UDL@Cook Library: Implementing UDL Practices in Information Literacy Instruction
Group udl presentation final (1)
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UDL
Presented by: Kim Cohen, Alyssa Lindsey, Katie Harmon, Carolyn Sutherland, and Stefanie Trentacoste
1
Teacher Breaking Down [video]. Retrieved December 2, 2011 from http://www.youtube.com/watch?v=bsrBQ6AGo_g
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Project Background…2
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MTTS: Standard V: Integrating Technology
into the Curriculum and Instruction3
Outcome: Design, implement and assess learning experiences that
incorporate use of technology in the curriculum-related instructional activity
to support understanding, inquiry, problem-solving, communication or
collaboration.
Indicators:
Assess students' learning/ instructional needs to identify the appropriate
technology for instruction.
Evaluate technology materials and media to determine their most appropriate
instructional use.
Select and apply research-based practices for integrating technology into
instruction.
Use appropriate instructional strategies for integrating technology into instruction.
Select and use appropriate technology to support content-specific student
learning outcomes.
Develop an appropriate assessment for measuring student outcomes through the
use of technology.
Manage a technology-enhanced environment to maximize student learning.
Maryland State Department of Education. (2002). Maryland teacher technology standards.
Retrieve from http://www.mttsonline.org/standards/MDTchrTechStdsMTTS.pdf
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Profession Development Plan
Overview4
Year 1: Four sessions
Intro to UDL
Microsoft Word Capabilities
Microsoft Excel Capabilities
Assistive Technology
Year 2:
Focus on Reading (2 sessions)
Focus on Math (2 sessions)
Year 3:
Application of skills and lesson study
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In this session, we will:
Define Universal Design for Learning (UDL)
Increase awareness of what teachers are already doing to implement the concepts of UDL
Increase awareness of the tools available for UDL and differentiation of instruction for all students
Apply principles of UDL to improve a lesson
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Session 16
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What is UDL?
Take a couple minutes to discuss with a
partner what you think UDL means.
It DOES NOT MEAN…
Umm… Done Listening!
Uh Dude Like…
Until (I) Die Laughing
Uh-nother Damn Lecture
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UDL at a glance…8
UDL at a Glance [video]. Retrieved December 6, 2011 from http://www.youtube.com/watch?v=bDvKnY0g6e4
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What is UDL?
Alternatives for everyoneNot one size fits all-
Designed from the
beginningNot added on later
Access for everyoneNot just for someSkip Stahl Universal Design for Learning: Reaching
Teaching All Learners CEC 2009
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The student is not the problem!10
Barriers in the curriculum are causing the learning issues.
“When you plant lettuce, if it does not
grow well, you don't blame the lettuce.
You look into the reasons it is not doing
well. It may need fertilizer, or more
water, or less sun. You never blame the
lettuce…”
~Thich Nhat Hahn
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Audiences have -
A variety of cultural, ethnic and
racial backgrounds
Distinct learning styles
Different primary languages
Different abilities
Why use Universal Design?11
Adapted from the CAST
UDL guidelines
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Conveniently, accommodations created
for a subset of the population
usually result in increased benefit for everyone.
Skip Stahl Universal Design for Learning: Reaching
Teaching All Learners CEC 2009
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Universal Design For Learning
(UDL)13
UDL proposes that children with disabilities do not constitute a separate category, but fall along a continuum of learning differences.
UDL leads us to make adjustments for learner differences for all students, not just those with disabilities.
Adapted from the CAST
UDL guidelines
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Universal Design For Learning14
UDL also encourages us to look at the
development and use of curriculum
materials.
Are they varied and diverse?
Do they include digital and online
resources, rather than centering
instruction on a single text book?
Adapted from the CAST
UDL guidelines
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http://i.telegraph.co.uk/telegraph/multimedia/archive/01217/Cirque_du_Soleil2_1217933c.jpg
Multiple Means of Engagement
Multiple Means of Representation15
Song and Dance, Sign Language, Act things out
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http://i.telegraph.co.uk/telegraph/multimedia/archive/01217/Cirque_du_Soleil2_1217933c.jpg
Multiple Means of Engagement
Multiple Means of Engagement16
Role plays, Hands-on, Groups, inside and outside
of classroom, choice making
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http://abluteau.files.wordpress.com/2009/04/cirque-du-soleil-1.jpg
Multiple Means of Expression17
Art (paint, clay, etc), Voice, Music, Acting Out, Writing
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Instruction
Learner preference
Differentiation
Good teaching
Making the instructional
connection18
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Instruction
Multiple choices
Content
Process
Product
UDL
Multiple means
Representation
Engagement
Expression
Instruction & Universal Design for Learning
Blending, Collaboration, Coordination
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1. Think about a lesson previously taught.
2. Use the UDL checklist in order to determine if
principles of UDL are already included in your
plan.
3. Identify barriers.
20
Putting it into
Practice
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UDL Checklist21
The lesson plan form should focus on UDL instruction, including goals, methods, assessment and materials.
Provide information in multiple formats and media (Recognition Networks)
Included Not Included Barrier
Provide multiple examples, Show the range of examples, provide
examples and counter-examples.
Represent information in multiple media and formats (e.g., text version
of book, online or digital resources)
Highlights critical features (e.g., teacher tone of voice, marker
underline, etc.)
Provide supports for limited background knowledge, and establish a
context for learning
Provide multiple pathways for students’ action, expression (Strategic Networks)
Included Not Included Barrier
Provide flexible models of skilled performance
Provide ongoing, relevant feedback (e.g., (a) questions and answers in
classroom)
Provide flexible opportunities for demonstrating skill. (e.g., written,
oral , or visual presentation, explanations, word process)
Provide novel problems to solve (e.g., unique problems outside the
initial instructional set to promote generalization and transfer)
Provide multiple ways to engage students (Affective Networks)
Included Not Included Barrier
Offer choices of content and tools (e.g., choice of books to study
literature)
Provide adjustable levels of challenge: (e.g., range of materials at
different reading difficulties)
Offer choices of rewards
Offer choices of learning context (option to work in study carrel v.
open classroom, student use headphones)
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Does your lesson need help?
Try: www.udlcenter.org22
Educator’s Checklist
http://www.udlcenter.org/sites/udlcenter.org/files/Guid
eline%20Ed%20Chklst%208_31_09.doc
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http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%2
0Chklst%208_31_09.doc
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www.udlcenter.com24
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1. Open the Educator’s checklist.
2. Explore each of the principles looking for
resources that support your curriculum.
3. Can any of the resources provided help
you to eliminate barriers?
4. What is one new idea that you would
incorporate if you were going to reteach
the same lesson?
Putting it into Practice25
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Best Practices…26
If the only arrow in your “working with at‐risk kids” quiver is to change the kid rather than the system, you’re shooting yourself in the foot.
Two Options:
1. Redesign schools based on best practices
OR
2. Get different kids
Dr. Tim Westerberg
2007 Presentation
Dearborn, MI
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Q & A27
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Really Cool Websites!!
Karen Janowski
Great tools resource blog and Wiki
http://udltechtoolkit.wikispaces.com
http://teachingeverystudent.blogspot.co
m/
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CAST TOOLS29
Case Stories
http://www.cast.org/teachingeverystudent/casestories/cs2/index.cfm?page_id=42
Videos from the field
http://www.udlcenter.org/resource_library/videos/fromthefield
Planning Self Check
http://udlselfcheck.cast.org/check.php
Lesson Builder
http://lessonbuilder.cast.org/