Universal Design for Learning<br />Creating effective  and efficient learning for everyone<br />Betty Nelson, Ph.D.<br />J...
But Do we all learn the same?<br />The world is full of many different people.. <br />
Recognition Networks<br />Recognition networks: “the what of learning”<br />identify and interpret patterns of sound, ligh...
Strategic Networks<br />Strategic networks: <br />“the how of learning”<br />plan, execute, and monitor actions and skills...
Affective Networks<br />Affective networks: <br />“the why of learning”<br />evaluate and set priorities <br />
Learning and the Brain<br />Recognition networks (what)<br />Strategic networks (how)<br />Affective networks  (why)<br />
Functional Magnetic Resonance Images (fMRI) <br />Blue = low to moderate level of activity <br />Red = high level of activ...
Today’s Learner<br />So if we all receive information differently…<br />What does today’s classroom look like?<br />How do...
Kinesthetic<br /> Learner<br />Visual Learner<br />Auditory <br />Learner<br />Multi-Sensory Learner<br />
Did you know?<br />10% of what they read <br />20% of what they hear <br />30% of what they see <br />50% of what they see...
We Must Avoid <br />“One Size Fits All”<br />
The Issue Facing Educators<br />Teachers look for ways to…<br />Adapt curriculum<br />Modify instructional strategies<br /...
Universal Design<br />Originally developed for architects and consumer product designers, the principles of Universal Desi...
Universal Design<br />15<br />© U.S. Dept. of Justice http://www.usdoj.gov/crt/ada/images/handles.gif<br />
Universal Design for Learning(UDL)<br />One concise description is…<br />The central practical premise of UDL is that a cu...
Why is it so important…<br />Capturing the global cognitive talents of our students– maximizing students’ potential<br />S...
Multiple Means X 3<br />There are three essential qualities of UDL that must be considered when designing curriculum to me...
Lets think about it…<br />What are multiple ways to present lesson content?<br />What are multiple ways to engage students...
Different combinations of course <br />content  present different management skill demands for students<br />
Innovations to Implement UDL in Higher Education<br />
SomeFREE<br />Resources<br />
Meeting the Challenge<br />All too often we are digital immigrants teaching in a digital native’s world.  <br />We must fi...
Unlock the potential of new <br />technologies<br />To podcast or not to <br />podcast…<br />That is the question !<br />
Thank you!<br />Any questions, comments, or for further information please feel free to contact us at:<br />Dr. Nelson  - ...
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UDL - Creating effective and efficient learning for everyone

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  • With the grwing movement towards swerving all learners in the general education classroom coupled with legislative mandates that pupils with disabilities be involved with and progress in the general education curriculum, it is not uncommon to find teachers searching for ways to do three things.Adapt curriculumModify instructional strategiesAssess students in ways that permit them to demonstrate their mastery of what they’ve been taught
  • UDL - Creating effective and efficient learning for everyone

    1. 1. Universal Design for Learning<br />Creating effective and efficient learning for everyone<br />Betty Nelson, Ph.D.<br />Jenelle Hodges, M.S.<br />University of Alabama at Birmingham<br />College of Arts and Sciences<br />
    2. 2. But Do we all learn the same?<br />The world is full of many different people.. <br />
    3. 3. Recognition Networks<br />Recognition networks: “the what of learning”<br />identify and interpret patterns of sound, light, taste, smell, and touch<br />
    4. 4. Strategic Networks<br />Strategic networks: <br />“the how of learning”<br />plan, execute, and monitor actions and skills<br />
    5. 5. Affective Networks<br />Affective networks: <br />“the why of learning”<br />evaluate and set priorities <br />
    6. 6. Learning and the Brain<br />Recognition networks (what)<br />Strategic networks (how)<br />Affective networks (why)<br />
    7. 7.
    8. 8. Functional Magnetic Resonance Images (fMRI) <br />Blue = low to moderate level of activity <br />Red = high level of activity<br />Yellow = extremely high level of activity <br />
    9. 9. Today’s Learner<br />So if we all receive information differently…<br />What does today’s classroom look like?<br />How does learning take place?<br />Where does learning today take place?<br />
    10. 10. Kinesthetic<br /> Learner<br />Visual Learner<br />Auditory <br />Learner<br />Multi-Sensory Learner<br />
    11. 11. Did you know?<br />10% of what they read <br />20% of what they hear <br />30% of what they see <br />50% of what they see and hear <br />70% of what they say <br />90% of what they say and do <br />Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.<br />
    12. 12. We Must Avoid <br />“One Size Fits All”<br />
    13. 13. The Issue Facing Educators<br />Teachers look for ways to…<br />Adapt curriculum<br />Modify instructional strategies<br />Assess students in ways that permit them to demonstrate their mastery of what they’ve been taught<br />One answer?<br />UDL or Universal Design for Learning<br />13<br />
    14. 14. Universal Design<br />Originally developed for architects and consumer product designers, the principles of Universal Design have been adapted to the field of education.<br />14<br />
    15. 15. Universal Design<br />15<br />© U.S. Dept. of Justice http://www.usdoj.gov/crt/ada/images/handles.gif<br />
    16. 16. Universal Design for Learning(UDL)<br />One concise description is…<br />The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, and disabilities in widely varied learning contexts. The universal in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, create learning experiences that suit the learner, and maximizes his or her ability to progress. (Rose & Meyer, 2002, page 70)<br />16<br />
    17. 17. Why is it so important…<br />Capturing the global cognitive talents of our students– maximizing students’ potential<br />Student recruitment<br />Student retention <br />Teaching using methods that promote retention of what is learned<br />Global competition <br />17<br />
    18. 18. Multiple Means X 3<br />There are three essential qualities of UDL that must be considered when designing curriculum to meet the needs of all learners.<br />1. Multiple Means of Representation<br />2. Multiple Means of Engagement<br />3. Multiple Means of Expression<br />18<br />3<br />3<br />3<br />
    19. 19. Lets think about it…<br />What are multiple ways to present lesson content?<br />What are multiple ways to engage students?<br />What are multiple ways students can express themselves?<br />*Auditory learners?<br />*Visual learners?<br />*Tactile or kinesthetic learners?<br />*What are your affective options?<br />*What are your technology options?<br />
    20. 20. Different combinations of course <br />content present different management skill demands for students<br />
    21. 21. Innovations to Implement UDL in Higher Education<br />
    22. 22.
    23. 23. SomeFREE<br />Resources<br />
    24. 24. Meeting the Challenge<br />All too often we are digital immigrants teaching in a digital native’s world. <br />We must find a way to bridge the gap. <br />UDL is the answer to reaching all of our different types of learners.<br /> This is a PBS Special on Digital Media: New Learners of the 21st Century. It has interviews with John SeelyBrown, James Gee, and several other prominent people in the field of Instructional Design and Education. http://video.pbs.org/video/1797357384/ <br />
    25. 25. Unlock the potential of new <br />technologies<br />To podcast or not to <br />podcast…<br />That is the question !<br />
    26. 26. Thank you!<br />Any questions, comments, or for further information please feel free to contact us at:<br />Dr. Nelson - benelson@uab.edu<br />Jenelle Hodges – jmhodges@uab.edu<br />

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