Universal Design For     Learning       (UDL)        Ian Campbell      Walden University       Thomas Wolsey         EDUC ...
UDL?   UDL is a framework for educational    practice based on scientific findings   UDL provides flexibility in present...
Inspiration for UDL   UDL is an extension of an architectural    movement called Universal Design (UD)    – Goal of UD is...
Universal Design Examples
UD         UDL   Just as buildings are constructed to meet    the needs of all users, instruction must be    planned to m...
Learning Differences   Brain research shows 3 distinct networks    related to learning      Recognition            Strate...
Recognition Network   The “what” of learning   Processes patterns    – recognizes sensory information and matches it    ...
Strategic Network   The “how” of learning   Processes actions and plans what to do    and when to do it
Affective Network   The “why” of learning   Attaches emotional significance to objects    and actions
Effects on Learning?   Brain research proves each individual is    unique    – 3 brain networks will work differently in ...
UDL and Diversity   Culture, Ethnicity, Language    – these factors can effect student background      knowledge, outlook...
Principles of UDL   Principle 1:    Provide multiple means of presenting or    representing information    – Make curricu...
Examples   Provide multiple examples of information    – text, images, sound, video   Highlight critical features    – a...
Principles of UDL   Principle 2:    Provide flexible methods for students to    express understanding
Examples   Provide flexible models of performance     – 1 on 1 work, small groups, whole class   Opportunities to practi...
Principles of UDL   Principle 3:    Provide flexible ways for students to    engage in the learning process    – Connect ...
Examples   Offer choices of content and tools    – online tours, Webquests, virtual simulations                          ...
UDL and Technology   Technology makes flexibility possible    – hardware and software have built in supports,      scaffo...
Technology and Brain Research   Recognition Network     – technology allows for a myriad of new ways to present and      ...
Center for Applied Special           Technology (CAST)   CAST offers many online tools and    resources to aid in instruc...
CAST Resources   http://bookbuilder.cast.org/    – This resource allows teachers to read and      create digital books   ...
CAST Resources   http://udlselfcheck.cast.org/    – The UDL Curriculum Self-Check is a teacher      resource that allows ...
CAST Resources   http://lessonbuilder.cast.org/    – This free online resource allows teachers to      easily plan lesson...
District Information   District mission statement    – “To prepare students to be post-secondary ready; To      provide a...
Impact of UDL Reduce discrepancies between student  groups Improve learning of all students    – Increased motivation, p...
References   Colorado State University. Universal design for    learning. Retrieved March 16, 2012 from    http://accessp...
References   EnAct. UDL overview. Retrieved March 16,    2012 from    http://enact.sonoma.edu/content.php?pid=21   ED.go...
References   Laureate Education, Inc. (Executive Producer). (2010).    Program Number Thirteen: Brain research and udl   ...
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UDL presentation

  1. 1. Universal Design For Learning (UDL) Ian Campbell Walden University Thomas Wolsey EDUC 6714 March 20, 2012
  2. 2. UDL? UDL is a framework for educational practice based on scientific findings UDL provides flexibility in presenting information, engaging students, and demonstrating knowledge and reduces barriers to instruction (EnAct, 2012)
  3. 3. Inspiration for UDL UDL is an extension of an architectural movement called Universal Design (UD) – Goal of UD is to build structures that accommodate all users (Colorado State University, 2012)
  4. 4. Universal Design Examples
  5. 5. UD UDL Just as buildings are constructed to meet the needs of all users, instruction must be planned to meet the needs of all learners.
