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UDL Presentation

UDL Presentation






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    UDL Presentation UDL Presentation Presentation Transcript

    • UDL Presentation Elizabeth Rogus Walden University January 30, 2011
      • Imagine that you are trying to get into a building and you had to get up a set of stairs.
      • Now imagine that you are in a wheelchair.
      • This is much more difficult.
    • Ramps Were Created So That-
      • All people would have the same opportunities.
      • Buildings would be accessible for all.
    • Televisions are another example -
      • Televisions have sound for individuals that have hearing.
      • Captions are available for those individuals that cannot hear.
    • This relates to the classroom & how the Universal Design for Learning was created.
      • Each student learns differently.
      • All students need to have an opportunity to learn.
      • All students need to be successful.
    • There are 3 principles of UDL -
      • #1 – Present information in multiple ways.
          • In the classroom, this means…
            • Graphic organizers
            • Books online that can be changed to meet individual needs (text, sound)
            • Drawing or use of manipulatives
            • Acting concepts out
            • Activate background knowledge
    • There are 3 principles of UDL -
      • #2 – Provide students with ways to express their learning.
          • In the classroom, this means…
            • Letting students show what they know in different ways.
            • Let students record their audio instead of having them write.
            • Creating something using drawings, manipulatives, or writing as some examples.
    • There are 3 principles of UDL –
      • #3 – Provide multiple ways to engage students.
          • In the classroom, this means…
            • Give students choices
            • Have activities with varying levels of difficulty
            • Have students complete work in different ways (in groups/individually).
            • Help students to create goals and rewards.
    • How can technology aid in incorporating UDL into the classroom?
      • We have many types of technology in our district and there are many tools online that will help us to implement UDL.
      • EXAMPLES:
      • VoiceThread lets students choose to share learning with both writing and speaking.
      • A SmartBoard lets students highlight information, manipulate information, and show information in different ways.
      • eBooks online so students can use audio and text for reading.
      • UDL Technology Toolkit: http:// udltechtoolkit.wikispaces.com
    • How does UDL relate to brain research?
      • Research found that there are 3 learning networks in the brain.
          • Recognition network – the “what”
          • Strategic network – the “how”
          • Affective network – the “why”
    • Recognition Network
      • “How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks” (Center for Applied Special Technology, 1999-2010).
      • This relates to the principle of presenting information in multiple ways.
      • Students need to hear, see and learn information in different ways.
    • Strategic Network
      • “Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks” (Center for Applied Special Technology, 1999-2010).
      • This relates to the principle of providing students with ways to express their learning.
      • Students need to complete tasks or “do” things in different ways.
    • Affective Network
      • “How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions” (Center for Applied Special Technology, 1999-2010).
      • This relates to the principle of providing multiple ways to engage students.
      • Students need to learn in ways that are exciting or motivating to them.
    • What are the benefits of incorporating technology and UDL into the classroom and into our district?
      • It gives all students an opportunity to learn.
      • It will help meet the needs of our diverse learners.
      • It keeps students engaged and motivated.
    • How does UDL reach all learners?
      • Each student learns differently.
      • UDL helps educators think about students’ differences in learning.
      • Educators can then create lessons and units to meet all learning styles, interests, and diverse needs. Each student will be supported.
    • The Center for Applied Special Technology (CAST)
      • “ CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning” (Center for Applied Special Technology, 1999-2010).
      • Has many resources that are available for educators to help incorporate UDL and technology into the classroom.
    • www.cast.org RESOURCES UDL Class Profile Maker
      • This tool gives educators a table to help them organize information about students.
      • Teachers can fill in strengths that students have within the 3 principles and things that the students can work on.
      • This can help educators plan lessons and units based on students needs and interests.
    • www.cast.org RESOURCES UDL Lesson Builder
      • This website has examples of lesson plans for multiple grade levels which incorporate the UDL principles.
      • Educators can create lesson plans using the models to help them.
    • www.cast.org RESOURCES UDL Book Builder
      • This resource is a way to create online books for students to read.
      • Teachers can create books centered around different topics and the books can be shared.
      • Text and audio can be added to the stories for a variety of students’ needs.
    • References:
      • Laureate Education, Inc. (Executive Producer). (2009). Brain research and universal design for learning. Baltimore: Author.
      • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning . Alexandria, VA: Association for Supervision and Curriculum Development. Reprinted by permission of the Association for Supervision and Curriculum Development via the Copyright Clearance Center. Located at http:// www.cast.org/teachingeverystudent/ideas/tes /
      • Center for Applied Special Technology (1999-2010). Retrieved January 29, 2010, from http:// www.cast.org/index.html