Universal design for learning


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This presentation summarizes and highlights the important implications of UDL in a classroom.

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Universal design for learning

  1. 1. Universal Design for Learning How can we better serve our students?
  2. 2. What is UDL? <ul><li>U niversal D esign for L earning is “a set of principles for curriculum development that give all individuals equal opportunities to learn.” </li></ul><ul><ul><li>www.cast.org </li></ul></ul>
  3. 3. How can it help ME become a better teacher? <ul><li>Our students are different—each with their own strengths and challenges… </li></ul><ul><li>As teachers, we have numerous obstacles to consider—student issues, curriculum planning, testing, campus concerns… </li></ul>What can we do?
  4. 4. <ul><li>Do our best to play to our students’ strengths… </li></ul>But, with 35 students per class… Multiplied by 6 class periods… Are we REALLY expected to make over 200 individualized lesson plans each day? NO! That’s the beauty of UDL. “ The concept of UDL is the intersection where all our initiatives integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others come together.” -Donna Palley, Special Education Coordinator Technology Specialist for Concord, New Hampshire
  5. 5. UDL & the learner <ul><li>Universal Design for Learning appeals to the senses. Infuse your lessons with examples of sight , sound , touch , taste , and feel …make learning REAL! </li></ul>As teachers, we must address all types of learners in an universally appropriate manner. We can accomplish this by: *Presenting information and content in different ways (the &quot;what&quot; of learning) *Differentiating the ways that students can express what they know (the &quot;how&quot; of learning) *Stimulating interest and motivation for learning (the &quot;why&quot; of learning)
  6. 6. UDL and our brains <ul><li>There are 3 main networks in our brains that are associated with learning. We identify these networks by terms that reflect their functions: the recognition , strategic , and affective networks </li></ul>
  7. 7. Research <ul><li>The brain , the most powerful learning tool that a student brings to the classroom, is highly complex and something of a mystery . In recent years, scientists have made unprecedented progress toward unlocking the secrets of how our brains learn, driven in part by remarkable new technologies and techniques for imaging the brain's activity. </li></ul><ul><li>The following information highlights how different parts of the brain interpret information and how understanding the implications of scientists’ findings allows teachers to create more effective lesson plans and to better utilize class time. </li></ul>
  8. 8. Recognition <ul><li>Located in the back of the brain, recognition networks enable us to identify and interpret patterns of sound, light, taste, smell, and touch. These networks enable us to recognize voices, faces, letters, and words, as well as more complex patterns, such as an author's style and nuance, and abstract concepts like justice. </li></ul><ul><ul><li>www.cast.org </li></ul></ul>
  9. 9. Recognition <ul><li>How can I help boost recognition of facts for my students? </li></ul>Provide multiple examples This method demonstrates that our brains need multiple opportunities and exposure to materials to recognize patterns and remember facts & details Use sound, video clips, text, Songs, physical activities to present Information in a new, fresh way! Take advantage of our technology—use SmartBoards, Promethean Boards, ELMOs, computer labs, student “ clickers”,etc…
  10. 10. Strategic <ul><li>Within strategic networks, information travels not only down from the cortex to the muscles, but also up from the muscles to the cortex…pathways from the cerebellum to strategic modules in the cortex serve an important role in learning skills and strategies . </li></ul>
  11. 11. Strategic <ul><li>How can I help boost strategic learning for my students? </li></ul>*Provide flexible models of skilled performance *Provide opportunities to practice with supports *Provide ongoing, relevant feedback *Offer flexible opportunities for demonstrating skill Allow for multiple practices, yet vary the manner in which you assess or give feedback. Use your ELMO to showcase positive examples of student work or to demonstrate how to improve upon class assignments.
  12. 12. Affective <ul><li>Affective networks are made up of many specialized modules, located predominantly at the core of the brain and are associated with emotions . </li></ul>
  13. 13. Affective <ul><li>How can I help boost the affective learning of my students? </li></ul>*Offer choices of context and tools *Offer adjustable levels of challenge *Offer choices of learning context *Offer choices of rewards BE FLEXIBLE! Give students options. Allow for different ways of demonstrating knowledge. PowerPoint presentations, videos, acting, dancing, writing, or something as simple as choice in text/novel assignments. Encourage blogs an other technology-based activities.
