Universal Design for Learning

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Universal Design for Learning

  1. 1. Universal Design for Learning Elizabeth Kressin November 18, 2011
  2. 2. What does UDL mean?The Center for Applied Special Technologydefines the Universal Design for Learningin the following way:“UDL is a set of principles for curriculumdevelopment that give all individuals equalopportunities to learn. UDL provides ablueprint for creating instructionalgoals, methods, materials, andassessments that work for everyone--nota single, one-size-fits-all solution butrather flexible approaches that can becustomized and adjusted for individualneeds.” (CAST, 2011)
  3. 3. Examples of UDL in the Classroom  Differentiation based on academic level  Student choice that is grade level appropriate  Individualized feedback
  4. 4. Universal Design forLearning Principles
  5. 5. Principle #1:Provide multiple means of representationExamples: Music or sounds bytes Use of color or varied text sizeVisual diagrams or charts  Text to speech software or transcripts for video or audio clips  Varied speed or volume of speech and sound  Physical objects  Concepts presented in different forms (written text along with an illustration or video  Translation tools  Connect material to prior knowledge National Center on Universal Design for Learning, 2011
  6. 6. Principle #2:Provide multiple means of action and expression Examples: Story maps Physical manipulatives Dance, illustrations, film, and digital media  Alternatives for responding using a mouse or using a keyboard  Spell check  Calculators  Feedback based on the individual National Center on Universal Design for Learning, 2011
  7. 7. Principle #3:Provide multiple means of engagementExamples: Rewards/motivation for academic Cooperative grouping or behavioral goals Personal response and self- reflection  Active participation and exploration  Age appropriate and relevant activities  Minimize distractions in classroom environment  Differentiate for different academic levels  Timely feedback  Promote students ability to seek out help National Center on Universal Design for Learning, 2011
  8. 8. Role of Technology in UDL Technology helps differentiate instruction, fosters better engagement in the material, and can be an assessment tool or a possible reward for goal achievement.Examples: Kid’s College: Audio Books:  Computer program to Student Response Cards: Accommodates print promote literacy and math disabilities skills. Found at  Used through Engages students with a www.kclogin.com TurningPoint software different format of written  Differentiated curriculum for  used for assessment text each student as well as an Helps promote reading skills  Teacher sets levels and engagement strategy through linking of text to times spent on each lesson  Teacher created spoken words  Used as an assessment or presentations catered reward to any academic level. (Learning Ally, 2011)  High level of engagement  Use in small groups as well as whole group. (Turning Technologies, 2011)
  9. 9. Potential Impact of UDL on Student Learning  All students engaged and excited about learning  Provides opportunities for all students to learn in an environment that they are able to succeed in  Caters to individual preferences  Allows choice at all ages
  10. 10. Brain Research and Learning Differences  There are three distinct networks of the brain that help us learn: recognition, strategic, and affective.  Each network helps the learner with different skills.  Each student learns differently and has strengths and weaknesses within each network of the brain. (Rose & Meyer, 2002)
  11. 11. Recognition Network Identify and interpret Technology Examples patterns of the for the Classroom: senses.  Magnifiers for the Recognize visually impaired people, letters, word s, sounds, tastes, etc  Text-to-Speech . translation software Example of learning  Voice recognition difference: difficulty software in recognizing letters or words, but high  Drill and practice ability to recognize games that can be and recall faces of adjusted for each people learner. (Rose & Meyer, 2002)
  12. 12. Strategic Network Planning, executing, a Technology Examples for nd monitoring our the Classroom: actions.  Computer presentation Allows for the programs in the place adjustment of actions of paper and pencil after self-evaluation. written assignments Example of learning  Project based learning difference: Every through online tools learner has different such as VoiceThread or goals and different Animoto. ways to go about achieving the same result. (Rose & Meyer, 2002)
  13. 13. Affective Network What the learner feels, how an Technology Examples environment is for the Classroom: interpreted  Use of headphones Deals with emotions for reading if student needs a Students prefer quiet environment different learning environments  Incorporating student interests Example of learning into an online difference: Each research project and learner interprets giving students the same classroom choice in the vehicle situation or teaching for presentation method differently (Rose & Meyer, 2002)
  14. 14. How Does UDL Support Diversity? Allows for better  Allows for self reflection engagement and adjustment  Allows for differentiation based on academic strengths and weaknesses  Allows for choice  Allows each learner to make their own plan to achieve a goal
  15. 15. UDL Tools and ResourcesUDL LESSON BUILDER UDL Book Builder UDL Curriculum Self-Check Media options to learn  Read or download pre-  Allows the teacher to self more about UDL before made books with evaluate in the area of each beginning students from the UDL goal on a scale of 1-5 and database on after rating the teacher is able View existing lessons that www.cast.org or from to type any thoughts of self- incorporate UDL for ideas the library. reflection. With the creation of an  Once logged in the  At the end of the self-check the account on www.cast.org teacher can create ratings chosen are displayed so the teacher can make and virtual books with the teacher can see their save UDL lesson plans text, images, and strengths and weaknesses with pre made headings to sound for student displayed together. guide in the creation of a literacy activities. lesson. The teacher can  Included in the self-check is a change font, size and  Created books can be section of resources divided by format while creating shared with others content area to help enhance lesson plans. when complete. lesson planning. (CAST, 2011)
  16. 16. ReferencesCAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: AuthorLearning Ally. (2011). UDL and Audiobooks. Learning Through Listening. Retrieved November 16, 2011 from http://www.learningthroughlistening.org/Universal- Design- for-Learning-UDL/UDL-and-Audiobooks/109/National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelinesRose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/Turning Technologies. (2011). Student Clickers. Retrieved November 16, 2011 from http://www.turningtechnologies.com/studentresponsesy stems/studentclickers/

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