Universal Design for Learning


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Universal Design for Learning

  1. 1. Universal Design For Learning By Courtney DeRosa Walden University Instructor: Evelyn Thompson 6714I-3: Reaching and Engaging all Learners Through Technology July 10, 2010
  2. 2. UDL Inspiration Retrieved from: www.cast.org CAST’s Mission – To expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.
  3. 3. Physical Environment <ul><li>McDonalds & UDL - Provide alternatives to consumer </li></ul><ul><li>UDL Accessibility- Automatic opening doors provide access for all (Laureate, 2009). </li></ul>
  4. 4. 3 Principles <ul><li>1. Multiple means of representation, to give diverse learners options for acquiring information and knowledge. </li></ul><ul><li>2. Multiple means of action and expression, to provide learners options for demonstrating what they know. </li></ul><ul><li>3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation </li></ul>Retrieved from: http://www.cast.org/about/index.html
  5. 5. Brain Research Recognition Networks Strategic Networks Affective Networks Laureate, 2009
  6. 6. Learner Differences <ul><li>Brain functioning depends on what is being learned and the learners current level of expertise with the topic (Laureate, 2009). </li></ul>
  7. 7. Recognition <ul><li>Back Half of Brain </li></ul><ul><li>Sensory Pattern Recognition </li></ul><ul><ul><li>Gather facts and recognize familiarity </li></ul></ul><ul><ul><li>Ex: This is what a rose smells like. </li></ul></ul><ul><ul><li>Ex: This is what a tree looks like. </li></ul></ul>Laureate, 2009
  8. 8. Strategic <ul><li>Front-Half of Brain </li></ul><ul><li>Coordinates Planning and Muscles </li></ul><ul><ul><li>Tells muscles to move </li></ul></ul><ul><ul><li>Plans how to make movements </li></ul></ul><ul><ul><ul><li>Ex: How to get dish out of cupboard. </li></ul></ul></ul>Laureate, 2009 <ul><li>Organizes Information </li></ul>
  9. 9. Affective <ul><li>Inner Core of Brain </li></ul><ul><li>Emotion </li></ul><ul><li>Feelings, interest, and excitement </li></ul><ul><ul><li>Evaluate what is important </li></ul></ul><ul><ul><li>If important brain will actively engage learner </li></ul></ul>Laureate, 2009
  10. 10. Representation Recognition part of brain actively working to recognize what information is teaching. This is the opportunity to engage the affective part of learners brain. Present material in a multimodal fashion to allow auditory, visual, kinesthetic, and combination learners access to material (Laureate, 2009).
  11. 11. Expression Traditional Paper and Pencil Method. Work with a partner, illustrate, reorient paper (Laureate, 2009). Students can produce a digital project demonstrating their knowledge. Students can choose a novel idea such as acting out, writing, or directing a play (Laureate, 2009).
  12. 12. Engagement Laureate, 2009 Individual Learner Needs Differ Structure and Tradition Movement and Novelty Link to Outside Authentic Learning
  13. 13. Central Role Of Technology Provide access to learning environments, materials, and experiences. Combination required for student success Retrieved from: http://www.cast.org/teachingeverystudent/toolkits/presentations/AIR_Toolkit/HTML/11_UDL_and_AT/slide_11_01.htm Assistive Technology UDL <ul><li>Tools to assist learner </li></ul><ul><li>Barrier free learning environment </li></ul>
  14. 14. Technologies Role and the Brain <ul><li>Recognition </li></ul><ul><li>Materials can be presented using a variety of learning preferences so that everyone can learn. Today's lessons should include multimedia presentations, interactive white board visuals and kinesthetic opportunities, voice threads, and an opportunity for students to view and access materials outside of classroom walls. </li></ul><ul><li>Strategic </li></ul><ul><li>Students should be provided or allowed option and flexibility when choosing how to demonstrate their knowledge. Options should be provided from the beginning for students to make alternate choices. </li></ul><ul><li>Affective </li></ul><ul><li>When students are allowed options, flexibility in learning style and presentation of material, they will be engaged in the learning process and more successful. </li></ul><ul><li>All Learners </li></ul><ul><li>Although Universal Design for Learning and CAST focus primarily on students with disabilities, options, flexibility, and alternatives methods or presentation are skills that all learners benefit from and should be included in all classrooms. </li></ul><ul><li>Technology </li></ul><ul><li>There is a variety of low and high tech assistive devices available to make learning accessible to all students. Some examples include: </li></ul><ul><li>Calculators </li></ul><ul><li>Speech devices </li></ul><ul><li>Cochlear implants </li></ul><ul><li>Lap tap computers </li></ul><ul><li>Enlarged monitors </li></ul><ul><li>Text to Voice Software </li></ul>
  15. 15. Technology Examples calculators wheelchairs spell check Touch activated speech device
  16. 16. UDL’s Impact On the Classroom <ul><li>Individualized Education and a barrier free learning environment will help to maximize student success, opportunities for student learning, collaboration amongst peers, and create a positive overall classroom atmosphere. </li></ul>
  17. 17. CAST On-Line Tools <ul><li>Lesson Builder </li></ul><ul><li>This tools provides an opportunity for teachers to write, search for, and use online UDL lessons that incorporate flexibility and options for student success. </li></ul><ul><li>Curriculum Self-Check </li></ul><ul><li>This site provides teachers with an opportunity to turn state and national standards into UDL goals without changing the meaning or objective. It provides examples and tutorials on how to make standards successful for all. </li></ul><ul><li>Book Builder </li></ul><ul><li>Read, create, and share books published to the site. Books can be read to students, or students can practice recording and hearing themselves read the book. A glossary is provided and students can also convert the language to Spanish. There are cartoon characters that ask the readers to practice the strategies of prediction, questioning, and inferencing as the text is read. Stories can also be printed. </li></ul><ul><li>All on-line materials can be found at: http://www.cast.org/learningtools/index.html </li></ul>
  18. 18. References <ul><li>Center for Applied Special Technologies, CAST, found at http:// www.cast.org / </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2009). Brain Research and Universal Design for Learning. Baltimore: Author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2009). Universal Design for Learning.Baltimore: Author. </li></ul><ul><li>UDL supported with Assistive Technology http://homepage.mac.com/seilts/udl_at/index.html </li></ul>