Welcome!

Universal Design for Learning:

Meeting the needs of ALL learners

Grace Meo, gmeo@cast.org

Patti Ralabate, pralabate@cast.org

CAST

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Get organized:

Sign in, name tent

Sign up for a UDL Connect account and join our Wisconsin group

http://community.udlcenter.org/group/udl-in-wi-dpi

Find your quadrant partners

We will officially begin at 9am!

Join our UDL Connect Group for Online Resources & Discussions

Quadrant Partners for DiscussionQuadrant 1

Choose at least 1 person to put in each quadrant

Quadrant 2

Quadrant 3 Quadrant 4

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Morning

• To learn how UDL addresses challenges of learner variability

Afternoon

• Understand UDL implementation as a process of change

• Identify elements key to an effective implementation process

As we work, think about:

What will you share with colleagues?

What will you do to take this workshop beyond today?

What motivates you to think about UDL in your work?

Where are you in your understanding about UDL?

1 = Just beginning!

2 = I know a little about UDL!

3 = Ask me anything about UDL: I could lead this session!

This morning: raise awareness

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North, South, East, and West

Retrieved from http://www.nsrfharmony.org/protocol/doc/north_south.pdf, National School Reform Faculty

In this situation…

…what are the strengths of this “compass point”?

…what are the limitations of “this compass point”?

North: ActingSouth: Caring

East: SpeculatingWest: Paying attention to detail

Begin – 10 minutes!

IMAGE

Context: making a decision about how the Common Core should be rolled out to districts

North: Acting: do it now, with confidence

South: Caring: consider everyone’s feelings

East: Speculating, go with your gut

West: Paying attention to detail

al: prepare a delicious Indian meal, for 4 people

Why start with this activity?Variability & Context – turn and talk

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Image of man with question mark

Learning ‘Styles’

Multiple IntelligencesMyers-BriggsRight/left brain

Unless you’ve had a hemimspherectomy… you use all of your brain!

Brain Image

Neuroscience: Learning

*Variability

*Learning occurs at the dynamic interaction between learner & environment (context matters!)

UDL: Variability & Context Matter

What resonates?What is new?

Image of opening screen of Variability Matters Video

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What resonated with you?

How do ideas of variability & context

relate to your work?

Find your Q1 partner

10 minutes

Building Background:UDL is based in learning sciences

Started in the margins

… “all new environments and products, to the greatest

extent possible, should be usable by everyone

regardless of their age, ability, or circumstance.”

Universal Design …an inspiration

Retrieved May 6, 2011 from

http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm

Image of inaccessible entry to post office

You can retrofit, however …

Image of retrofit to public building – ramp at side of building

Design from beginning … improving access for all

Image of elegantly accessible bridling – Louvre annex

Choose one & discuss - “turn and talk”How does it reduce barriers? How does design for margins benefit many?

Ramps

Curb Cuts

Electric Doors

Captions on

Television

Easy Grip Tools…

UD Assumptions

1. Not one size fits all – but alternatives for everyone.

2. Not added on later – but designed from the beginning.

3. Not access for some – but access for everyone.

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Break

Universal Design for Learning

A mindset for designing learning experiences

• all individuals can gain knowledge, skills, and enthusiasm for learning

• reduces barriers to the curriculum while maintaining high achievement standards for all

UDL at a Glance

3 Networks = 3 UDL Principles

30Goal: Develop expert learners who areResourceful & knowledgeable Strategic & goal directred Purposeful & motivated

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf31

Flexibility: UDL Guidelines

Do not have to use them all

Often using one guideline supports another

Designing learning experiences may take longer at first, but they support learner variability

Build lessons that are ‘more full’

Use the UDL Guidelines to build upon the design of learning experiences that support variability

David Rose presents UDL Guidelines

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What can you apply to your work?

How might you incorporate one new idea?

Why is this relevant to your work?

Find your Q2 partner

Identify & interpret patterns of sound, light, taste, smell, and touch

Recognition Network: “what of learning”

Context & Recognition Network:What is this?

Context Matters

CAST 2012

Options for presenting information• Customize display• Alternatives for auditory &

visual information

Options for language & symbols

CAST 2012

• Vocabulary, symbols• Cross-language supports• Multi-media

Options for comprehension

CAST 2012

• Background knowledge• Highlight patterns• Maximize transfer

CAST 2012

Variability & Recognition network

Count how many times the players wearing white pass the basketball.

