Practical ApplicationBeginners Guide to Implementing Universally Designed

Classroom Content

By Michael Abell Topic Beginning UDL Intermediate

UDLAdvanced UDL

Study Guides *Type lesson notes in Word to share with students as a study guide

*Teacher created graphic organizers

*Email lesson/study notes to students or post on class Website

* Students use study guide as hardcopy printout or have computer using text to speech software read it to them.

Scaffolding Instructional Content

*Highlight important facts, equations, or concepts on study sheets. *Summarize concepts*Use real-life examples to support classroom learning

*Provide examples using manipulatives maps, flow charts and video clips. *Provide websites for extra student supports

*Use accessible digital content with built in content scaffolding that is

provided by publishers

Practical Application con’t

Topic Beginning UDL Intermediate UDL

Advanced UDL

Visually Present

Lesson Content *Develop lessons in PowerPoint using interesting pictures and graphics. Print as a handout or use an LCD Projector to display to class.*Use charts/graphs as handouts

*Develop lessons in PowerPoint using pictures from Internet or digital camera

*Search for video clips on the Internet and play in class or insert into PowerPoint. Search on Google.com using key words “Mpeg” or “video clips” and your topic of

interest. Notetaking *Have a student scribe

take notes to share with others as needed*Graphic organizers with fill in the banks

*Record lessons using a digital tape recorder for students to check out/take home

*Create class notes in Word and email to students using RWG or Kurzweil which will allow it to be read to them

Practical Application con’tTopic Beginning UDL Intermediate

UDLAdvanced UDL

Testing *Type class tests into Word allowing you to easily modify for students either by shortening or adding different questions*Allow various ways to demonstrate skill*Provide models (visual/text) of important content or correct approach to answering Q’s.*Present items in predictable hierarchy*Simplify language*Read test orally*Use errors to modify instruction*Offer optional test/quizzes *Provide feedback/Rubrics so students know what to correct

*Allow students to use text reader software to read the test questions as needed.*Us a Palm (PDA) for students to check out and take test/quizzes you have created*Provide different assessment methods (student created PowerPoint, video clip, or project)

*Create online practice tests using websites like quizstar.4teachers.org*Create MP3 audio file of test by converting Word Doc. containing text using Kurzweil/RWG.

Practical Application con’t

Topic Beginning UDL Intermediate UDL

Advanced UDL

Reading *Use pre-packaged (K-4) reading software such as Reader Rabbit or Broderbund Living Books. *List on paper/board main themes before reading*Use interest surveys to guide reading activities & content

*Use Text Reader software such as Kurzweil/RWG to access high interest content from the Internet or free content found at www.bartelby.com

*Use Text Reader software with Accessible Digital Textbooks either on CD Rom or the Internet offered by major textbook publishers

Practical Application con’t

Topic Beginning UDL Intermediate UDL

Advanced UDL

Writing *Provide word lists or manipulatives to help students generate topics and ideas*Use digital camera pictures or Internet to help students generate ideas

*Allow students to use word processing software such as MS Word to create review and edit writing samples*Build graphic organizers to represent ideas and writing concepts (paper or Inspiration software)

*Use word prediction software such as Kurzweil/WordQ/RWG, with audio feedback for editing & revising*Use online journals for research and story generation

Saskatchewan Schools Learning Styles

• Take a couple of minutes to check out

http://www.saskschools.ca/~qvss/curriculum/michart.pdf

To Kill A Mockingbird

• My attempt at creating a UDL lesson plan for teachers to engage all learners

http://tkamforall.pbwiki.com/

In-Class Activity

http://at4all.pbworks.com/What-is-UDL

“Where there was once an observer, let there now be a participant.”

- Eliot Eisner

What have we learned? (10 minutes)