Understanding UDL Nick Zomer Dean Rusk Middle School
Universal Design for Learning A set of principles for designing curriculum that allow all students the opportunity to learn (CAST, 1999) More than simple differentiation UDL includes “integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance based assessments, and others…” (Rose & Meyer, 2002) What Is UDL?
Our students today come into our classrooms with a wide range of background experiences, needs, and strengths. No longer can teachers teach to the middle of the population. All students must be challenged to grow. Every student, every day! Why UDL?
Let’s see what UDL looks like. UDL at a Glance UDL at a Glance
UDL Versus Differentiation Differentiation UDL Active response to your students’ background knowledge, language skills, learning styles and personal interests (CAST, 1999) Process by which a teacher can create unique learning experiences for all students “Blueprint for creating instructional goals, methods, materials, and assessments that work for everyone” (CAST, 1999).
All students bring their own interests Designing curriculum that can allow each student to learn and grow in their own unique ways No more teaching with a one size fits all approach Universal
Principle 1: Provide Multiple Means of Representation Principle 2: Provide Multiple Means of Action and Expression Principle 3: Provide Multiple Means of Engagement Three Principles of UDL
“Present information and content in different ways” (CAST, 1999) Create learning experiences to meet all three learning styles Auditory- What will they hear? Visually- What they see? Kinesthetic- What will they do? Principle 1: Provide Multiple Means of Representation
“Differentiate the ways that students can express what they know” (CAST, 1999) Learning from different formats Textbook, online resources, computer-based Not all students are able to utilize resources in the same way Communicating through different formats Allow your students to show you what they have learned through whatever means works best for them Principle 2: Provide Multiple Means of Action and Expression
“Stimulate interest and motivation for learning” (CAST, 1999) Find ways to connect your students with what they are learning Make it relevant and meaningful to their lives (Schlechty, 2002) Engagement is key to student learning and content mastery Principle 3: Provide Multiple Means of Engagement
Adding Technology Simply adding technology to a lesson does not result in proper utilization of UDL Technology should be planned and utilized to best increase achievement and learning of all learners Just as in any lesson creation, technology should be used as a resource and not the center of a lesson It should assist with learning, not be the learning
When in a classroom environment, not every brain will focus on the same aspects Some students will focus on patterns, while others will required a more advanced challenge than their peers Three major brain networks Recognition Strategic Affective What the Research Shows
Designed to find patterns among familiar objects (Laureate Education, Inc., 2010) What is happening in the content? How teachers can help reach this network: Providing multiple opportunities and examples Identifying key components Support background knowledge Provide multiple media and formats (CAST, 1999) Recognition Networks
Takes information and processes for actions and plans (Laureate Education, Inc., 2010) What are you going to do with what you know? How teachers can help reach this network: Provide multiple means for expression Flexibility in expression Scaffolding and support Various means of media for information expression Strategic Networks
Determines what information should be focused on and what plan to take (Laureate Education, Inc., 2010) Now that I know this, now what? How teachers can help reach this network: Provide multiple means of engagement Choices that are relevant to the learner Adjustable challenges Affective Networks
By utilizing the components of UDL, teachers are better able to meet the needs of all learners in their classroom, not just those that fit into certain criteria or groups Differentiation becomes more meaningful and relevant for all Students with diverse backgrounds (linguistic, cultural, academic) are able to have their unique needs met in a way that is truly relevant So What Does This Mean for Me?
Technology resources allow for all three brain networks to be reached Adaptive technology Digital storytelling software Print and online formatting of reading material Highlighting and magnifying Written expression (including spelling & grammar)
http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm Assists the teacher in creating meaningful and measurable goals based on the content standard Allows the teacher to learn what is essential to a goal and how a particular goal can be adjusted to meet the needs of specific learners Tool 1: UDL Goal Setter
http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm Since all students have various strengths and interests, there are numerous barriers that may hamper students from learning. Eliminates teaching to the middle of the pack by identifying specific areas that students may struggle with or have strengths in Tool 2: Classroom Barriers Finder
http://www.cast.org/teachingeverystudent/tools/systemicchange.cfm Beginning and ensuring change can be difficult to maintain once teachers leave the faculty meetings where it is being discussed. This tool allows teachers and administrators the ability to ensure the proper resources are present to ensure proper utilization for all. Tool 3: Systemic Change Planner
CAST: Center for Applied Special Technology. (1999). CAST: Center for Applied Special Technology. Retrieved July 15, 2011, from http://www.cast.org/index.html Laureate Education, Inc. (Executive Producer). (2010). Brain research and udl [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author. Rose, D., & Meyer, A. (2002). Teaching every student in the Digital Age: universal design for learning. Alexandria, Va.: Association for Supervision and Curriculum Development. Schlechty, P. C. (2002). Working on the work: an action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass. References