UDLUNIVERSAL DESIGN FOR LEARNING Providing access and flexibility to alllearners from the planning phase on.
InspirationUDL was born form the need to provide equalopportunities for students of all abilities to learn.Just as all students need to access the schoolbuilding, all students must be able to access thecurriculum.As far as physical environment this includes the useof ramps, elevators, modified texts, adaptive seatingoptions, and assistive technology.
Three Principles of UDL1. Provide multiple means of representation2. Provide multiple means of action and expression3. Provide multiple means of engagement
Providing Multiple Means of RepresentationVary the ways in which materials are presentedInstructional methods:•Provide students with resources that can bemanipulated- online notes, online texts•When possible provide physical examples orgraphics in order to provide connections•Use graphic organizers to help arrangeInformation
Provide Multiple Means of ExpressionProvide students with choices as to how theywill express what they have learnedInstructional methods:•Use a tic tac toe board with project options•Incorporate both written and visualcomponents for projects•Give opportunities for collaboration with peers•Provide exemplars for students in order to guide their efforts
Provide Multiple Means of EngagementUse practices that motivate students to learnInstructional Methods:•Give students an authentic audience/ purposefor their work•Publish/display their efforts•Keep a constant stream of communication,both student to teacher and student to student•Use goal setting and monitoring tools
The Role of Technology in UDLTechnology allows for information to bedisplayed and manipulated as neededExamples: teacher web pages used to postnotes, text can be enlarged, reducedhighlighted, printed, or changed to audioTechnology gives students a variety of mediumsto express knowledgeExamples: podcasts, web pages, videos, PowerPoints, wikkis, and blogs
The Role of Technology Cont.Technology increases the means ofcommunication for teachers and studentsExamples: blogs, school sponsored chat sites, e-mail, web pagesTechnology allows for flexibility in presentingcontentExamples:
Brain ResearchLearning is distributed across the three networks, students needflexibility within the curriculum in order to utilize all three networks
Recognition Network Implications Strategies to Engage Recognition Provide Use media to multiple tap/spark examples background knowledge Allow student toPresent models observe critical Share videosnumerous times features about the topic Use virtual field trips Highlight Allow students to critical Bring in real see, hear, and feel features world writings models on topic Use varying text structures to Utilize graphic draw attention organizers Alter voice inflection
Strategic Network Implications Strategies to Engage Strategy Demonstrate Give students multiple flexible ways to opportunities to undertake demonstrate tasks skills Accept alternative Collect/share approachesmultiple samples Presentations Media projects Give students chances to Describe different practice skills methods with support Apply technology to writing tasks Scaffold Help students instruction identify what approaches work Provide ongoing feedback
Affective Network Implications Strategies to Engage Affective Connect Provide learning to materials student with varying interests levels Utilize access toProvide topic technology Magazine articles options Outside books Provide alternate ways to gather Websites and information blogs
Using Technology to Support Brain Research FindingsTechnology can be used to build a collection ofweb based tools that support each network.Technology allows teachers to find and utilizesoftware that challenges and inspires studentsTechnology is a means through which to locateand share varied examples of relevant topicsTechnology gives students flexibility in how tocomplete tasks and present learning
Ways to Implement UDL at SMSRecognition LearningShare Brainpop videos, United Streaming materialsUtilize SMART boards, Elmos, and mountedProjectorsPresent and post hyper media notes withadjustable text
Ways to Implement UDL at SMSStrategic LearningUse of Study Island and Cool Math onlineprograms for supported practiceUse of staff shared online files to provide ideasfor project/product optionsUse of bookmarking tools by department forresource sharing Delicious, Diigo, Stu mbleupon
Ways to Implement UDL at SMSAffective LearningUse of online library retrieval system to offer avariety of materials at various levelsProvide students with access to school’s onlinesubscriptions in order to allow them to researchareas of interest
Impact of UDLThe implementation of UDL allows schools tomeet the needs of students with a wide varietyof learning stylesUDL makes the curriculum accessible for allstudents including those with exceptionalitiesEnsures that all students can display theirlearning in a manner with which they arecomfortableProvides a curricula that is designed tobe flexible and enriched with multi media so thatalternatives can be accessed whenever appropriate
CAST ToolsUDL Goal Setterhttp://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfmFree online tool that allows teachers to breakdown standards and defineclear goals for classes and identify where scaffolds would be beneficialUseful in planning sessions at grade and department levelsUDL Class Profile Makerhttp://www.cast.org/teachingeverystudent/tools/classprofile.cfmFree online tool that allows teachers to identify and organize studentsstrengths, needs, and interests taking all three brain networks into accountGreat for grouping students, helpful when discussing students as a teamUDL Solutions Finderhttp://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfmFree online tool that helps teachers identify barriers to learning and thenprovides solutions to overcome those barriersUseful in planning sessions, promotes differentiated instruction
ResourcesCAST (2011). Universal Design for Learning Guidelines version 2.0.Wakefield, MA: AuthorBurgstahler, Sheryl. (2007). Universal design of instruction: definition,principles, and examples. DoIT. Retrieved fromhttp://www.nationalserviceresources.org/filemanager/download/accessibility/UofWash_UD_instruction.pdf.Hall, T., Strangman, N., & Meyer, A. (2011). Differentiated instructionand implications for UDL implementation.
ResourcesLaureate Education, Inc. (Executive Producer). (2010). Brain research andudl.[Webcast]. Baltimore, MD: Authorhttps://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2651154_1%26url%3DRose, D., & Meyer, A. (2002). Teaching every student in the digital age:Universal design for learning. Retrieved fromhttp://www.cast.org/teachingeverystudent/ideas/tes/http://www.udlresource.com/udl.htmlhttp://www.udlresource.com/index.htmlhttp://udlhcpss.wordpress.com/