UDL Presentation: Sharing Ideas and Building Resources

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UDL Presentation: Sharing Ideas and Building Resources

  1. 1. Universal Design for Learning (UDL)<br /> Jeannine Miller<br /> Student id A00232202 <br />Diverse Learners and Technology (EDUC - 7109 - 1) <br />
  2. 2. Overview of UDL<br />
  3. 3. UDL Definition<br />A curriculums foundation based upon<br />equality in learning for all. <br />Designinggoals, methods, materials, <br />and assessments that are pliable <br />to fit a diverse need of learners.<br />http://www.youtube.com/user/UDLCAST<br />
  4. 4. Everyday Non DigitalExamples of UDL<br />Wheelchair accessible buildings/parking<br />Braille signs<br />Spanish translations<br />Handicap restrooms<br />
  5. 5. Everyday Digital Examples of UDL<br />Books on tape<br />Hearing impaired phone technology<br />Closed captioning<br />Text to speech<br />
  6. 6. Neural Networks <br />Recognition Networks<br />The "what" of learning<br />How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.<br />Present information and content in different ways<br />Source: http://www.cast.org/research/udl<br />
  7. 7. Examples <br /><ul><li>Offer ways of customizing the display of information
  8. 8. Offer alternatives for auditory information
  9. 9. Offer alternatives for visual information
  10. 10. Provide options for language, mathematical expressions and symbols
  11. 11. Clarity vocabulary and symbols
  12. 12. Clarify syntax and structure
  13. 13. Support decoding of text and mathematical notation and symbols
  14. 14. Promote understanding across language
  15. 15. Illustrate through multiple media
  16. 16. Provide options for comprehension
  17. 17. Activate or supply background knowledge
  18. 18. Highlight patterns, critical features, big ideas and relationships
  19. 19. Guide information processing, visualization and manipulation
  20. 20. Maximize transfer and generalization</li></li></ul><li>Neural Networks <br />Strategic Networks<br />The "how" of learning<br />Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.<br />Differentiate the ways that students can express what they know<br />Source: http://www.cast.org/research/udl<br />
  21. 21. Examples<br /><ul><li>Provide options for physical action
  22. 22. Vary the methods for response and navigation
  23. 23. Optimize access to tools and assistive technologies
  24. 24. Provide options for expression and communication
  25. 25. Use multiple media for communication
  26. 26. Use multiple tools for construction and composition
  27. 27. Build fluencies with graduated labels of support for practice and performance
  28. 28. Provide options for executive functions
  29. 29. Guide appropriate goal setting
  30. 30. Support planning and strategy development
  31. 31. Facilitate managing information and resources
  32. 32. Enhance capacity for monitoring progress</li></li></ul><li>Neural Networks <br />Affective Networks<br />The "why" of learning<br />How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.<br />Stimulate interest and motivation for learning<br />Source: http://www.cast.org/research/udl<br />
  33. 33. Examples<br /><ul><li>Provide options for recruiting interest
  34. 34. Optimize individual choice and autonomy
  35. 35. Optimize relevance, value, and authenticity
  36. 36. Minimize threats and distractions
  37. 37. Provide options for sustaining effort and persistence
  38. 38. Heighten salience of goals and objectives
  39. 39. Vary demands and resources to optimize challenge
  40. 40. Foster collaboration and community
  41. 41. Increase mastery-oriented feedback
  42. 42. Provide options for self-regulation
  43. 43. Promote expectations and beliefs that optimize motivation</li></li></ul><li>Brain Research and Learning Differences <br /> 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.<br />Source: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_graphical.cfm<br />
  44. 44. Support for cultural, ethnic , linguistic and academic diversity by using the principles of UDL<br />Equitable Use- The design is useful for a multitude of diverse abilities.<br />Flexibility in Use- Components within the design that serves a variety of learners based on ones preference<br />Simple and Intuitive. Regardless of the students abilities and or experience information is clear and easy to understand.<br /> Perceptible Information. The design of the lesson has necessary information regardless of students sensory abilities<br />Tolerance for Error. The design has low adverse consequences or unintended actions. <br />Low Physical Effort. The design can be performed with little effort and without being fatigued.<br />Size and Space for Approach and Use. The design provided has little to no difficulty with manipulation and mobility.<br />
  45. 45. Central Role of Technologyand UDL<br />Technologies in UDL are a practical and cost effective way to achieve goals in learning by carefully planning resources and executing lessons.<br />Examples include using the internet, assistive technologies and mind mapping.<br />
  46. 46. Impact on Student Learning<br /> 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.<br />
  47. 47. Examples ofTools and Resources<br />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.<br />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.<br />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.<br />
  48. 48. References<br />http://www.alliance.brown.edu/tdl/ Retrieved July 1, 2011.<br />http://www.cast.org/index.html Retrieved July 3, 2011.<br />http://www.washington.edu/doit/Brochures/Programs/ud.html Retrieved July 5, 2011.<br />http://www.ericdigests.org/2003-5/universally.htm Retrieved July 6, 2011.<br />http://www.cast.org/research/udl Retrieved July 8, 2011.<br />http://www.udlcenter.org/sites/udlcenter.org/files/mislevy_final_0.pdf Retrieved July 10,2011.<br />http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_graphical.cfm Retrieved July 10,2011.<br />

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