Udl ocali

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  • National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumGoals Within the UDL framework, goals themselves are articulated in a way that acknowledges learner variability and differentiates goals from means. Traditional goals prescribe the methods and materials needed to achieve the goal (i.e. Read a chapter about photosynthesis), UDL goals are designed to offer options and alternatives—varied pathways, tools, strategies, and scaffolds for reaching mastery.  They do not prescribe the methods and materials.
  • “Expert Learner” = Expert learners have developed three broad characteristics. They are:  a) strategic, skillful and goal directed; b) knowledgeable, and c) purposeful and motivated to learn more
  • National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumMaterialsExamples of embedded, just-in time supportshyperlinked glossariesbackground informationand on-screen coachingtools and supports needed to access, analyze, organize, synthesize, and demonstrate understanding in varied wayschoice of content where appropriate, varied levels of support and challenge, and options for recruiting and sustaining interest and motivation
  • National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumMethods UDL curricula facilitate further differentiation of methods, based on learner variability in the context of the task, learner’s social/emotional resources, and the classroom climate. Flexible and varied, UDL methods are adjusted based on continual monitoring of learner progress.
  • National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculumAssessmentGoal is to improve the accuracy and timeliness of assessmentsTo ensure that they are comprehensive and articulate enough to guide instruction – for all learners This is achieved by focus on the goal, as different from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.Example: For a students with a disability in basic reading, paper based assessments that measure comprehension through independent reading of material without scaffolds such as oral administration, text-to-speech, may actually provide misleading results. If a student gets incorrect answers on this type of assessment, does it mean that don’t comprehend the content or that their was a barrier to them accessing the content as a result of an inflexible assessment? How do you know what to do next for this learner? How do you make an informed decision based upon this type of assessment result? Do you need to re-teach content? Maybe, maybe not. Do you need to reassess in a different manner to determine what the student actually knows?
  • An articulation of the UDL frameworkOrganized according three main principles of UDL that address representation, expression, and engagement
  • Describe how to read guidelines (i.e. Principles, Guidelines, Checkpoints and the ultimate goals of each of the Principles), aligned to the three brain networksPresenter access guidelines and model how to read/use the guidelines.
  • Udl ocali

    1. 1. Universal Design for LearningCOMPONENTS OF UDL CURRICULUM
    2. 2. UDL Curriculum: Goals• Learning expectations• Knowledge, concepts, and skills all students should master• Generally aligned to standards• Designed to offer options—varied pathways, tools, strategies, and scaffolds for reaching mastery• Do Not prescribe the methods and materials (National Center on UDL at CAST, 2012)
    3. 3. Learning Goals: Differences Traditional UDL• Describes learning • Describes learning expectations expectations• Do not generally • Written to acknowledge consider learner learner variability variability • Differentiates from the• Do not generally means differentiate from the • Offers more options means • Focus on developing• Often limit options “expert learners”
    4. 4. UDL Curriculum: Materials• Media used to present learning content• What the learner uses to demonstrate knowledge• Materials are variable and flexible• Multiple media and embedded, just-in- time supports (National Center on UDL at CAST, 2012)
    5. 5. UDL Curriculum: Methods• Instructional decisions, approaches, procedures, or routines used to accelerate or enhance learning• Evidence-based methods and differentiated methods• Are adjusted based on continual monitoring of learner progress (National Center on UDL at CAST, 2012)
    6. 6. UDL Curriculum: Assessments• Process of gathering information about a learner’s performance• Uses a variety of methods and materials• Used to determine learners’ knowledge, skills, and motivation• Purpose is to make informed educational decisions (National Center on UDL at CAST, 2012)
    7. 7. Universal Design for LearningUDL GUIDELINES
    8. 8. Purpose of the GuidelinesAssist anyone who plans lessons to: – Reduce and identify curriculum barriers – Optimize levels of challenge and support – Meet widest range of learners from the start – Organized according to three principles
    9. 9. UDL PrinciplesMultiple Means of:– Representation– Action and Expression– Engagement
    10. 10. Principles Recognition Strategic Affective http://www.udlc enter.org/aboutu dl/udlguidelines Guidelines Goals Checkpoints

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