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UDL Presentation

UDL Presentation






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    UDL Presentation UDL Presentation Presentation Transcript

    • Universal Design for Learning (UDL) Samantha Schaefer Walden University Professor Lambertson EDUC-6714D-1 Reaching and Engaging All Learners Through Technology October 3, 2010
    • Inspiration for UDL
      • UDL, or Universal Design for Learning, is based on brain research regarding the way students learn. As the students who enter our classroom are diverse in terms of ethnicities, culture, prior experiences and learning abilities or styles, UDL allows teachers to meet their needs through the development of an active and engaging curriculum that is aimed at increasing student learning and skill development (CAST, 2009).
    • Brain Research
      • The brain uses three main networks for learning:
        • 1. Recognition or the “what” of learning
          • How we gather information and organize it based on what we see, hear and read
        • 2. Strategic or the “how” of learning
          • Planning and performing tasks
        • 3. Affective or the “why” of learning
          • Engagement and motivation
    • Implications of Brain Research
      • Designing a curriculum that meets the needs of all learners within a diverse population
      • Differentiating curriculum, instruction and assessment that activates all three learning networks
      • Supporting all types of diversity (academic, cultural and ethnic) to promote student success
    • Three Principals of UDL
      • 1. Representation: Content presented in multiple formats
        • Graphics/Visuals
        • Digital/Auditory Text
        • Pre-teaching key points and vocabulary
      • 2 Action/Expression: Options in instruction and assessment
        • Project based learning
        • Modeled expectation for assessment
        • Feedback
      • 3. Engagement: Students response to a number of different factors
        • Choices in classroom activities
        • Variety of formats for summative and formative assessment
      • The most effective teaching come from providing multiple opportunities for representation in each of the three networks. (Laureate, 2009)
    • Technology and UDL
      • Technology allows for student access to a variety of materials
      • Materials relevant to student learning preference
      • Technology as an engagement tool (middle school students!)
    • Impact of UDL on Student Learning
      • RtI
        • Technology to support different needs in Tier 2 and 3 interventions
          • Support for Robin and Debbie!
      • Increased technological awareness
    • CAST Tools
      • Available at www.cast.org/learningtools/index.html
      • CAST offers many UDL tools for teachers
      • Variable grade levels and content areas
    • CAST Tools (Continued)
      • UDL Editions offers classic works of literature online
        • Three levels of support for students
        • Auditory portions of text
        • Spanish translation
        • During reading prompts
      • CAST Strategy Tutor
        • Preparation of web-based lessons
        • Encourages higher level thinking skills using technology engagement
      • Thinking Reader
        • Provides instruction and practice for key reading strategies
        • Middle school oriented
    • References
      • Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl.udlguidelines
      • Laureate Education, Inc. (Executive Producer). (2009). Brain research and UDL. Reaching and engaging all learners through technology . Baltimore: Author.