  14. 14. How can UDL help P H S ? <ul><li>Traditional media for teaching-speech, text, and images-are so ingrained in our methods and curriculum that we rarely pause to consider their use. Instead of thinking carefully about which medium to use in a given situation, we usually select what we have chosen in the past or what is convenient now. </li></ul><ul><ul><li>www.cast.org </li></ul></ul>But SO much has changed…
  15. 15. Students <ul><li>Our students’ needs have changed. </li></ul><ul><li>We must equip our students with 21 st century skills. </li></ul><ul><li>Are P H S students ready for college ? Careers ? Adult life ? </li></ul>
  16. 16. Technology <ul><li>Find new, innovative ways to use our current technology: SmartBoards, Promethean Boards, ELMO projectors, CD/DVD players, interactive software, student “clickers”… </li></ul><ul><li>“ Technology can be an empowering tool. For it to be empowering, however, teachers must be deliberate and thoughtful in how it is integrated and utilized in their classrooms.” </li></ul><ul><ul><li>Bray, Brown, & Green. 2004. Technology and the Diverse Learner </li></ul></ul>
  17. 17. How can UDL support ALL learners? <ul><li>Our students are unique. They come to us with different Cultural , Ethnic , Linguistic , and Academic backgrounds. </li></ul><ul><li>UDL allows teachers to create a designed curriculum which is flexible enough to engage all learners . </li></ul>
  18. 18. Supporting students’ Cultural & Ethnic differences <ul><li>“ Encouraging students from a variety of ethnic backgrounds can be challenging for the teacher. Many teachers who are successful in dealing with these issues provide not only access to technology but also role models who demonstrate how people from similar backgrounds have successfully mastered technology in their lives and careers.” </li></ul><ul><ul><li>Bray, Brown, & Green. 2004. Technology and the Diverse Learner . </li></ul></ul>
  19. 19. How can I do that in my classroom? <ul><li>Ask guest speakers from our community to speak with our students. </li></ul><ul><li>Provide examples of famous people and celebrities as proof. </li></ul><ul><li>Allow choice in reading materials so that students are given the opportunity to read more about their own cultures and ethnicities. </li></ul>
  20. 20. How can TECHNOLOGY help? <ul><li>Technology tools, if designed according to the Web Accessibility Initiative (WAI) and UDL guidelines, can be created to support the individualization necessary to engage all learners . </li></ul><ul><ul><li>www.cast.org </li></ul></ul>
  21. 21. How can I use technology in MY classroom? <ul><li>Technology is at the heart of UDL. Technology allows us to create lessons and curriculum which help all learners without creating hundreds of individual plans. Technology allows students access to different types of information </li></ul>audio video blogs Skype
  22. 22. CAST online tools <ul><li>CAST (Center for Applied Special Technology) is a nonprofit research and development organization, founded in 1984, that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning. Their website, www.cast.org , offers several online tools and resources which help explain HOW and WHY UDL is successful. </li></ul>
  23. 23. Teachers <ul><li>UDL Curriculum Self-Check ™ </li></ul><ul><li>Helps educators build options and flexibility into each element of the curriculum in order to reach and engage all students. </li></ul><ul><li>Go to: CAST UDL Curriculum Self-Check </li></ul><ul><li>This resource caused me to take a much closer look at MY strengths and weaknesses as a teacher and helped to re-focus my efforts in the classroom. </li></ul>
  24. 24. Teachers <ul><li>Teaching Every Student </li></ul><ul><li>Explains and exemplifies Universal Design for Learning and its classroom applications. Also provides activities, model lessons, and toolkits to support educators. </li></ul><ul><li>Go to: CAST Teaching Every Student </li></ul><ul><li>This site helped to clarify key differences in learners and gave me a more concrete idea of HOW to better differentiate without creating entirely new lesson plans for each student. </li></ul>
  25. 25. Teachers & Students <ul><li>Strategy Tutor ™ </li></ul><ul><li>Publicized by Google around the world, Strategy Tutor supports students and teachers doing reading and research on the Internet. </li></ul><ul><li>Go to: CAST Strategy Tutor </li></ul><ul><li>As we prepare to delve into research papers and the writing process, this FREE tool allows both students and teachers to find reputable sources and how to better utilize the Internet. </li></ul>
  26. 26. Some final thoughts… <ul><li>Although UDL began in special education classrooms, the implications can be felt across curricular areas. UDL is meant to make education more meaningful , and teaching more powerful ! </li></ul><ul><li>http://www.youtube.com/watch?v=3H2Tzfw9AoM&feature=related </li></ul>