Universal Design For Learning (UDL) David Yonteff Walden University Dr. Thomas Wolsey EDUC 6714: Reaching and Engaging All Learners Through Technology February 3, 2013
The Inspiration Behind UDL UDL’s inspiration comes from the world of architecture. Buildings needed to be accessible for all people. Architects abandoned traditional designs to enable access for everyone.
Principles of UDL1. Provide Multiple Means of Representation2. Provide Multiple Means of Action and Expression3. Provide Multiple Means of Engagement (Laureate, 2009)
Principle 1: Multiple means of Representation Every learner perceives information differently, and through different means. ◦ Need different ways to approach content. ◦ Text, visual/audio cues, etc. Learning better occurs when multiple means of representation are used. ◦ Allows students to make internal and external connections between concepts.
Principle II: Multiple means of Action and Expression Learners have differing ways of exploring and expressing knowledge. ◦ Need different ways of approaching and expressing knowledge. ◦ Text, speaking, visual representations, etc. No one means of action and expression is ideal for every learner. ◦ Options for action and expression are necessary.
Principle III: Multiple Means of Engagement Learners differ in ways they are engaged and motivated to learn. ◦ Some prefer new and varied styles of learning, others prefer predictability and routine. ◦ Working alone/in groups. One method of engagement will not work for all students.
Technology and UDL Technology is not an essential component of UDL. ◦ Many analog options are available (see UDL Unplugged: The Role of Technology in UDL). Technology does offer easy and effective differentiation in instruction.
Examples of Technological DifferentiationPresentations Wikis Podcasting WebQuests Blogs
Impact of UDL on Student Learning UDL helps students master the art of learning. Master learners are more successful at learning new information. Successful students are more motivated to learn and are likely to have less behavioral issues.
Brain Research“Individuals bring a huge variety of skills, needs, and interests tolearning. Neuroscience reveals that these differences are as varied andunique as our DNA or fingerprints.” (CAST, 2012)
Learning Networks Three primary networks for learning: ◦ Recognition networks (“What”) ◦ Strategic networks (“How”) ◦ Affective networks (“Why”)
Recognition Networks “Just the Facts” Deals with how we gather facts and categorize information. Provide multiple examples, media, formats, and background context to support recognition network learning. (Rose, & Meyer, 2002)
Strategic Networks Concerned with planning and performing tasks. To stimulate strategic learning: ◦ Provide flexible models ◦ Give opportunities to practice with support ◦ Provide ongoing feedback ◦ Allow opportunities to demonstrate skills (Rose, & Meyer, 2002)
Affective Networks Primarily concerned with how learners are engaged, motivated, and challenged. To stimulate affective learning: ◦ Give choices in context and tools ◦ Offer adjustable levels of challenge ◦ Provide many choices of rewards ◦ Allow for several different learning contexts (Rose, & Meyer, 2002)
How can UDL support diverselearners?“[UDL] reduces barriers in instruction,provides appropriate accommodations,supports, and challenges, and maintainshigh achievement expectations for allstudents, including students with disabilitiesand students who are limited Englishproficient.” -Higher Education Opportunity Act 2008 (National Center on UDL, 2012)
Technology and UDL Technology applied using UDL ideals provide easier and effective customization of the curriculum. Technology is not a perfect means to enhance learning, many non-technological forms of learning are still important aspects of UDL. While not the sole way to implement UDL, technological literacy is an important part of modern life.
Tools for UDL design UDL Guidelines: http://www.udlcenter.org/aboutudl/udlguid elines ◦ Assists with planning lessons along UDL standards.
Tools for UDL design (cont.) Questions to Guide Curriculum and Lesson Planning (from the NYC Dept. of Education): ◦ http://schools.nyc.gov/NR/rdonlyres/7276C57A-AD49-4C87-B080- 4B02557D3410/0/OptionOneQuestionstoguideourthinkingwhencreatin guniversallydesignedcurriculum.pdf, ◦ http://schools.nyc.gov/NR/rdonlyres/6CD02017-C705-4FDA-B2E1- C1610D039538/0/OptionTwoUDLLessonConsiderationsforPlanningaLe ssonUnitorAssessment.pdf Guiding questions for both curricular and lesson planning, based around UDL principles.
Tools for UDL (cont.) CAST UDL Lesson Builder: http://lessonbuilder.cast.org/ Provides models and tools to create lessons that enable access and participation for all students.
Summary UDL is designed to allow easier access to the curriculum for ALL students. While not necessarily technology based, technology can make this goal easier. By planning lessons around the three principles of UDL, based on modern brain research, educators will be able to reach and engage all students more effectively and with greater success.
Resources Center for Applied Special Technology (2012). Retrieved from http://www.cast.org Laureate Education, Inc. (Executive Producer). (2009). Brain research and UDL [Video webcast]. In Reaching an engaging all learners through technology. Retrieved from http://class.waldenu.edu/ec/crs/default.learn?CourseID=6489433&CPURL=laureate.ecolleg e.com&Survey=1&47=2594568&ClientNodeID=984650&coursenav=0&bhcp=1 National Center on Universal Design for Learning (2012). Retrieved from http://www.udlcenter.org New York City Department of Education (2013). Universal Design for Learning. Retrieved from http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/UDL/default. htm Rose, D., Gravel, J., & Domings,Y. (2010). UDL Unplugged: The Role of technology in UDL. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/notech_final2.pdf 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/
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