Universal Design for Learning - Meeting the Needs of Learners - Presentation Transcript
Universal Design for Learning Meeting the Needs of Learners
Goals
Understand background & foundational concepts of Universal Design for Learning (UDL)
Getting started with UDL – Applications and Resources
Why We Do What We Do
“ Students are not empty vessels to be filled, but flames to be lit” (Plato)
Needs to be a shift in how we perceive our youth
“ Something in here, that I want to put into the world…”
What is it in you that gives you joy, excites you…
Most students know their “spark”
Most say no one has asked them what their “spark” is
Only 25% say there is a community around them that helps nourish their “spark”
Five Essential Questions
What is your spark?
Who knows your spark?
Who helps nourish your spark?
What gets in your way?
How can I help?
How Can We Help?
Reaffirm why we do what we do…
“ vessels” or “sparks”?
Use all the resources available to “light those sparks” which includes:
Personalized Learning
Inquiry
Universal Design for Learning
Infusing Technology
Origins of Universal Design
Originated in the field of architecture
Design buildings with built-in accessibility for everyone was an approach superior to retrofitting buildings to accommodate diverse individual needs .
Universal Design: We all benefit
Not one size fits all – but alternatives.
Designed from the beginning, not added on later.
Increases access opportunities for everyone
Universal Design Is All Around Us…
Ramps
Curb Cuts
Electric Doors
Captions on Television
Easy Grip Tools
Slide adapted from Kathy Howery
Center for Universal Design (NCU) – 7 Principles
Equitable Use
Flexibility in Use
Simple & Intuitive
Perceptible Information
Tolerance for error
Low physical effort
Size and space for approach and use
UDE Applications
Universal Design in Education (UDE)
Provides a philosophical framework for the design of a broad range of educational products & environments
Unlike an accommodation for a specific person with a disability, the practice of UDE benefits all students
Educational software
Websites
Meetings
Instructions
-Curriculum
-Libraries
-Computer labs
-Registration options
-Student housing & residences
-Student services
Universal Design – Principles for Instruction
Class Climate
Physical Access, Usability, and Safety
Delivery Methods
Information resources
Interaction
Feedback
Assessment
Accommodation
Origins of Universal Design for Learning (UDL)
CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”
Teaching Every Student in the Digital Age , p. vi (CAST, 2003)
http://lessonbuilder.cast.org/learn.php
Celebrating Diversity
“ We must fundamentally alter our thinking about diversity as deviant, that…it must be accommodated. . .
Rather, we need to be clear that diversity is an essential part of the human condition and needs to be anticipated and celebrated.”
Dave Edyburn, Associate Professor, UWM
Slide created by Kathy Howery
UDL Originated From the Edges…
Innovations emerge from the margins, not from the centre or mainstream of an industry…
Moving to Accessibility – A3 Model ADVOCACY (Barriers to learning exist) ACCOMMODATION (Assistive Technology for Learning) ACCESSIBILITY (Universal Design for Learning) APPROACH APPROACH CHANGES OVER TIME
Universal Design for Learning
Definition:
“ UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.”
-CAST 2003
UDL - The Intersection of Initiatives
“ UDL is the intersection where all our initiatives - integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers, performance based assessment, and others - come together”
Donna Palley (Education in the Digital Age: Rose & Meyer)
UDL and the Learning Brain
Recognition network
Strategic network
Affective network
UDL and the Learning Brain
Recognition Networks :
“ the what of learning”
-identify and interpret patterns of sound, light, taste, smell, and touch
UDL and the Learning Brain
Strategic networks:
“ the how of learning”
-plan, execute, and monitor actions and skills
UDL and the Learning Brain
UDL and the Learning Brain
Universal Design and the Learning Brain
Strategies & Eye Movement Studies
UDL and the Learning Brain
Affective networks:
“ the why of learning”
-evaluate and set priorities
UDL and the Learning Brain
Learning and Emotion
UDL and the Learning Brain
One must recognize information, ideas, and concepts
One must be able to apply strategies to process the information
One must be engaged
-Vygotsky
UDL and the Learning Brain
All learners are unique and
universal does not mean
“ one size fits all”
What do we mean by Universal ?
To many people the term seems to imply that UDL is a quest for a single, one size-fits-all , solution that will work for everyone.In fact, the very opposite is true.
The essence of UDL is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles, and preferences.
-Slide adapted from Kathy Howery
Universal Design for Learning calls for:
Multiple means of representation: : to give learners various ways of acquiring information and knowledge,
Multiple means of expression: to provide learners alternatives for demonstrating what they know
Multiple means of engagement: to tap into learners' interests, offer appropriate challenges, and increase motivation.
Multiple Means of Representation
Video
Sparks Notes
Considerate Text (Mobipocket)
Read/Write Gold
“ Writing with Symbols” (ELL)
Reduce cognitive barriers
Multiple Means of Expression
Speech recognition software
Alpha Smart
iMovie or Movie Maker
Inspiration
Webspiration
Pixwriter
Blogging
Voice Thread
Multiple Means of Engagement
21 st Century Learners – Digital Natives
Virtual classrooms
Nurturing “Sparks”
Teach today’s students with today’s tools
Universal Design for Learning
Provides a variety of choice for different learners.
Has these options available before students enter the classroom.
Teachers can plan in advance to meet students’ needs.
-Slide adapted from Kathy Howery
Universal Design for Learning
By frontloading “assistive” technologies into the classroom we can create a more accessible and flexible environment for all students.
0 comments
Post a comment