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Macomb ISD UDL Presentation Macomb ISD UDL Presentation Presentation Transcript

  • Universal Design for Learning A Framework for Designing Access to Core Content Expectations for ALL Students
  • Things are always changing… EDUCATION
  • Change
  • 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
  • Accountability and Assessment
    • No Child Left Behind (NCLB) state assessment participation rate.
    • Adequate Yearly Progress (AYP) disaggregate subgroups
    • Individuals with Disabilities Education Act of 2004 (IDEA 2004)
      • Match state benchmark and standards
      • Access for every student
    • E quity I n E very I nstructional O pportunity (EIEIO)
  • Rapid Changes in Technology
  • Think about how these phrases would have sounded 10 years ago…
    • Please beam your answers to your neighbor
    • I have to take my earbuds out of my iPod
    • We met on my space. He text me, so I Googled him.
    • I left my Cookies all over the web.
    • Brittney Spears is the most searched for person…
    • and she’s not even lost!
  • Rapid Changes in the NEW Economy
  • A Whole New Mind
    • Shift in qualities required for success
      • design
      • story
      • symphony
      • empathy
      • play
      • meaning
    Daniel Pink
  • Redefining Literacy for the 21 st Century
    • 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 “Redefining Literacy”
  • Brain research
    • Recent research in neuroscience confirms that…
    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
  • Architectural Changes: Universal Design
  • Where are we now?
    • Although substantial progress has been made to increase physical access to the classroom, cognitive access often remains a barrier
    • Dave Edyburn
  • The Achievement Gap Dave Edyburn
  • Why? There’s a mismatch
  • What we know about student learning:
    • Students need to be able to:
    • Recognize information, ideas, and concepts,
    • Apply strategies to process the information and
    • Be engaged in the process.
    • Vygotsky
  • 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
  • How we’ve been doing business…
  • So how do we adjust curriculum easily and effectively given limited time?
  • Universal Design for Learning (UDL)
    • Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.
    Center for Applied Special Technologies, CAST www.cast.org
  • UDL Definition – a closer look
    • UDL is an educational approach to teaching, learning , and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.
    method research 21 st century technology ALL students
  • Multiple means of representation Content Multiple means of expression Product Multiple means of engagement Process
  • We know . . .
    • Teachers want their students to succeed, but a one-size-fits-all approach to education simply does not work. How can teachers respond to individual differences?
  • UDL & Differentiated Instruction
    • Differentiated instruction is well received as a classroom practice. It compliments the three principles of UDL.
    Center for Applied Special Technologies, CAST www.cast.org
    • The three key elements of differentiated instruction, content, process, and product, connect with the three UDL principals.
    How they align
  • Universal Design for Learning
    • Principle 1: To support recognition learning, provide multiple, flexible methods of presentation
    • Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.
    • Principle 3: To support affective learning, provide multiple, flexible options for engagement .
    Center for Applied Special Technologies, CAST www.cast.org
  • Universal Design And Differentiated Instruction Content What the teacher plans to teach Process How the teacher plans instruction Whole groups Pairs/groups Product Assessment of Content
  • These Key Strategies – Support all Students
    • Provide multiple examples
    • Provide multiple media and formats
    • Highlight critical features
    • Support background knowledge
    • Flexible models for demonstrating skills
    • Offer choice of content and tools and adjustable levels of challenge.
  • Collaboration
    • Through teacher collaboration – Special Education and General Education – implementation of these strategies can improve student achievement.
  • David Rose says….
    • “UDL is really a merging of general education and special education, a sharing of responsibility, resources, and ownership. It gets away from the “their kids-our kids” divide between general ed. and special ed.”
    • -A Practical Reader in Universal Design for Learning
  • We know. . .
    • Teacher collaboration and professional development can be a powerful way to improve student achievement.
    • By working with other teachers and using technology, we can begin to reach more of our students.
  • A Quick ELA Example
    • Teaching a difficult text –
      • Thoreau’s Civil Disobedience
    • http://www.vcu.edu/engweb/transcendentalism/authors/thoreau/civil/
    • Using this electronic version as an alternative approach.
    • Also,
        • http://blip.tv/users/view/woodspoet (Podcast)
        • http://www.learnnc.org/lessons/FrancisBryant3262003601
  • 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 are curriculum creators responding?
    • Pearson
      • audio study guides
    • Holt and Reinhart Elements of Literature
    • Houghton Mifflin Social Studies
  • How we’ve been doing business… A UDL Curriculum…
  • A UDL Curriculum
    • Is designed, developed and flexible from the start.
    • Has built in supports.
    • Is designed to maximize options for students and teachers
    • Meets the needs of all learners.
    • Is under the auspices of general education.
    Center for Applied Special Technologies, CAST www.cast.org
  • UDL Paradigm Shift: how UDL changes the way we think about students and education
    • Old Assumptions
    • Students who learn differently constitute a separate category.
    • New Assumptions
    • Students who learn differently fall along a continuum of learner differences.
    • Instructional adjustments need to be made for at risk students .
    • Learning is centered on a single text book.
    • The problem is with the student – remediate, remediate, remediate..
    • Instructional adjustments need to be made for all learners.
    • Learning materials are varied, digital .
    • The solution is within the curriculum. A flexible curriculum adapts to the needs of all students .
    Center for Applied Special Technologies, CAST www.cast.org
  • Why is UDL important to teachers?
  • How can we prepare?
    • Thank you.