Basketball Image

“We are designed to focus on whatever we are

looking for.”

Jill Bolte Taylor, Stroke of Insight

Plan, execute, monitor actions & skills

Strategic Networks: “how of learning”

CAST©2008

Phineas Gage: frontal lobe

Brain Images

Options for physical actions

CAST 2012

• Vary methods of response• Provide access to tools &

assistive technology

Options for expressive skills & fluency

CAST 2012

• Tools to communicate & compose

• Graduated levels of support for practice

Options for executive functions

CAST 2012

• Clear goals• Support planning &

monitoring process

Consider GOAL: Show what you know about a pioneer

Tell what you know about a pioneer

Student: ‘A pioneer is a person who has left their home to go West.’

Picture of second grade student

Write about what you know about a pioneer

“A pioneer is a person that has chosen or is forced to leave their home. A pioneer leaves their home or cabin in a covered wagon.

They didn’t have construction builders, so they would make everything out of nature. They would travel up and down mountains and up and down lakes, rivers, and streams.”

Importance of goals:

Unexpected visitor Image

Yarbus, 1967

Eye scan images

CAST 2012

What strategies are used to reach the goal?

Break

Evaluate & set priorities

Affective Networks: “why of learning”

Options for recruiting interest

CAST 2012

• Options for choice, autonomy• Authentic, relevant• Minimize distractions

Options for sustaining effort & persistence

CAST 2012

• Salient goals• Vary demands, optimize

challenge • Collaboration• Mastery oriented feedback

Options for self-regulation

CAST 2012

• Optimize motivation, coping strategies

• Self assessment & reflection

Beowulf…

Reflect

What new ideas resonated in a way that may influence what you do in your practice?

A Word About Goals:

UDL Planning Process

Goal setting

Consider Variability-UDL

Select Assessment

Select Methods/ Materials/Media

Implement

Reflect

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As we lunch, talk about:

What will you share with colleagues?

What will you do to take this workshop beyond today?

What motivates you to think about UDL in your work?

What does ‘implementation’ mean to you?

Guldbrandsson, K. (2008)“a specified set of activities designed to put into

practice an activity or program of known dimensions”

“active and planned efforts to mainstream an innovation”

“Introduce and put new ideas into use”“establish and use a method in practice”“realize, apply or put plans, ideas, models,

norms or policies into operation”

Guldbrandsson, K. (2008). From news to everyday use: The difficult art of implementation. Ostersund, Sweden: Swedish National Institute of Public Health. www.fhi.se/PageFiles/3396/R200809_implemtering_eng0805.pdf referenced in Shapiro, E.S. Zigmond, N., Wallace, T. & Marston, D. (2011). Models for Implementing Response to Intervention: Tools, Outcomes and Implications. New York, NY: Guildford Press

UDL Implementation Process

• investigate UDL as a framework for curriculum design & decision making

• raise awareness • determine interest &

willingness 

EXPLORE

• create climate that accepts variability as the norm

• conduct a self-reflection to examine district policies, processes & practices, strategic personnel & organizational structures

• define a vision, measurable outcomes and action plan.

PREPARE

• develop educator expertise

• create processes & resources to support integrating UDL with existing practices

• create procedures & protocols for review & evaluation

INTEGRATE

• enhance effective processes & organizational supports

• expand practices throughout the system

• promote a community of practice

SCALE

• predict & plan for  change

• embed processes - allow for innovation - maximize continuous improvement

• cultivate a UDL culture

OPTIMIZE

What is the need?

VisionAction Plan

Incentives

Skills

ResourcesAssessmentChange

A Tale of 4 districtshttp://www.udlcenter.org/implementation/fourdistricts

Work with YOUR Quadrant Partner -

Select ONE district:

How did the district identify the needs and define

their goal(s)?

How did the district support teachers through the implementation process?

How similar is this district to Wisconsin districts?

District self-reflection tool

CAST tools

Images of CAST tools

Image of man dreaming

Summary

UDL is based on what we’ve learned in neuroscience and the learning sciences about HOW we learn.

There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression. There are 3 UDL Guidelines for addressing each UDL Principle.

We can plan a for Group Learner Variability (Goals, Assessment, Methods, Materials/Media) by asking questions based on the UDL Guidelines.

UDL implementation is a process of change that can take 3-7 years. There are 5 phases of UDL implementation: Explore, Prepare, Integrate,

Scale, and Optimize.

Imagine

Image from opening screen of Imagine by Glee

Questions