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Udl zomer
 

Udl zomer

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    Udl zomer Udl zomer Presentation Transcript

    • 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
    • Brain Research and UDL
    • http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_graphical.cfm
    • 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
    • Questions?
    • 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