Universal Design for Learning - Meeting the Needs of Learners

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 ToolsSlide adapted from Kathy Howery

Center for Universal Design (NCU) – Equitable Use 7 Principles Flexibility in Use Simple & Intuitive Perceptible Information Tolerance for error Low physical effort Size and space for approach and use

UDE Applications-Educationalsoftware Universal Design in-Websites Education (UDE)-Meetings  Provides a philosophical-Instructions framework for the design of-Curriculum a broad range of-Libraries educational products &-Computer labs environments-Registration  Unlike an accommodationoptions for a specific person with a-Student housing & disability, the practice ofresidences UDE benefits all students-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 learningare not, in fact, inherent in the capacitiesof 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

Traditional vs. UDL Approach

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 ACCESSIBILITY (Universal Design for Learning) ACCOMMODATIONAPPROACH (Assistive Technology for Learning) ADVOCACY (Barriers to learning exist) APPROACH CHANGES OVER TIME

Universal Design for LearningDefinition: “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 theLearning Brain Recognition network Strategic network Affective network

UDL and theLearning Brain Recognition Networks: “the what of learning” -identify and interpret patterns of sound, light, taste, smell, and touch

UDL and the Learning Brain

Recognition Networks

UDL and theLearning Brain Strategic networks: “the how of learning” -plan, execute, and monitor actions and skills

Universal Design and the Learning BrainStrategies & Eye Movement Studies

UDL and theLearning Brain Affective networks: “the why of learning” -evaluate and set priorities

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 BrainAll learners are unique anduniversal 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

Multiple Means of Representation Video Sparks Notes Considerate Text (Mobipocket) Read/Write Gold “Writing with Symbols” (ELL) Reduce cognitive barriers

Multiple Means of Action & Expression

Multiple Means of Action & Expression Speech recognition software Alpha Smart iMovie or Movie Maker Inspiration Webspiration Pixwriter Blogging Voice Thread

Multiple Means of Engagement

Multiple Means of Engagement 21st 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. -Slide adapted from Kathy Howery

Digital Media is Flexible and Transformable Examples UDL Editions Strategy Tour Thinking Reader Book Builder Draft Builder http://www.cast.org “Joe’s Non-Netbook” - Youtube

Planning for All Learners (PAL)  Set Goals  Classroom Profiles  Identify Methods, Materials, Assessments & Barriers  Apply UDL  Teach UDL Lesson

Classroom Profiles Profile of EACH student’s STRENGTHS & WEAKNESS: Recognition Networks Strategic Networks Affective Networks “Sparks”

Classroom Profile

Materials, Methods & Assessment Potential Barriers & Solutions: Methods Materials Assessment

Materials, Methods, Assessment

Finding UDL Solutionshttp://udlcenter.org/implementation/examples

UDL LESSON PLANNING & PROCESSES

Digital Text Alberta Education Other Sources Digital Repository  Project Gutenberg (free of Digital Textbooks electronic books) (Canada Copyright  Wikibooks Law – Section 32)  UDL Editions by CAST Authorized Novels  Google Books & Plays in Digital  Bookshare.com Format

UDL Resources - Technology http://udltechtoolkit.wikispaces.co http://www.techmatrix.org/ http://www.udlcenter.org/

UDL & 21st Century Learning  Information is easy to get!

UDL & 21st Century Learning What will be valued is people who can make “usable knowledge” with that information! -Slide adapted from Kathy Howery

Are We Ready?

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Universal Design for Learning - Meeting the Needs of Learners

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