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App4 thomasd

  1. 1. Universal Design for Learning Danielle Thomas By
  2. 2. Universal Design for Learning <ul><li>UDL stands for universal design for learning. </li></ul><ul><li>UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for EVERYONE -- not a single, one-size-fits-all </li></ul><ul><li>solution but rather flexible </li></ul><ul><li>approaches that can be </li></ul><ul><li>customized and adjusted for </li></ul><ul><li>individual needs. ( </li></ul><ul><li>Premise and definition </li></ul>
  3. 3. <ul><li>Decades ago, before the ADA, many buildings and other public areas were inaccessible or very difficult for handicapped persons. After having to alter these places, architects finally decided to make them universal in design, which made them accessible </li></ul><ul><li>to everyone in the beginning. </li></ul><ul><li>Personally, I wish my builder </li></ul><ul><li>had considered my height </li></ul><ul><li>when he designed my home! </li></ul>Origins of universal design
  4. 4. UDL <ul><li>Provides flexibility </li></ul><ul><li>Removes barriers </li></ul>
  5. 5. <ul><li>Principle I : Provide Multiple </li></ul><ul><li>Means of Representation </li></ul><ul><li>(the “ what ” of learning) </li></ul>3 Principles of UDL <ul><li>Principle II : Provide Multiple </li></ul><ul><li>Means of </li></ul><ul><li>Action and Expression </li></ul><ul><li>(the “ how ” of learning) </li></ul><ul><li>Principle III : Provide </li></ul><ul><li>Multiple </li></ul><ul><li>Means of Engagement </li></ul><ul><li>(the “ why ” of learning) </li></ul>
  6. 6. <ul><li>Example in a Social Studies class: </li></ul><ul><ul><li>Read a poem about WWI </li></ul></ul><ul><ul><li>Listen to a song about WWI </li></ul></ul><ul><ul><li>View a propaganda poster about WWI </li></ul></ul>Principle I of UDL <ul><li>Provide Multiple Means of Representation </li></ul><ul><li>(the “ what ” of learning) </li></ul>
  7. 7. Principle II of UDL <ul><li>Provide Multiple Means of Action and Expression </li></ul><ul><li>(the “ how ” of learning) </li></ul><ul><li>Example in a Language Arts class: </li></ul><ul><ul><li>Oral presentation options (good for students who are great speakers, but may have learning disabilities that affect their writing) </li></ul></ul><ul><ul><li>Written essay (good for interpersonal learners) </li></ul></ul>
  8. 8. Principle III of UDL <ul><li>Provide Multiple Means of Engagement </li></ul><ul><li>(the “ why ” of learning) </li></ul><ul><li>Example in a Math class : </li></ul><ul><ul><li>“ this lesson will help you understand why your new skateboard cost more than the $89.95 sticker price.” </li></ul></ul>
  9. 9. UDL & Technology <ul><li>Technology is not a must with UDL, but merely a means of achieving it. </li></ul><ul><li>Technology can offer much needed supports and scaffolding , which will in turn make it easier for learners to understand, navigate, and engage with the learning environment. </li></ul>
  10. 10. Examples of Technology & UDL <ul><li>Digital storytelling (stories with voice, animation, etc.) </li></ul><ul><li>Virtual fieldtrips </li></ul><ul><li>Webquests </li></ul><ul><li>Concept mapping tools </li></ul>
  11. 11. More on technology & UDL <ul><li>Technology offers: </li></ul><ul><ul><li>Flexibility – assistive technology that can read to students, allow them to use their heads instead of their hands to move the mouse </li></ul></ul><ul><ul><li>Collaboration – blogs, wikis, Google groups, Google docs </li></ul></ul>
  12. 12. UDL’s Impact for CMS Students <ul><li>The greatest impact will be that ALL students will learn. </li></ul><ul><li>Let’s face it…. If they’re all learning, </li></ul><ul><ul><li>test scores will go up </li></ul></ul><ul><ul><li>discipline issues will go down </li></ul></ul>
  13. 13. Learning Differences, What the Research Says <ul><li>Learning is distributed across three interconnected networks: recognition , strategic , and affective ( </li></ul>
  14. 14. Implications for Instruction & Learning <ul><li>Recognition Learning – Methods that will lead to success: </li></ul><ul><li>Provide multiple examples </li></ul><ul><li>Highlight critical features </li></ul><ul><li>Provide multiple media & formats </li></ul><ul><li>Support background knowledge </li></ul>
  15. 15. Implications for Instruction & Learning <ul><li>Strategic Learning – Methods that will lead to success: </li></ul><ul><li>Provide flexible models of skilled performance </li></ul><ul><li>Provide opportunities to practice with supports </li></ul><ul><li>Provide multiple media & formats </li></ul><ul><li>Offer flexible opportunities for demonstrating skill </li></ul>
  16. 16. Implications for Instruction & Learning <ul><li>Affective Learning – Methods that will lead to success: </li></ul><ul><li>Offer choices of content & tools </li></ul><ul><li>Provide adjustable levels of challenge </li></ul><ul><li>Offer a choice of rewards </li></ul><ul><li>Offer choices of learning context </li></ul>
  17. 17. Resources for UDL implementation in your content area <ul><li> </li></ul><ul><li>This site breaks down the networks of the brain, offering specific ideas to assist students with each type of learning. </li></ul><ul><li> </li></ul><ul><li>This website offers countless resources aimed at differentiation. UDL is without a doubt, differentiation. Be sure to check out the “strategies” section on the left. </li></ul><ul><li> </li></ul><ul><li>This resource offers additional support and ideas </li></ul><ul><li>for incorporating technology into UDL lessons. Be </li></ul><ul><li>sure to also look at the links under “teacher </li></ul><ul><li>resources” to browse by content area. </li></ul>
  18. 18. Resources for UDL implementation in your content area <ul><li> </li></ul><ul><li> </li></ul><ul><li>great short video that recaps this slideshow </li></ul><ul><li> </li></ul><ul><li>more about UDL for your own exploration </li></ul>
  19. 19. Conclusion <ul><li>Each student is unique – there’s not one approach that will reach them all. </li></ul><ul><li>When we try to make students fit into our puzzle, the edges will become bent or torn. </li></ul><ul><li>However, when we provide flexibility in our curriculum, we give them the pieces that will unlock the puzzle of learning, leading ultimately to engaged and motivated learners. </li></ul>
  20. 20. References <ul><li>CAST (2011). Transforming Education through Universal Design for Learning. Retrieved from </li></ul><ul><li>Rose, D., & Meyer, A. (2002a). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Digital copy retrieved from </li></ul><ul><li>Tibbett, P. (Producer). (2011) SpongeBob Squarepants [Television series episode]. Oral Report . Orlando: Viacom International Inc. </li></ul>