Universal Design for Learning Kimberly Kwang Walden University Professor Thomas Wolsey EDUC 6714D-1Reaching and Engaging All Learners Through Technology May 2012
Universal Design for Learning (UDL) Flexibility in classroom Most opportunity for learning Options in all aspects of classroom Learning alternatives that will help students (Laureate Education, Inc., 2012)
Examples of UDL UDL can be shown in the physical environment. Carved curbs Elevators or ramps in buildings Closed captioning on television screens Speakerphones These items can benefit many people, not just people with disabilities. Similarly, teachers can provide help in the classroom that will be beneficial to all learners. (Laureate Education, Inc., 2012)
Principle 1 of UDL: Provide Multiple Means of Representation Make sure there are Provide choices for language, math, and other choices to help symbols perception in students. Make sure all students know Present information in what symbols and vocabulary mean many forms-visual, Define confusing vocabulary auditory, kinesthetic Provide vocabulary in other Make sure information languages can be adjusted (size or Use visuals or other aids to help explain text sound) (National Center on Universal Design for Learning, 2011)
Principle 1 of UDL: Provide Multiple Means of Representation Provide choices for comprehension Activate appropriate prior knowledge (graphic organizers, models, visuals) Make known important patterns and relationships (outlines, organizers, cues, highlighting) Assist students with information processing and visualization (models, scaffolds, chunking, feedback) Increase transfer of knowledge (checklists, word webs, music, links to other knowledge) (National Center on Universal Design for Learning, 2011)
Principle 2 of UDL: Provide Multiple Means of Action and Expression Physical Allow communication choices Provide options— Media (Manipulatives, web pencil, mouse, joystick, tools, social media) keyboards Tools to create products (story webs, concept Provide access to mapping, text to speech assistive technologies software) Practice makes perfect (authentic application, tutors, models, scaffolding) (National Center on Universal Design for Learning, 2011)
Principle 2 of UDL: Provide Multiple Means of Action and Expression Goal setting Make and post goals Plan goals (think alouds) Monitor goals (reflection, rubrics, assessment) (National Center on Universal Design for Learning, 2011)
Principle 3 of UDL: Provide Multiple Means of Engagement Appeal to learners’ interests Choice Real-life situations Challenging and rewarding Safe and distraction-free (National Center on Universal Design for Learning, 2011)
Principle 3 of UDL: Provide Multiple Means of Engagement Increase effort Self regulation Display goals Motivate Help with coping skills Differentiate teaching Reflection Collaboration Focused feedback (National Center on Universal Design for Learning, 2011)
Role of Technology Helps provide options Examples for students eReader software/electronic textbooks Flexibility in Adjusting font sizes, types, displaying and making and colors content Hand held devices Keyboards Individualization made Digital media easier Makes learning engaging (Laureate Education, Inc., 2012)
Impact of UDL on Classrooms Teachers have flexibility in preparing materials All students have equal opportunities to learn Special needs of students addressed (National Center on Universal Design for Learning, 2011)
Brain Research Three networks Networks work together to Recognition (Patterns) accomplish goals Strategic (Actions and Plans) Can be used to analyze Affective (Emotions) student strengths, weaknesses, and differences Teachers should differentiate to appeal to all learners (Laureate Education, Inc., 2012) (Rose & Meyer, 2002)
Implications Involving learning networks allow most chance of success Able to discover strengths and weaknesses of each student No longer one size fits all model for learning Multiple examples, media, background information, flexible models and practice, feedback, choices, and rewards make up UDL (Rose & Meyer, 2002)
UDL Supports Diversity All students needs Flexibility addressed (cultural, ethnic, Allowance for errors linguistic, academic) Barriers can be Simple and accessible for overcome/strengths emerge all Background knowledge Focus on teaching students enhancement helps rather than teaching subject students Leveled tasks (Kumar, 2010) (Williams, Evans, & King, 2011)
(Brain Research) Technology in UDL Technology supports brain research and makes UDL easier Recognition Network--digital formats, texts and images, and animation Strategic Network--Internet sources, world wide web models, text to speech software, calculators, etc. Affective Network--webquests, interactive software, movies, Paint, games—all generate interest. (Rose & Meyer, 2002)
CAST ONLINE TOOL UDL Goal SetterSummary of Tool Benefits Choose the standard Clear goals are Decide main focus necessary to enhance Decide components of learning scaffolding Ensures goals are met Restate goals Reminder of learning that should take place
CAST ONLINE TOOL UDL Class Profile MakerSummary of Tool Benefits Template Learning increases Record strengths, Students seen as weaknesses, interests individuals in each brain network Better address and use strengths (CAST, Inc. 2002–2011)
CAST ONLINE TOOL TES Online JournalSummary of Tool Benefits Reflection Feedback and collaboration Create journal entries Improves quality of about teaching teaching Private or shared Lifelong learning and new ideas (CAST, Inc. 2002–2011)
References CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/classprofile.cfm CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfm Kumar, K. (2010). A journey towards creating an inclusive classroom: How Universal Design for Learning has transformed my teaching. Transformative Dialogues: Teaching and Learning Journal. 4(2), 1-5. Laureate Education, Inc. (Producer). (2012). Brain research and UDL [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id =_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_553469_ Laureate Education, Inc. (Producer). (2012). Universal design for learning [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url= %2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id %3D_553469_1%26url%3D National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines 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/ Williams, J., Evans, C., King, L. (2011). The impact of Universal Design for Learning instruction on lesson planning. International Journal of Learning. 18(4), 213-222.
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