UDL Presentation: Sharing Ideas and Building Resources
Upcoming SlideShare
Loading in...5

UDL Presentation: Sharing Ideas and Building Resources






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

UDL Presentation: Sharing Ideas and Building Resources UDL Presentation: Sharing Ideas and Building Resources Presentation Transcript

  • Universal Design for Learning (UDL)
    Jeannine Miller
    Student id A00232202
    Diverse Learners and Technology (EDUC - 7109 - 1)
  • Overview of UDL
  • UDL Definition
    A curriculums foundation based upon
    equality in learning for all.
    Designinggoals, methods, materials,
    and assessments that are pliable
    to fit a diverse need of learners.
  • Everyday Non DigitalExamples of UDL
    Wheelchair accessible buildings/parking
    Braille signs
    Spanish translations
    Handicap restrooms
  • Everyday Digital Examples of UDL
    Books on tape
    Hearing impaired phone technology
    Closed captioning
    Text to speech
  • Neural Networks
    Recognition Networks
    The "what" of learning
    How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
    Present information and content in different ways
    Source: http://www.cast.org/research/udl
  • Examples
    • Offer ways of customizing the display of information
    • Offer alternatives for auditory information
    • Offer alternatives for visual information
    • Provide options for language, mathematical expressions and symbols
    • Clarity vocabulary and symbols
    • Clarify syntax and structure
    • Support decoding of text and mathematical notation and symbols
    • Promote understanding across language
    • Illustrate through multiple media
    • Provide options for comprehension
    • Activate or supply background knowledge
    • Highlight patterns, critical features, big ideas and relationships
    • Guide information processing, visualization and manipulation
    • Maximize transfer and generalization
  • Neural Networks
    Strategic Networks
    The "how" of learning
    Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
    Differentiate the ways that students can express what they know
    Source: http://www.cast.org/research/udl
  • Examples
    • Provide options for physical action
    • Vary the methods for response and navigation
    • Optimize access to tools and assistive technologies
    • Provide options for expression and communication
    • Use multiple media for communication
    • Use multiple tools for construction and composition
    • Build fluencies with graduated labels of support for practice and performance
    • Provide options for executive functions
    • Guide appropriate goal setting
    • Support planning and strategy development
    • Facilitate managing information and resources
    • Enhance capacity for monitoring progress
  • Neural Networks
    Affective Networks
    The "why" of learning
    How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
    Stimulate interest and motivation for learning
    Source: http://www.cast.org/research/udl
  • Examples
    • Provide options for recruiting interest
    • Optimize individual choice and autonomy
    • Optimize relevance, value, and authenticity
    • Minimize threats and distractions
    • Provide options for sustaining effort and persistence
    • Heighten salience of goals and objectives
    • Vary demands and resources to optimize challenge
    • Foster collaboration and community
    • Increase mastery-oriented feedback
    • Provide options for self-regulation
    • Promote expectations and beliefs that optimize motivation
  • Brain Research and Learning Differences
    The three different parts of the brain that are interconnected are distributed hierarchicallyand work together. All have different functions and each part looks different in each learner.
    Source: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_graphical.cfm
  • Support for cultural, ethnic , linguistic and academic diversity by using the principles of UDL
    Equitable Use- The design is useful for a multitude of diverse abilities.
    Flexibility in Use- Components within the design that serves a variety of learners based on ones preference
    Simple and Intuitive. Regardless of the students abilities and or experience information is clear and easy to understand.
    Perceptible Information. The design of the lesson has necessary information regardless of students sensory abilities
    Tolerance for Error. The design has low adverse consequences or unintended actions.
    Low Physical Effort. The design can be performed with little effort and without being fatigued.
    Size and Space for Approach and Use. The design provided has little to no difficulty with manipulation and mobility.
  • Central Role of Technologyand UDL
    Technologies in UDL are a practical and cost effective way to achieve goals in learning by carefully planning resources and executing lessons.
    Examples include using the internet, assistive technologies and mind mapping.
  • Impact on Student Learning
    I agree with Robert Mislevy, a leading expert in educational assessment and technology . He contends that UDL prompts you to target learning goals and also encourages us to carefully consider all of the knowledge, skills, or abilities of the learners. UDL pushes us to think about the ways in which we can support students so that we can target and address the actual learning goals. These design patterns help educators build learning tasks, group work, and extended investigations in the classroom. Our students are going to do better on test items, not because they studied and focused just on the kinds of tasks, but because they learned the ways of thinking that are compatible with what you do on those tasks.
  • Examples ofTools and Resources
    UDL Lesson Builder that provides educators with models and tools to create and adapt lessons plans. This could be used a good starting point to use with teachers for the introduction of UDL.
    UDL Book Builder. A place to create, share, publish, and read digital books. A place for students to access material according to their individual needs, interests, and skills. This can be implemented in the media center since classes visit every week.
    CAST Strategy Tutor helps students with reading and research. Provides teachers with web based lesson that are research based. Implementation of this is a win-win for a school. These can be accessed by teachers and students directly in the classrooms.
  • References
    http://www.alliance.brown.edu/tdl/ Retrieved July 1, 2011.
    http://www.cast.org/index.html Retrieved July 3, 2011.
    http://www.washington.edu/doit/Brochures/Programs/ud.html Retrieved July 5, 2011.
    http://www.ericdigests.org/2003-5/universally.htm Retrieved July 6, 2011.
    http://www.cast.org/research/udl Retrieved July 8, 2011.
    http://www.udlcenter.org/sites/udlcenter.org/files/mislevy_final_0.pdf Retrieved July 10,2011.
    http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_graphical.cfm Retrieved July 10,2011.