OPEN DOORS EVERYBODY GETS IN
Universal Design For Learning
Instructional approach that opens opportunities for all students
Builds maximum flexibility into curriculum
Provides every student with maximum opportunity to learn
Where we came from……………. Architectural Design Principles
Everyone working on the same skill but doing it at their level
Why is UDL necessary Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
Support diverse recognition networks Provide students with multiple ways to take in, organize and make sense of new information Provide multiple examples Highlight critical features (Big Idea) Provide multiple media format Center for Applied Special Technologies, CAST www.cast.org
Support background context knowledge
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
Support diverse strategic networks Provide students with multiple approaches, knowledge and strategies for learning. Provide flexible models of skilled performance. (conspicuous strategies) Provide opportunities to practice with scaffolds. (supported practice) Provide on-going relevant feedback. Center for Applied Special Technologies, CAST www.cast.org
Offer flexible opportunities to demonstrate skill.
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
Support diverse affective networks Provide students with engaging activities that include multiple levels of challenge, variety of content and support. Offer choices of content and tools. Offer adjustable levels of challenge. Center for Applied Special Technologies, CAST www.cast.org
Offer choice of learning context.
Recognition Network to Instructional Methods
1. Exaggerate lightness differences between foreground and background colors, and avoid using colors of similar lightness adjacent to one another, even if they differ in saturation or hue.
Provide options for perception
Provide options for language, mathematical expressions, and symbols
Provide options for comprehension
Strategic Networks to Instructional Methods
Provide options for physical action
Provide options for expression and communication
Provide options for executive functions
Affective Networks to Instructional Methods
Provide options for recruiting interest
Provide options for sustaining effort and persistence
Provide options for self-regulation
TTYN (Talk To Your Neighbor)
Think about your own learning preferences. What supports would you want to be sure were in place for you?
Central Role of Technology in UDL More experience leads to increased knowledge
More flexibility in curriculum
CAST www.cast.org Multiple means of representation Content Multiple means of expression Product Multiple means of engagement Process
Universal Design for Learning A Lesson Plan: To Kill a Mockingbird
Spark Notes– text and audio
Universal Design for Learning: 8 th Grade History Studying for the End of the Unit Exam Mr. Langhorst’s Virtual Classroom
Studycast and Graphic Organizer – 8 th grade American HistoryConstitutional Powers
How we’ve been doing business…
Today’s classroom : Teachers must deliver instruction to diverse groups of students who come from a variety of cultures with varying languages, learning styles, abilities and disabilities. These students are included in the General Education classroom. Educational demands are on the rise Shift from acquiring knowledge to integrating knowledge Higher curriculum standards
All students are held to the same standards
Changes in the World Economy We are currently preparing students for jobs that don’t yet exist . . . Using technologies that haven’t been invented . . . In order to solve problems we don’t even know are problems yet.
David Warlick in “The New Literacy”
What we know about student learning: Students need to be able to: Recognize information, ideas, and concepts, Apply effective strategies to process the information and
Be engaged in the process.
When the task is too difficult for learner When the task is too easy for learner ZONE OF PROXIMAL DEVELOPMENT
Right amount of support High engagement Challenge is appropriate
Brain research each brain processes information differently . The way we learn is as individual as DNA or fingerprints. Center for Applied Special Technologies, CAST www.cast.org
Recent research in neuroscience confirms that…
cultural, ethnic, linguistic, and academic diversity
CAST On-Line Tools
CAST UDL Book Builder What is it?
Book Builder in my classroom
CAST UDL Curriculum Self-Check Free online tool that helps educators build options and flexibility into each element of the curriculum (goals, methods, materials, and assessments) in order to reach and engage all students.
Curriculum Self-Check in my classroom
How well are my current Units meeting the diverse needs of my students.
CAST UDL Lesson Builder Free online tool that teaches educators to customize standards-based curriculum to meet individual learning needs.
Lesson Plan Builder in my classroom
Lessons that work for everyone