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Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
Universal design for_learning
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Universal design for_learning

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  • 1. Universal Design for Learning Rachel Stripling Walden University Professor Jacqueline Derby EDUC 6714: Reaching and Engaging All Learners Through Technology
  • 2. What is Universal Design for Learning?
  • 3. Inspiration behind the theory… Universal design is an approach to design that works to ensure products and buildings can be used by virtually everyone, regardless of their level of ability or disability. The term "universal design" was coined by the late Ronald L. Mace, a fellow of the American Institute of Architects. "The universal design concept increases the supply of usable housing by including universal features in as many houses as possible," he said, "and allows people to remain in their homes as long as they like."
  • 4. Universal Design in the physical environment
  • 5. UDL
    • Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn.
    • UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
  • 6. Teachers who implement UDL within the classroom abide by 3 guiding principles…
  • 7. 3 Principles of UDL
    • Principle I
    • Provide Multiple Means of Representation
    • Principle II
    • Provide Multiple Means of Action & Expression
    • Principle III
    • Provide Multiple Means of Engagement
  • 8. Principle I Provide Multiple Means of Representation This principle ensures that educators present content in a variety of ways.
    • Examples:
    • Display information in a variety of formats
    • Translate content into secondary languages.
    • Use outlines, graphic organizers, and thinking maps.
  • 9. Principle II Provide Multiple Means of Action & Expression This principle ensures that educators allow students a variety of ways that students can express what they know.
    • Examples:
    • Allow more access to assistive technologies.
    • Use outlining tools, story webs, and mapping tools.
    • Embed prompts, guides, and coaches.
  • 10. Principle III Provide Multiple Means of Engagement This principle ensures that educators stimulate students’ motivation and interest in learning.
    • Examples:
    • Create a supportive classroom environment.
    • Create cooperative learning groups.
    • Use activities that provide for learner feedback.
  • 11. UDL & student learning
    • Translated materials and assignments show how UDL helps support students from various cultural, ethnic, and linguistic diversities.
    • Allowing for various self-assessment and progress-monitoring opportunities shows that UDL also supports students from various academic diversities.
  • 12. What does brain research tell us?
    • There is no ‘typical’ student. Students have strengths and weaknesses in various areas.
    • We must design a curriculum that activates these three networks of the brain.
    • Learning goals, assessments, learning materials, and teaching methods must fit everyone.
  • 13. Implications of UDL for our school
    • Increase online learning skills
    • Increase in student performance on ITBS standardized test
    • Greater motivation for engagement and learning
    • Increase communication and collaboration between students of different cultures
  • 14. Technology, Brain Research, & Instructional Implications
    • Technology allows educators to access a variety of methods for instruction.
    • Technology also provides opportunities for students to access a variety of activities.
        • Allows students to access materials in a variety of ways that best suit their learning styles, as based on brain research (Bray, 2009).
    • Students can experiment with multiple software tools.
  • 15. CAST Online Tools
    • 1. CAST Lesson Builder
    • 2. CAST Book Builder
    • 3. CAST UDL Curriculum Self-Check
  • 16. CAST Lesson Builder
    • Provides the tools to help educators create and adapt lessons to meet the needs of individual students.
    • Lessons increase access and participation in the classroom.
    • Lessons align with UDL principles.
  • 17. CAST Book Builder
    • Educators can create their own digital books that engage students with various learning needs and skills.
    • Educators can edit and share books as well as read and rate other user-created books.
  • 18. CAST Curriculum Self-Check
    • Helps educators apply UDL principles within teaching methods to engage all students.
    • Allows educators to explore resources for ideas on how to build a variety of options within lessons.
  • 19. References
      • Bray, M., Brown, A., & Green, T. (2004). Diverse learners and innovative technologies. In Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
    • http:www.accessiblesociety.org/topics/universaldesign/
    • CAST, Inc. (2002–2011a). About UDL. Retrieved from http://www.cast.org/udl
    • CAST, Inc. (2005–2011c). UDL lesson builder. Retrtieved from http:/lessonbuilder.cast.org/
    • CAST, Inc. (2006–2011). UDL book builder. Retrieved from http://bookbuilder.cast.org/
    • CAST, Inc. (2007–2011a). UDL curriculum self-check: Explore resources. Retrieved from http://udlselfcheck.cast.org/resources.php#curriculum
    • Center for Applied Special Technology. (2009). UDL guidelines, version 1.0 . Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

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