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Universal Design for Learning - Diverse Learners and Technology, Walden University

Universal Design for Learning - Diverse Learners and Technology, Walden University

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Universal Design for Learning Presentation Universal Design for Learning Presentation Presentation Transcript

  • David Phenix Presentation to Walnut Grove High School Loganville, Georgia
  • How did Universal Design get started? Universal Design refers to a the development of buildings, products, and environments that are universally accessible to all people whether they are elderly, disabled, or not disabled.
  • Universal Design Examples: Universal Design was born out of architectural designs for such items like: Accessibility Ramps Lowered Curbs Modified Showers and Bathrooms in Hotels
  • Universal Design for Learning (UDL) The concept of Universal Design can now be applied to the educational environment. The Universal Design for Learning (UDL) seeks to make the process of learning adaptable for all people regardless of their abilities, special needs, or handicaps that they may possess.
  • What is a Universal Design for Learning (UDL) for Education? A Universal Design for Learning is a set of principles that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. UDL’s provide a more flexible way of learning as opposed to a one-size fits all way to teaching and learning.
  • There are 3 Primary Networks that impact learning It was determined that individuals learn in a variety of ways and have different skillsets, needs, motivations, and interests when it comes to learning. It was determined through neuroscience that the brain has three networks that dictate those learning patterns and motivations. They are:  Recognition Networks – The “What” of Learning  Strategic Networks – The “How” of Learning  Affective Networks – The “Why” of Learning
  • Recognition Networks Recognition Networks explain how we gather facts and categorize what we see, hear, and read. Identifying letters, words, numbers , or an author’s style of writing would all be under the Recognition Network. http://www.cast.org/udl/index.html
  • Strategic Network A strategic network has to do with how we plan and perform tasks as well as organize and express ideas. We tend to utilize this network when we writing and essay or solving a math problem http://www.cast.org/udl/index.html
  • Affective Networks Affective networks tend to dictate how learners stay engaged and motivated . It dictates the degree for which they are challenged, excited, or interested in a project or task. http://www.cast.org/udl/index.html
  • How Universal Design for Learning Works The graphic organizer below provides a diagram about how UDL works. In order to afford students effective learning opportunities, diverse tools and media along with the flexibility built into UDL must be integrated into the three networks in the brain that were described in the previous slides. Rose and Meyer (2002)
  • The Role of Technology in UDL As technology continues to advance in our society, it has opened up tremendous opportunities to support Universal Design of Learning. The advances in this area are affording and assisting more and more students by providing them learning opportunities that are adaptable to their special learning needs and requirements.
  • Examples of Technology in UDL CLICK HERE Click on the button to the right and see an example of a classroom utilizing Universal Design. You will notice a wide range of technology-based devices and equipment that can provide students a wide range of opportunities to learn in manner that is catered to their needs, abilities, skillsets, and motivations. As you look at the classroom simulation you will notice the evidence of many uses of technology which include: • Computer Tablets • Interactive Whiteboards • Digital Timers • CD’s • DVD’s • Laptop Computers You will also notice some non-technology-based uses of Universal Design for Learning such as Books, Prompts, Checklists, and Daily routines. http://simulator.cte.jhu.edu/simulations/10#!/scene/46
  • Advances in Technology for UDL There are many computer driven advances that are currently assisting students in learning in a manner that meets there unique needs. Some of these are: Speech to Text Computing Modified Keyboards for the Visually Impaired
  • The Impact of UDL Students come into our schools and classes with a variety of gifts, talents, abilities, and motivations. They also come with a wide range of learning challenges, needs, and, in some cases, disabilities. Injecting a Universal Design for Learning for our students will enable them to learn in a manner that will utilize their talent and accommodate their challenges.
  • Benefits of Universal Design for Learning “Universal Design for Learning has the potential to solve the problem of providing equitable educational opportunity for diverse learners. UDL is by far the most satisfactory approach to this problem from economic, legal, and ethical perspectives. Further, universal design is more effective and offers the best solution in terms of overall curriculum quality.” http://4.17.143.133/udl/index.cfm?i=12
