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Udl power point Udl power point Presentation Transcript

  • UDL Universal Design for Learning Created by: Jonas Mehall
  • What is UDL?
    • According to the National Universal Design for Learning Task Force, UDL is a “framework for designing educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning.” ( http://www.advocacyinstitute.org/UDL/ )
  • Goal of UDL
    • The main goal of UDL is to break down barriers to the curriculum and provide ALL students with a rich learning experience.
    • It is no secret students have diverse learning styles. Like it or not, students are who they are.
    • Instead of trying to change there preferential learning styles, why not design the curriculum to fit everyone’s needs?
  • Origins of UDL
    • UDL stems from a movement called the universal design started in the early 1990’s where contractors began to build homes, buildings, and other structures so they were accessible to a wider variety of users.
    • Instead of building only steps to get into a building, ramps were built too. Elevators were also built inside to allow easy access to different levels.
  • Origins of UDL (cont.) Pre-Universal Design construction Post-Universal Design construction
  • Origins of UDL (cont.)
    • UDL is the idea that teachers and administrators can reduce barriers in instruction by creating curriculums that allow all students to achieve success.
    • Ramps = Digital Books
    • Elevators = Digital Media and Tools
    Let’s watch this video to get a better understand of the origins of UDL and what it entails. http://www.k8accesscenter.org/training_resources/UDL_framework.asp
  • Three Principles of UDL
    • Provide Multiple Means of Representation
    • Provide Multiple Means of Expression
    • Provide Multiple Means of Engagement
  • Multiple Means of Representation
    • All students come into the classroom with a preferred learning style.
    • It is important for teachers to present content in a variety of ways to ensure all students are grasping the concepts.
    • What works for one student, may not work for another. ( http://www.cast.org/research/udl/ )
  • Multiple Means of Expression
    • Students may prefer to express their understanding of concepts differently than the teacher would like, which is ok!
    • There is not one true means of expression all students are going to find optimal, so giving options is a good strategy.
  • Multiple Means of Engagement
    • Students differ in the ways in which they are engaged and motivated to learn.
    • Some students prefer a routine, where others may need different actions to keep their attention.
    • Teachers must remember to vary the way in which they try to make lessons more engaging.
    • ( http:// www.cast.org/research/udl / )
  • Technology in UDL
    • A key component of UDL is technology in the classroom.
    • As curriculums are being developed, technology should play a central role in the overall design.
  • Why Technology?
    • “ A single presentation method can prove limiting.” ( http:// accessproject.colostate.edu/udl/documents/philosophy.cfm )
    • To diversify instruction, technology based tools such as digital software programs, websites, video clips, text-to-speech software, and other resources should be a fixture in the classroom.
  • Why Technology? (cont.)
    • UDL incorporates technology in a way that makes learning accessible for ALL learners.
  • Technology Examples
    • Computer Software – Enlarges print for visually impaired
    • Text-to-Speech – Software that reads digital text to struggling readers
    • Multimedia Presentation Software – Gives all students options as to how they want to show comprehension
    • Websites – Provide images, audio clips, video clips, and other resources not found in printed text for all learners
    The design and implementation of technology in UDL is very similar to buildings that are built with ramps, elevators, and other features that benefit all people who enter.
  • Impact of UDL at Westmont
    • Imagine the impact UDL could have on the students at our middle school!
    • Currently, the different curriculums being used with each grade level are not structured in a way that is beneficial to all students.
    • We have curriculums that are similar to pre-universal design buildings. We lack ramps, elevators, and other tools that would allow more students the chance to succeed.
  • Impact at Westmont
    • With the right technology tools and structured classrooms, we could make learning more accessible to our diverse group of learners.
    • Instead of allowing students to slip through the cracks and forcing them to learn one certain way, providing options and different avenues of learning would open up a whole new world for many students.
    • Some students may even surprise us with the how smart and bright they truly are if we only give them the chance to do so!
  • PSSA Scores on the Rise?
    • With state mandated test in the forefront of many of our minds, UDL would certainly help to raise test scores.
    • With UDL implementation, students who previously were unable to comprehend and perform due to the constraints of the curriculum, will now have had the proper tools and programs to prepare them for the end of the year test.
  • Is UDL really necessary?
    • The implementation of UDL in the classroom may sound great, but is there proof of its necessity?
    • What does brain research tell us about learners and their ability to succeed?
  • Brain Research and UDL
    • According to UDL proponent and brain research specialist Dr. David Rose, the brain has a way of distributing processes to different parts of the brain (Laureate Education Inc., 2009).
    • There are three networks associated with brain research and UDL. (recognition, strategic, and affective)
  • Recognition Network
    • The recognition network of the brain is in charge of processing patterns.
    • It determines and deciphers what is coming into the brain such as sites, smells, sounds, and patterns (Laureate, 2009).
    • Due to student differences in the way they use their recognition network, teachers should deliver instruction in a variety of ways.
    • Some students prefer visuals, audio clips, images, and other means of learning content. If we consistently teach using one method, many students are unable to properly use their recognition network.
  • Strategic Network
    • Brain research tells us that our strategic network controls different functions of our body.
    • The strategic network processes the plans and actions one takes (Laureate, 2009).
  • Strategic Network (cont.)
    • Students have different ways in which they prefer to carry out actions, which has huge implications in the classroom.
    • As teachers we need to be providing multiple ways for students to express their understanding of content.
    • Asking students to always show their understanding in the same way is unfair.
  • Multiple Means of Expression Ideas
    • Project-based assessments
    • Digital Stories
    • Multimedia Presentations
    • Giving end of the unit tests and quizzes is not an ideal way to truly assess the learning of ALL students. Students need options to express their learning in a way that suits their personality.
  • Affective Network
    • Dr. Rose states that the affective network of the brain focuses on emotions and what is and is not important (Laureate, 2009).
    • No two students are exactly the same academically or emotionally.
    • Teachers must take into account students’ affective networks when planning lessons.
  • Affective Network (cont.)
    • Teachers need to provide multiple means of engagement through instruction.
    • Some students prefer novelty and find it engaging, while others find it to be off putting (Laureate, 2009).
    • Striking a balance and varying instructional methods is extremely important.
  • UDL Meets a Variety of Needs
    • UDL not only meets the academic needs of all students, it also supports the cultural, ethnic, and linguistic diversity in a classroom.
    • Today’s classrooms are becoming more and more diverse, with a variety of needs that need to be met.
  • Cultural and Ethnic Diversity
    • The UDL framework calls for technology in the classroom.
    • With the Internet and other multimedia tools, all races, genders, and cultural backgrounds can be easily incorporated into lessons.
    • Classes can study different cultures with ease. They can view images and artifacts from different cultures.
    • Different cultures learn and apply their learning differently.
    • UDL can help students of varying cultural and ethnic backgrounds express their learning in a way that they prefer.
    • Some cultures rely heavily on problem solving, while other cultures may focus on writing or presentation skills. No matter the culture, UDL and technology help to make the curriculum accessible to all students.
  • Linguistic Diversity
    • With diverse classrooms comes linguistic diversity.
    • There are an increasing number of ELL students in public education classroom today than ever before.
    • As teachers, it is our job to successfully meet their needs.
  • Linguistic Diversity (cont.)
    • There are numerous technology tools available to help accommodate language differences.
    • Examples :
    • Text-to-Speech Software
    • Websites that translate words into other languages
    • Teacher provided images and audio to help with visualization
  • Technology is the Key
    • Classrooms in the U.S. have always been diverse.
    • In the past, there were fewer resources and tools to help accommodate the variety of educational needs.
    • In today’s technology driven society, teachers have access to a multitude of tools and gadgets to help implement UDL.
  • Technology and Brain Research
    • “ Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.” ( http:// www.cast.org/teachingeverystudent/tools / )
  • Meeting Differences
    • Technology tools and gadgets can greatly aid in meeting the diverse needs of students.
