!

Using Universal Design for Learning (UDL) to Change Our Perspectives on Teaching

Positive Behavior

Dr. Frances Smith, CVE – Educator/ UDL Consultant Recognizingdifferences.com

Richmond, VA

Dr. Susanne Croasdaile – Program Specialist Virginia Department of Education’s

Training & Technical Assistance Center at VCU

Guiding Questions

!! Explain that the UDL framework is based on brain research defined across three core neural networks and includes principles, guidelines and checkpoints.

!! Identify the core components of a UDL behavioral or academic curriculum as including clear goals, flexible methods, flexible materials and effective formative assessment and be able to locate which components currently exist in schools and/or divisions.

!! Explain that the goal of UDL is to remove barriers in an academic or behavioral curriculum while deliberately building learner expertise.

Universal Design for Learning

!!The Future is in the Margins

(Meyer & Rose, 2000)

UDL– The Higher Education Opportunity Act of 2008

"!Section 103(24) UNIVERSAL DESIGN FOR LEARNING.-- The term `universal design for learning' means a scientifically valid framework for guiding educational practice that— !! !!! ``(A) provides flexibility in the ways information is

presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

!! !!! ``(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.''.

Higher Education Opportunity Act of 2008

Emergence of UDL

Civil Rights

Neuroscience Technology

What is Universal Design for Learning? UDL…

•! Is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning.

•!Provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

•!Recognizes variability as the norm.

Designed from the outset to systematically plan for the learning needs of all students

Why  UDL?  

UDL Assumptions

!! Learners in any classroom represent a range of variability

!! The goal of instruction is to develop "expert learners”

!! Curriculum needs to reflect the variability of all learners

!! Learning occurs in the dynamic interaction of the individual with the environment

h)p://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf  

   

The Neurological Foundation

Recognition Network

Strategic Network

Affective Network

Network

Strategic Network

Verb generation task

Naïve (novice) learners

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Verb generation task

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Novel learners:

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Verb generation task

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Practiced learners:

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Brewing a Perfect Cup

S  Recognize the essential elements needed to make a cup (Recognition Networks)

S  Know the steps required to make and brew a cup (Strategic Networks)

S  Appreciate the completion of perfect cup (Affective Networks)

Learner variability is the norm!

•! Learners vary in the ways they take in information

•! Learners vary in their abilities and approaches

•! Learning changes by situation and context

•! Learners vary across their development

The Value of Learner Expertise

Dr. Jon Mundorf

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h)p://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf  

   

3: Provide options for comprehension

3.1 Activate or supply background knowledge

3.2. Highlight patterns, critical features, big ideas, and relationships

3.3 Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

9: Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and refl ection

6: Provide options for executive functions

6.1 Guide appropriate goal-setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

Universal Design for Learning GuidelinesI. Provide Multiple Means of

Representation

1: Provide options for perception

1.1 Offer ways of customizing the display of information

1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

4: Provide options for physical action

4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive technologies

7: Provide options for recruiting interest

7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

2: Provide options for language, mathematical expressions, and symbols

2.1 Clarify vocabulary and symbols

2.2 Clarify syntax and structure

2.3 Support decoding of text, mathematical notation, and symbols

2.4 Promote understanding across languages

2.5 Illustrate through multiple media

5: Provide options for expression and communication

5.1 Use multiple media for communication

5.2 Use multiple tools for construction and composition

5.3 Build fl uencies with graduated levels of support for practice and performance

8: Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives

8.2 Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

II. Provide Multiple Means of Action and Expression

III. Provide Multiple Means of Engagement

Resourceful, knowledgeable learners Strategic, goal-directed learners Purposeful, motivated learners

© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.

3: Provide options for comprehension

3.1 Activate or supply background knowledge

3.2. Highlight patterns, critical features, big ideas, and relationships

3.3 Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

9: Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and refl ection fl ection fl

6: Provide options for executive functions

6.1 Guide appropriate goal-setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

Resourceful, knowledgeable learners Strategic, goal-directed learners Purposeful, motivated learners

© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.orgAPA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.

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“Firm Goals – Flexible Means”

TIER I: Core, Universal

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=  

in order to meet benchmarks.

These students

+  

get these tiers of support

Three  Tiered  Framework  of  Student  Supports  

The  goal  of  the  Jers  is  student  success,  not  labeling.  

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UDL Implementation

!!A Tale of 4 Districts: The Impact of UDL

Additional Resources !! The UDL Guidelines

!! http://www.udlcenter.org/aboutudl/udlguidelines

!! UDL and the Curriculum !! http://www.udlcenter.org/aboutudl/udlcurriculum

!! UDL Implementation: A Tale of 4 Districts !! http://www.udlcenter.org/implementation/fourdistricts

!! UDL and Expert Learners !! http://www.udlcenter.org/aboutudl/expertlearners

!! UDL and Learner Variability !! http://udlseries.udlcenter.org/categories/explore.html