  • Brain Research about UDL “One of the clearest and most important revelations stemming from brain research is that there are no "regular" students. The notion of broad categories of learners-smart, not smart, disabled, not disabled, regular, not regular-is a gross oversimplification that does not reflect reality. By categorizing students in this way, we miss many subtle and important qualities and focus instead on a single characteristic.” (CAST, 2013) http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm
  • Brain Research about UDL “The fundamental nature of the recognition, strategic, and affective networks form a framework we can use to analyze our students' individual strengths and weaknesses and understand their Individual differences.” (CAST, 2013) http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_2.cfm
  • Differences in Instruction and Learning Utilizing Universal Designs for Learning Teachers normally present subject matter and instruct using one strategy. UDL recognizes the differences in the way students learn thus, allowing teachers to recognize these differences and modify and accommodate student styles thus maximizing student performance.
  • Differences in Recognition “The overt and subtle differences in how students best recognize patterns suggest that more varied means of presentation can reach more students.” (CAST, 2012) http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_4.cfm
  • Differences in Strategy Understanding the way strategic network function and the differences in students' strategic networks is a useful guide when teaching skills and strategies such as predicting, summarizing, and determining the steps needed to solve a problem or write an essay. Differences in strategic skills manifest as preferences, proclivities, or significant strengths and weaknesses. http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_6.cfm
  • Differences in Affect Often teachers tend to misread learning differences in student as a lack of motivation. This can be one of the most challenging task teachers have is to determine what drives and motivates student and then adapt it subject matter and curriculum as stated in most UDL thinking. “Positive emotion helps to motivate students just as negative emotion impedes progress.” (CAST, 2013) http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_8.cfm
  • UDL Online Tools and ResourcesCAST UDL Curriculum Check The CAST website provide a great tool that allows you to self-evaluate your curriculum in order to see how it falls in line with Universal Design for Learning. It allows your to self-check your curriculum based on your goals, methods, materials, and assessments. It a great tool that allows you see how diverse your curriculum as it relates to your students. It can provide you some insight as to what adjustments to accommodate the variety of needs and challenges that face your students. http://www.cast.org/learningtools/udl_self_check/index.html
  • CAST UDL Exchange This is a great networking tools that teachers can use to exchange lesson and resources with one another. One of the most effect ways to implement UDL is to find what is working for other teachers and colleagues. This is simple but great tool that allows to exchange information that will enhance your ability to implement Universal Designs for Learning. UDL Online Tools and Resources http://udlexchange.cast.org/home
  • UDL Online Tools and ResourcesCAST UDL Lesson Builder This is great tool to build lesson that can fall in line with UDL in mind. If takes your existing or new lesson and builds it around the Universal Design for Learning. Great tool to design lesson and accommodate it for your other students. http://lessonbuilder.cast.org/
  • References Benefits of universal design for learning. (2002, March 13). Retrieved from http://4.17.143.133/udl/index.cfm?i=12 Cast: Teaching every student: About udl. (2002). Retrieved from http://www.cast.org/udl/index.html Cast: Teaching every student. (2002). Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm Cast: Teaching every student. (2002). Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_2.cfm Cast: Teaching every student. (2002). Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_4.cfm Cast: Teaching every student. (2002). Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_6.cfm Cast: Teaching every student. (2002). Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_8.cfm Cast udl curriculum check. (2002). Retrieved from http://www.cast.org/learningtools/udl_self_check/index.html
  • References Cast udl exchange. (2002). Retrieved from http://udlexchange.cast.org/home Cast udl lesson builder. (2002). Retrieved from http://lessonbuilder.cast.org/ Classroom simulation. (n.d.). Retrieved from http://simulator.cte.jhu.edu/simulations/10 Rose, D.H., Meyer. A Strangman, N., & Rappolt, G (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes