2. Timeline for Presentation
• Faculty Meeting After school at 3 pm.
• 3:00 pm – Beginning of Presentation
• 3:00 – 3:05 – Introduction of Speaker/Introduction of UDL.
• 3:05 – 3:10 – What is UDL? CAST Video
• 3:10 – 3:15 – The Three Neutral Networks of UDL
• 3:15 – 3:20 – Applying Principles of UDL to Learning
• 3:20 – 3:25 – Technology Use and UDL
• 3:25 – 3:30 – Use with Diverse Students
• 3:30 – 3:35 – Resources/Questions
• 3:40 – Dismissal
3. Introduction of Audience
• South Gwinnett High
School
• Administration
• Staff
• Teachers
• Department Heads
• Content area teachers
• Students
• ELL Students
4. Introduction
• UDL is a popular form of curriculum and
instruction that is quickly becoming a resource
that is used in schools across the country. This
presentation has been designed as a method of
introduction to the UDL principles and methods
of instruction. It will demonstrate the benefits
and improvements that will result in the
inclusion of this form of instruction in the
classroom.
5. What is UDL?
• Universal Design for Learning 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.
• These lessons are flexible are can be adapted or
changed to meet the different learning needs in
the classroom.
7. Inspiration for UDL
• Universal Design for Learning was created based
on the universal design movement in
architecture and product development.
Universal design in architecture focuses on the
designing and constructing of buildings, homes,
products that accommodate the widest variety of
users. UDL applies this critical idea to learning
and education that curriculum should be
designed to accommodate all kinds of learners.
8. Handouts
• Handouts are now being distributed for note
taking purposes. The graphic organizers are to
help you be able to tell the different principles
apart.
• Please fill out these organizers as the
presentation is being presented.
• Handouts.
10. The Three Principles of UDL
• Provide multiple means of
representation.
• Ex: language, expressions and symbols.
• Provide multiple means of action and
expression.
• Ex: physical action, expression and communication,
executive function.
• Provide multiple means of
engagement.
• Ex: recruiting interest, sustaining effort and
persistence, self-regulation.
14. Three Neural Networks of UDL
• Recognition – “what” of
learning. Present
information and content in
different ways.
• Strategic – “how” of
learning. Differentiate the
ways that students can
express what they know.
• Affective – “why” of
learning. Stimulate interest
and motivation for learning.
15. Role of Technology in UDL
• Physical
• Wheel chairs
• Voice recordings
• Speech assistance devices
• Elevators
• Communication devices
• Personal assistants
• Educational
• Computers
• Wireless laptops
• Voice recording programs
• Textbooks online
• Multimedia presentation
software
• Tablets
• Hands-on technologies
17. Role of Technology in UDL
• "UDL uses technology's power and flexibility to
make education more inclusive and effective for all"
(CAST, 2010).
• "UDL uses computer technology to create an
educational environment that allows all students,
including those with learning disabilities, to succeed
in general education classrooms with minimal use of
assistive technology (AT)" (GreatSchools, 2010).
• Technology can be used effectively to teach all three
principles.
• It can be used to engage and motivate students.
18. Brain Research
• The three UDL principles were
designed to match with the
three networks of the brain.
• Students' ability within each
brain network varies.
• Educators need to attempt to
utilize strategies for each of
the brain networks within
their classrooms.
19. Recognition Network
• All of the sensory input that we receive goes into
the back half of the brain. This is where we
process memory input to recognize patterns on
paper. This network allows us to recognize
sights, sounds, smells, etc. In education, this is
the part of the brain that allows us to recognize
letters, shapes, people, music, etc.
• Ex: Elementary school children being able to see
letters, shapes, and numbers in their math class.
20. Strategic Network
• After the brain processes the patterns received
through sensory input, the brain can process
actions and plan for actions. This takes place in
the strategic network.
• For example, after the recognition network has
recognized that the lines on a paper are
numbers, the strategic network allows students
to add or multiply them as the operation sign
directs us too.
21. Affective Network
• The affective network allows students to respond the
patterns of the other networks. It lets students
decide the difference between what is important and
what is not important. It is responsible for our
emotional response to both the information that is
taken in as well as the plans and actions that we
make ourselves. The challenge of this network lies
in helping our students see the value in what they
are learning.
• For example, if we tailor our lessons around our
students' interests, this learning network will be
positively engaged.
22. How does UDL Support Diversity?
• Instruction is based on
individual learning needs of the
students.
• Instructional materials can be
easily changed or modified.
• The three principles of UDL are
designed to accommodate the
different learning styles of
students.
• Using multiple examples of each
of the principles of UDL in the
classroom helps meet all of the
students’ learning needs.
• UDL is specifically designed to
meet ALL of the learning needs
of students.
23. How can UDL benefit SGHS?
• UDL can be beneficial for all students involved.
• It will help us meet some of the challenges we face of
teaching Special Education, ESOL, and other diverse
students.
• Using the UDL principles in our classroom will meet all
of the learning needs of the students at our school.
• It will raise test scores on the GHSGT in the ares we need
improvement such as Special Education and our diverse
students.
• Our Math and Science scores can improve dramatically if
UDL is implemented into our classrooms.
• UDL will actively engage our students, which will lead to
a reduction of class management issues.
24. Three CAST Online Tools and
Resources
• http://www.cast.org/teachingeverystudent/
• http://www.cast.org/teachingeverystudent/ideas/tes
• http://www.cast.org/teachingeverystudent/toolkits/
• http://www.cast.org/teachingeverystudent/toolkits/
• http://www.cast.org/teachingeverystudent/toolkits/
27. Assessment
•Ticket Out the Door Activity
• Take the index card and write down three facts
that you learned about UDL from the
presentation today.
• Then write three ways you will implement UDL
into your lesson planning for future lessons.
• Finally, write down any questions I can answer
about UDL.
28. References
• http://www.cast.org/research/udl/index.html
• Rose, D., & Meyer, A. (2002). Teaching every student in the
digital age: Universal design for learning. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/
• http://atclassroom.blogspot.com/2010/07/universal-design-
for-learning.html
• http://www.cast.org/research/udl/index.html
• http://www.greatschools.org/LD/assistive-
technology/universal-design-for-learning-improved-access-
for-all.gs?content=785&page=1
