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Universal Design for Learning Presentation

Universal Design for Learning Presentation

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  • 1. UDLUniversal Design for Learning By Jessica KorsuReaching and Engaging All Learners through Technology (EDUC - 6714I - 2) Walden University Dr. Jaqueline Derby
  • 2. Inspiration for UDL• UDL provides alternatives so that every student can learn.• The theory for UDL comes from the building and architectural world.• There was a need to make buildings accessible to all people regardless of their disability.• An example of UDL in the physical environment is a building with stairs and ramps. A building with only stairs isn’t accessible to people in a wheelchair or other motorized device. Adding a ramp to the building creates an alternative entrance for those who are disabled and in need of a wheelchair.• Some other examples of UDL in the physical world are: Closed Captioning, Automatic doors, and elevators.
  • 3. Principles of UDL and Instructional Methods• UDL is a set of principles for curriculum design that give all individuals an equal opportunity to learn• The three principles of UDL are: – Provide Multiple Means of Representation; the “what” of learning. – Provide Multiple Means of action and expression; the “how” of learning. – Provide Multiple Means of Engagement; the “why” of learning.
  • 4. Instructional Methods Principle I• 1. Provide students with multiple means of representation: – Provide multiple examples that suit instructional needs as well as the learning needs of students. Using multi-media to create examples allows the teacher to save the examples as well as edit and manipulate them as needed. – Highlight critical features to direct student learning. This can be done through changes in voice (tone, volume, pitch, pauses, etc.), variations in text, and digital animations. – Provide Multiple Media and Formats. Giving students choice allows those with disabilities affecting a particular modality to access information through another one that they are stronger in. This allows learners to find a format that is appealing and works best for them. In addition, students feel a sense of leadership and control over their learning making them more motivated and successful. – Support background knowledge. By reflecting on personal experiences and reviewing vocabulary, teachers can tie background knowledge into new patterns and information making the new information have meaning and therefore be understood better.
  • 5. Instructional Methods Principle II• 2. Provide students with multiple means of action and expression. – Present models in a variety of contexts such as small group, whole group, one-on-one, in person, online, etc. Using a variety of media helps learners understand critical features of a process. – Provide opportunities to practice with supports. Practicing skills in context is more effective for students than practicing skills in isolation. – Provide optional scaffolds to accommodate individual differences between learners. – Provide on-going relevant feedback. Feedback can come in many forms and is most effective when delivered in a supportive manner. This helps to build learners confidence. In addition, it helps learners develop self-monitoring skills. – Provide students with flexible opportunities for demonstrating a skill. This will allow students to choose a method that is suitable and comfortable for him/her.
  • 6. Instructional Methods Principle III• 3. Provide Multiple Means of Engagement – Offer choices of content and tools to increase student enthusiasm for learning. – CAST found that working with multi-media and the world wide web can break discouragement and re-engage learners who are stressed to lacking motivation. – When students are enjoying what they are learning their motivation can be fueled. – Provide adjustable levels of challenge. According to psychologist Lev Vygotsky (1962) students work better when they are in their “zone of proximal development.” The challenge should be beyond current capacity, but not out of reach. – The level of challenge should be adjusted for different learners. – Offer choice of rewards. – Offer choice of learning context.
  • 7. Central Role of Technology in UDL• To provide a variety of ways to present information to learners to ensure that their individual learning styles are addressed and students are engaged and motivated. UDL helps educators design curriculum that meets the needs of all learners.
  • 8. Impact of UDL on Student Learning• UDL has a huge impact on student learning. It helps students master learning and become expert learners.• From UDL perspective expert learners are resourceful & knowledgeable, strategic & goal-directed, and purposeful & motivated.• To find out more about UDL’s perspective on expert learners visit http://www.udlcenter.org/ aboutudl/expertlearners
  • 9. What does brain research tell us about learning differences?• Three networks of the brain:Recognition Networks The “what” of learningStrategic Networks The “how” of learningAffective Networks The “why” of learning• These three networks of the brain tell us that people learn in different ways and different areas of the brain are accessed or stimulated through different teaching strategies and activities.• The recognition network processes patterns, the strategic network processes actions, and the affective network processes emotions and evaluates patterns.• Knowing about these networks allows educators to understand how the brain works and therefore understand learning differences better. If educators have a grasp on learning differences they can be better prepared to address and meet those differences successfully to create successful learning experiences for all learners.
  • 10. cultural, ethnic, linguistic, and academic diversity?• UDL supports various diversities among learners because it provides educators with an array of strategies and tools to differentiate instruction to meet the needs of all learners regardless of their cultural, ethnic, and/or academic diversity.
  • 11. in UDL: How is this connected to brain research?• To provide a variety of ways to present information to learners to ensure that their individual learning styles are addressed and students are engaged and motivated. UDL helps educators design curriculum that meets the needs of all learners.• Brain research shows that the brain is made up of 3 networks; recognition network, strategic network, and affective network. By providing a variety of ways to present information to learners educators are ensuring that individual learning styles are met and all networks of the brain are stimulated. Thus, creating an enriching and motivating learning environment for all learners.
  • 12. CAST Online Tools• The following are some CAST online tools that can be helpful when designing curriculum based on UDL practices.• CAST, Inc. (2007–2011). Curriculum self-check: Explore resources. Retrieved from http:// udlselfcheck.cast.org/resources.php#curriculum• CAST, Inc. (2005–2011). UDL lesson builder. Retrieved from http://lessonbuilder.cast.org/• CAST, Inc. (2006–2011). UDL book builder. Retrieved from http://bookbuilder.cast.org/
  • 13. References• Differentiated Instruction and Implications for UDL Implementation – http://aim.cast.org/learn/historyarchive/backgroundpapers/differentia• Laureate Education, Inc. (Executive Producer). (2010). Universal Design for Learning (UDL). Baltimore, MD: Dr. Margaret McLaughlin.• Laureate Education, Inc. (Executive Producer). (2010). Brain Research and UDL. Baltimore, MD: Dr. David Rose.• National Center on Univeral Design for Learning – http://www.udlcenter.org/aboutudl/udltechnology – http://www.slideshare.net/JGSG420/universal-design-for-learning-udl-