  6. 6. Learning Differences Brain research shows 3 distinct networks related to learning Recognition Strategic Affective (Laureate Education, Inc., 2010)
  7. 7. Recognition Network The “what” of learning Processes patterns – recognizes sensory information and matches it to knowledge
  8. 8. Strategic Network The “how” of learning Processes actions and plans what to do and when to do it
  9. 9. Affective Network The “why” of learning Attaches emotional significance to objects and actions
  10. 10. Effects on Learning? Brain research proves each individual is unique – 3 brain networks will work differently in each student Therefore, the needs, preferences, and learning styles of each individual must be noted
  11. 11. UDL and Diversity Culture, Ethnicity, Language – these factors can effect student background knowledge, outlook, and motivation Following UDL principles will help to meet the needs of all learners by addressing differences on an individual level
  12. 12. Principles of UDL Principle 1: Provide multiple means of presenting or representing information – Make curriculum adjustable so it can adapt to the needs of diverse learners
  13. 13. Examples Provide multiple examples of information – text, images, sound, video Highlight critical features – animations, color highlighting, graphics (Rose & Meyer, 2002)
  14. 14. Principles of UDL Principle 2: Provide flexible methods for students to express understanding
  15. 15. Examples Provide flexible models of performance – 1 on 1 work, small groups, whole class Opportunities to practice with support – text-to-speech, spell checkers Use multiple media and formats Flexible opportunities to demonstrate skills – publish work on internet, HyperStudio, PowerPoint (Rose & Meyer, 2002)
  16. 16. Principles of UDL Principle 3: Provide flexible ways for students to engage in the learning process – Connect students to the “why” of learning
  17. 17. Examples Offer choices of content and tools – online tours, Webquests, virtual simulations CLICK HERE Adjust levels of challenge – learning games Offer a choice of rewards and learning context (Rose & Meyer, 2002)
  18. 18. UDL and Technology Technology makes flexibility possible – hardware and software have built in supports, scaffolding, challenges, and rewards – makes modification easier  text-to-speech, speech-to-image, image-to-text (ED.gov, 2012)
  19. 19. Technology and Brain Research Recognition Network – technology allows for a myriad of new ways to present and represent information  Smartboard, projector, iPad Strategic Network – technology allows for more choices in how to solve problems/complete work  PowerPoint, artistic representations, text documents Affective Network – technology can help to better engage students with content  Webquests, online simulations
  20. 20. Center for Applied Special Technology (CAST) CAST offers many online tools and resources to aid in instructing diverse learners
  21. 21. CAST Resources http://bookbuilder.cast.org/ – This resource allows teachers to read and create digital books – These digital books can be used to implement UDL as each book can include text-to-speech, highlighted text, and activities to complete while reading which can all be tailored to an individuals needs – Digital books allow for optimal use of technology while implementing UDL
  22. 22. CAST Resources http://udlselfcheck.cast.org/ – The UDL Curriculum Self-Check is a teacher resource that allows educators to easily review their instruction and identify areas in which options and flexibility can be included
  23. 23. CAST Resources http://lessonbuilder.cast.org/ – This free online resource allows teachers to easily plan lessons that are customized to needs of a diverse student population
  24. 24. District Information District mission statement – “To prepare students to be post-secondary ready; To provide a quality education where all students develop the abilities, attitudes, and values necessary for responsible, productive citizenship.” Students with disabilities consistently reach lower levels of achievement on standardized tests – 2009-10 45% of general education students scored 85 or higher on state US History exam compared to 20% of students with disabilities
  25. 25. Impact of UDL Reduce discrepancies between student groups Improve learning of all students – Increased motivation, participation Increase student readiness to be responsible, productive citizens
  26. 26. References Colorado State University. Universal design for learning. Retrieved March 16, 2012 from http://accessproject.colostate.edu/udl/documents/ud CAST. Learning tools. Retrieved March 23, 2012 from http://www.cast.org/learningtools/index.html
  27. 27. References EnAct. UDL overview. Retrieved March 16, 2012 from http://enact.sonoma.edu/content.php?pid=21 ED.gov. Ideas that work. Retrieved March 23, 2012 from http:// www.osepideasthatwork.org/udl/intro.asp
  28. 28. References Laureate Education, Inc. (Executive Producer). (2010). Program Number Thirteen: Brain research and udl [Webcast]. In Reaching and Engaging All Learners Through Technology. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID= Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http:// www.cast.org/teachingeverystudent/ideas/tes/
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