Universal Design of Learning Presentation

1. Universal Design of
Learning
Shanece L.Terrell
Walden University
EDUC 6714

2. What is Universal Design of Learning
(UDL)?
▪ “an approach to teaching, learning, and
assessment” (Howard, 2004, p. 26)
▪ “flexible curricula that provides students with
multiple ways of accessing content, expressing
what they learn, and engaging their interest and
motivation” (Howard, 2004, p. 26-27)
▪ UDL…”gives all individuals equal opportunities to
learn” (CAST, Inc., 2007-2011)

3. Inspiration for UDL
▪ The idea of “Universal Design” connects to
architectural design the idea that all buildings
need to be accessible for all people. Some
examples include accessibility ramps, power
doors, curb cuts
▪ UDL is about providing alternatives so every child
can learn.As educators we must make sure we
provide flexibility in the curriculum and our
teaching style, practice, and method.

4. Universal Design of Learning
…a shift in our thinking…
▪ More than our traditional adaptions and accommodations
▪ Every student must be provided with the opportunity to learn
(Laureate Education, 2009)
▪ No longer just focused on the individual student, we are now
focusing the broader educational environment (Laureate Education,
2009)
▪ Not simply fixing the student but fixing how we teach and use our
curriculum
▪ No longer a one size fits all approach to teaching and learning

5. Universal Design in Action
▪ “…each student needs to have access to the
curriculum in a way that promotes the most
learning for that individual” (Howard, 2004, p.27)
▪ Develop learning profiles and teach these learning
styles, preferences, and intelligences
▪ Provide multiple levels of text on the same content
▪ Make choices available-reflective on the real world

6. Three Principals of UDL and
Brain Research
▪ Multiple Means of Representation (the “what” of
learning)
– Recognition Network of the Brain
▪ Means of Action and Expression (the “how” of
learning)
– Strategic Network of the Brain
▪ Multiple Means of Engagement (the “why” of
learning)
– Affective Network of the Brain

7. What are the Implications?
▪ Each student varies in which network of
the brain he or she prefers to learn with.
▪ This means that teachers must create
lessons that appeal to all 3 networks of
the brain.
▪ Using UDL approaches to teaching
ensures this will happen.

8. Recognition-Multiple Means of Representation
the “what” of learning
▪ Presenting content and information in a variety of ways
▪ Recognition Network of the brain deals pattern recognition and the
brain’s ability to process patterns (Laureate Education, 2009)
▪ Instructional Examples
– Visual/Auditory/Kinesthetic
– Different size text/color/font
– Ability to amplify sound as needed
– Graphic organizers with pictures/text
– Examples
– Connect to other experiences

9. Strategic-Multiple Means of Action and Expression
the “how” of learning
▪ Providing multiple ways for students to show what they
know
▪ Strategic network of the brain deals with the process,
plans, and actions for the plans (Laureate Education, 2009)
▪ Instructional Examples
– Providing choice: written, verbal, and project-based
– Different software tools: mouse, keyboard, joystick
– Scaffolding and activating background knowledge
– Use of wait time

10. Affective-Multiple Means of Engagement
the “why” of learning
▪ Stimulate interest and motivation for learning
▪ Affective network of the brain deals with emotions and sorting out
what’s important and what’s not (Laureate Education, 2009)
▪ Instructional Examples
– Engaging learners
▪ Working alone, with partners, small groups-proving choice
– Materials must be relevant and interesting
– Use goal-setting
– Providing choice and options
– Rubrics and checklist

11. UDL and Instructional Media
▪ Flexibility in media is key to opening
doors to student learning
▪ Media such as books and speeches are
flexible-may create barriers to learning
▪ Digital text, sounds, images, and the
Web-can be adjusted to open doors in
learning

12. UDL and Technology
▪ “…powerful digital technologies applied using UDL
principals enable easier and more effective customization
of curricula for learners. Advances in technology…have
made “on-the-fly” individualization of curricula possible in
practical, cost-effective ways, and many of these
technologies have built in supports, scaffolds, and
challenges to help learners understand, navigate, and
engage with the learning environment.”
▪ Universal Design of Learning Guidelines CAST 2011

13. Technology and UDL Continued
▪If used correctly, technology can
provide the flexibility necessary to
make learning accessible to all
students.
▪Just as planning without the
technology much thought needs to
go into planning with technology

14. Examples of Technology
▪ Blogs
▪ Wikis
▪ Podcasts
▪ Text-to-Speech programs
▪ VoiceThreads
▪ Microsoft Word and Powerpoint
▪ Online graphic organizers
▪ Wallwisher
▪ Edmodo
▪ Moodle
▪ Google Docs
▪ eReaders
▪ OnlineVisualThesaurus
▪ Think Map
▪ Glogster
▪ Illumunations

15. CAST Online Tools and Resources
– CAST, Inc. (2007–2011).Curriculum self-check: Explore resources-This site can be
used to help apply UDL principals in your teaching to reach and engage all
students.
– CAST, Inc. (2005–2011). UDL lesson builder-Provides educators with models and
tools to create and adapt lessons that increase access and participation in the
general education curriculum for all students.
– CAST, Inc. (2006–2011). UDL book builder-Allows teacher to create, share,
publish, and read digital books that engage and support diverse learners
according to their individual needs, interests, and skills.

16. UDL at Bluffton ECC
▪ Incorporating the principals of UDL will provide all
students with the opportunity to learn
▪ Incorporating the principals of UDL will help us
meet the needs of all of our diverse learners
▪ Incorporating the principals of UDL will keep all
students engaged and motivated in their learning

17. Resources
▪ CAST, Inc. (2007–2011). Curriculum self-check: Explore resources. Retrieved from
http://udlselfcheck.cast.org/resources.php#curriculum
▪ CAST, Inc. (2002–2011).Teaching every student:Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/
▪ 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/
▪ Laureate Education, Inc. (Executive Producer). (2009). Reaching an engaging all learners
through technology: Brain research and Universal Design for Learning. Baltimore, MD:
Author.
▪ Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design
for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/