Universal Design for Learning<br />Opportunity for Every Learner<br />
What Is Universal Design for Learning?<br />Universal Design for learning was created to give students the best opportunit...
It’s as easy as . . . <br />
Provide <br />        Multiple <br />                Means of <br />                        Representation<br /><ul><li>Te...
TPRS
KWL charts
Graphic organizers</li></ul>Source  http://www.udlcenter.org/aboutudl/udlguidelines<br />
Provide <br />        Multiple <br />                Means of <br />                        Action and <br />		     Expres...
Use various media
Use manipulatives
Digital Storytelling
Wikis</li></ul>Source  http://www.udlcenter.org/aboutudl/udlguidelines<br />
Provide <br />        Multiple <br />                Means of <br />                        Engagement<br /><ul><li>Studen...
Assessment options
Culturally relative assignments
Feedback
Reflection</li></ul>Source  http://www.udlcenter.org/aboutudl/udlguidelines<br />
So, what about the technology? <br />
Technology allows the content to be <br />presented, displayed, and used in a <br />flexible manner <br />that allows stud...
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U dl

  1. 1. Universal Design for Learning<br />Opportunity for Every Learner<br />
  2. 2. What Is Universal Design for Learning?<br />Universal Design for learning was created to give students the best opportunity to be successful.  UDL seeks to do so by offering students the most flexibilty possible in the learning process (Laureate Education, 2010). This idea of creating a learning opportunity for all can be seen around us each day. Braille allows the visually impaired to access the same places as those with vision. Ramps allow those in wheelchairs to access the same buildings as those who walk up the stairs. Hearing assistance allows someone with a hearing impairment to enjoy a show at the theatre. Whatever the example, the goal is the same. That goal is to allow all people the same access and opportunity.<br />
  3. 3. It’s as easy as . . . <br />
  4. 4. Provide <br /> Multiple <br /> Means of <br /> Representation<br /><ul><li>Text to speech software
  5. 5. TPRS
  6. 6. KWL charts
  7. 7. Graphic organizers</li></ul>Source http://www.udlcenter.org/aboutudl/udlguidelines<br />
  8. 8. Provide <br /> Multiple <br /> Means of <br /> Action and <br /> Expression<br /><ul><li>Students interact with Smart Board
  9. 9. Use various media
  10. 10. Use manipulatives
  11. 11. Digital Storytelling
  12. 12. Wikis</li></ul>Source http://www.udlcenter.org/aboutudl/udlguidelines<br />
  13. 13. Provide <br /> Multiple <br /> Means of <br /> Engagement<br /><ul><li>Students work at own pace
  14. 14. Assessment options
  15. 15. Culturally relative assignments
  16. 16. Feedback
  17. 17. Reflection</li></ul>Source http://www.udlcenter.org/aboutudl/udlguidelines<br />
  18. 18. So, what about the technology? <br />
  19. 19. Technology allows the content to be <br />presented, displayed, and used in a <br />flexible manner <br />that allows students to experience an <br />individual education<br /> (Laureate Education, 2010). <br />
  20. 20. Research tells us that learning is distributed <br />across 3 networks in the brain<br />Source http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm<br />Recognition<br />Affective<br />Strategic<br />
  21. 21. RECOGNITION<br />The recognition network is <br />responsible for helping us make<br />sense of what we take in <br />through the five senses. <br /> (Rose & Meyer, 2002)<br />
  22. 22. Strategic<br />The strategic network is <br />responsible for helping us <br />plan actions and make<br />patterns. <br /> (Rose & Meyer, 2002)<br />
  23. 23. Affective<br />The affective network is <br />responsible for attaching<br />Emotions to the patterns<br />That the brain recognizes. <br /> (Rose & Meyer, 2002)<br />
  24. 24. The brain works in many different ways and this process is unique <br />in each learner. Given that fact, educators must understand these<br />learning networks in the brain and learn to identify areas in which<br />students excel and areas in which they struggle (Rose & Meyer, 2002).<br />UDL utilizes these concepts, along with the <br />power and flexibility of technology to <br />help teachers create a classroom <br />in which students have access <br />to a unique education that <br />is appropriate for each <br />learner’s individualized needs.<br />
  25. 25. The Center for Applied Special Technology<br />(CAST) offers many online resources <br />that provide assistance to educators seeking<br />to implement UDL strategies in the classroom<br />
  26. 26. http://www.cast.org/teachingeverystudent/tools/classprofile.cfm<br />The class profile maker aids in creating a <br />class profile of interests and strengths<br />based upon the UDL framework<br />
  27. 27. http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm<br />The curriculum barriers <br />finder helps teachers to <br />identify areas in the curriculum which <br />may be hinderingsome students from <br />reaching their full learning potential<br />
  28. 28. http://lessonbuilder.cast.org/<br />The lesson builder provides sample<br />lessons based on UDL principles as well<br />as the opportunity for teachers to <br />create and save their own UDL-based<br />lesson plans<br />
  29. 29. UDL @ Elida<br />By using these CAST tools, Elida could improve by:<br />Become more aware of learner differences by <br /> creating a class learning profile<br /> 2. Identifying weaknesses in the curricula so that <br /> every student has a better learning opportunity<br /> 3. Create UDL-based lessons that integrate technology<br />
  30. 30. Sources<br />Laureate Education, Inc. (Executive Producer). (2010a). Program ten. Reaching and Engaging All <br /> Learners.   [Webcast]. Universal Design for Learning.  MD: Author.<br />Rose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age.Baltimore: ASCD. <br />Retrieved October 1, 2011, from http://www.cast.org/teachingeverystudent<br /> /ideas/tes/index.cfm<br />

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