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Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
Universal design for learning final
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Universal design for learning final

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  • Barriers: maintaining desirable difficulties while reducing or eliminating “undesirable difficulties”
  • Point 1: UDL is flexible and hence it can be..
  • Transcript

    • 1. Ellis Lee (06) Sherlyn Ho (10) Angela Lin (20) Ng Charmaine (22) Joey Yuen (38) Universal Design for Learning (UDL)
    • 2. Universal Design for Learning (UDL)What: • Framework for instructional planning • Customize instructions • Guidance for inclusive classroom practices • Supports, scaffolds and challenges • Address to barriers Did you know? Universal Design started with architecture and product development!
    • 3. Goals of UDL: • Customized challenges and support • Accessibility • Eliminate barriers • Balanced support and challenges
    • 4. Guidelines for UDL: #1 Provide multiple means of representation • Options for perception • Options for mathematical expressions and symbols • Options for comprehension
    • 5. Guidelines for UDL: #2 Provide multiple means of action and expression • Options for physical actions • Options for expression and communication • Options for executive functions
    • 6. Guidelines for UDL: #3 Provide multiple means of engagement • Options for recruiting interests • Options for sustaining effort and persistence • Options for self regulation
    • 7. How should guidelines be used? • Designed or adjusted to suit individual needs appropriately • Support the learning process • Review instructional methods and materials • Facilitate discussion about curriculum
    • 8. Our Curriculum Unit: Title Conservation of endangered animals in Southeast Asia (SEA) Focus Questions • In what ways are animals endangered? • How can we protect endangered animals? Goals Children will create a museum of animal artifacts for fundraising in which parents will be invited too. Subject Area Environmental Awareness Level Kindergarten 1 (K1)
    • 9. THANK YOU EVERYBODY! :)
    • 10. References CAST. (n.d.). Universal Design for Learning. Retrieved from http://cte.jhu.edu/accessibility/primer/resources/data/universaldesign/udl_ def_and_examples.pdf CEDU. (2013). History of UD. Retrieved from http://universaldesign.ie/exploreamp discover/historyofud Go!Animate, & Sherlyn Ho (2013, July 15). UDL [Video file]. Retrieved from http://goanimate.com/videos/0t35YsMOVTkg?utm_source=linkshare
    • 11. References Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the Classroom: Practical Applications. New York: Gilford Press Graphics Interchange Format - Picture Format. (2012). Retrieved from http://www.tumblr.com/tagged/gru NC State University. (2008). About UD: Universal Design History. Retrieved from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_ud/ udhistor.htm
    • 12. UDLCAST (2010, January 6). UDL At A Glance [Video file]. Retrieved from http://www.youtube.com/watch?v=bDvKnY0g6e4 References

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