    • Teachers can present content via PowerPoints, have students work with digital storytelling software, incorporate videos, images, sounds, and different resources that were not available until technology became part of education.
    • Technology also provides students with options as to how they prefer to display comprehension.
    • Technology in the UDL framework is as necessary as ramps, elevators, and other structural designs are necessary in modern day buildings.
  • No Child Left Behind
    • With government mandated standards and benchmark levels that need to be hit, UDL is a fantastic program that provides a sound education for all students.
    • Technology must be a central component of UDL to ensure all children are reaching their greatest academic potential.
  • UDL Tools for Educators/Administrators
    • There are a variety of tools and resources available to help a school district in the implementation process of UDL.
    • However, before implementing UDL, a district must first determine the barriers that currently exist in the curriculum.
  • Curriculum Barriers Finder
    • “ We know that each learner brings unique strengths, challenges, and interests to learning tasks, and that the idea of a homogeneous group of ‘typical’ learners is really a myth. Yet most curriculum is designed as if learners were all the same.” ( http:// www.cast.org/teachingeverystudent/tools / )
    • The idea behind the Curriculum Barrier Finder is that it allows for the practice of using the UDL framework to discover any obstacles that may be hindering the learning of all students.
  • Curriculum Barriers Finder (cont.)
    • During this process, teachers closely analyze the materials, texts, and other resources used in the classroom and compare the data to the strengths and needs of students.
    • If a teacher is aware of the needs of his/her students and discovers that there are multiple barriers that are hindering a child from reaching their full potential, then something needs to be done to fix the problem.
    The CAST website offers tutorials and outlines to help with the analysis process.
  • UDL Class Profile Maker
    • Another tool outlined by CAST is the UDL Class Profile Maker.
    • “ Most classrooms contain as many different kinds of learners as there are students.” ( http:// www.cast.org/teachingeverystudent/tools / )
  • UDL Classroom Profile Maker
    • This tool helps teachers to understand the different learning styles and preferences of students by implementing phases of the UDL framework.
    • “ Instead of grouping students into broad categories, we can maximize learning by becoming aware of subtle and varied combinations of strengths, needs, and interests that each student brings to the classroom.” ( http://www.cast.org/teachingeverystudent/ )
    • This tool helps teachers to understand the different learning styles and preferences of students by implementing phases of the UDL framework.
    • “ Instead of grouping students into broad categories, we can maximize learning by becoming aware of subtle and varied combinations of strengths, needs, and interests that each student brings to the classroom
  • UDL Classroom Profile Maker
    • The CAST site provides a template and the strategies for carrying out the classroom profile.
    • Once teachers better understand their students and how they learn most efficiently, true learning and retention can take place.
  • UDL Systematic Change Planner
    • Though UDL can be a universal concept, there are different ways and strategies for implementing the framework into a school district.
    • The Systematic Change Planner allows teachers and administrators to become familiar with different facets that are key in making UDL happen.
  • UDL Systematic Change Planner
    • The Systematic Change Planner outlines the way in which a school can revamp the curriculum.
    • It also provides models to help clarify and demonstrate the proper way to implement UDL.
  • References
    • CAST, Teaching Every Student. (2010). Tools and activities . Retrieved November 25, 2010 from http:// www.cast.org/teachingeverystudent/tools /
    • Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved November 13, 2010 from http://www.udlcenter.org/aboutudl/udlguidelines/principle1
    • Colorado State University. (2010). The history and philosophy of UDL . Retrieved November 18, 2010 from http://accessproject.colostate.edu/udl/documents/philosophy.cfm
    • Laureate Education, Inc. (Executive Producer). (2009). Brain research and universal design for learning . Reaching and engaging all learners through technology. Baltimore: Author.
    • National Universal Design for Learning Task Force. (2007). Universal design for learning. Retrieved November 18, 2010 from http:// www.advocacyinstitute.org /UDL/