Universal Design for Learning Nicole Mansfield Walden University Reaching and Engaging All Learners through Technology (ED...
What is UDL? <ul><li>The Higher Education Opportunity Act of 2008 defines UDL as: </li></ul><ul><li>a scientifically valid...
Principles of UDL <ul><li>Provide Multiple Means of Representation </li></ul><ul><ul><li>This principle involves the “what...
Brain Research on UDL Recognition    Strategic   Affective There are three primary brain networks: Recognition, Strategic,...
The Role of Technology in UDL <ul><li>Technology plays an important role in UDL.  Technology provides immediate access for...
Instructional Implications <ul><li>Universal Design for Learning ensures that the educational needs of all students are me...
CAST Online Tools for UDL <ul><li>UDL Curriculum Self-Check: allows teachers to review each element of the curriculum to r...
References <ul><li>http://www.udlcenter.org/aboutudl/udldefined </li></ul><ul><li>http://www.cast.org/udl/index.html </li>...
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Universal design for learning

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Universal design for learning

  1. 1. Universal Design for Learning Nicole Mansfield Walden University Reaching and Engaging All Learners through Technology (EDUC - 6714I - 3)
  2. 2. What is UDL? <ul><li>The Higher Education Opportunity Act of 2008 defines UDL as: </li></ul><ul><li>a scientifically valid framework for guiding educational practice that: </li></ul><ul><li>(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and </li></ul><ul><li>(B) reduces barriers in instruction, provides appropriate accommodations, supports, and  challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. (http://www.udlcenter.org/aboutudl/udldefined) </li></ul>UDL in the Physical Environment
  3. 3. Principles of UDL <ul><li>Provide Multiple Means of Representation </li></ul><ul><ul><li>This principle involves the “what” of learning, </li></ul></ul><ul><ul><li>which involves how we present information to </li></ul></ul><ul><ul><li>our students. Multiple means could include </li></ul></ul><ul><ul><li>teaching to multiple learning styles (auditory, </li></ul></ul><ul><ul><li>visual, kinesthetic). </li></ul></ul><ul><li>2) Provide Multiple Means of Action and Expression </li></ul><ul><li>This principle involves the “how” of learning, </li></ul><ul><li>which. involves how we allow students to </li></ul><ul><li>express what they have learned and how we </li></ul><ul><li>assess them </li></ul>3) Provide Multiple Means of Engagement (the “why” of learning) This principle involves the “why” of learning, which involves the way we engage several groups of students simultaneously.
  4. 4. Brain Research on UDL Recognition Strategic Affective There are three primary brain networks: Recognition, Strategic, and Affective. Variations in these three networks provide that all students will have widely different abilities, needs, and interests in the classroom. The Recognition Network controls how students gather facts and recognize tasks . The Strategic Network controls how students organize and express knowledge. The Affective Network controls how students stay engaged and motivated.
  5. 5. The Role of Technology in UDL <ul><li>Technology plays an important role in UDL. Technology provides immediate access for teachers to differentiate lessons easily and quickly. For example, a student who would benefit from additional practice can easily be guided toward a website that meets his/her instructional needs while providing the appropriate level of engagement. Technology can be used to access the three primary </li></ul>brain networks because it provides ways for information to be presented in multiple ways ( Recognition Network ), allows teachers to provide multiple assessment options ( Strategic Network ), and provides multiple ways to engage students ( Affective Network ). It is also important to note that although technology is convenient and assists in providing a UDL environment, it is not always necessary and UDL can and should be facilitated without it.
  6. 6. Instructional Implications <ul><li>Universal Design for Learning ensures that the educational needs of all students are met in the classroom despite individual differences which may include; culture, ethnic, linguistic, and academic. CAST explains that in most classrooms the curriculum is “disabled”, meaning that is was written with a one size fits all mantra, which makes accomodations and modifications difficult to implement. CAST suggests addressing the diversity of the learners at the point of curriculum development. Doing so will maintain high expectations for ALL students, while allowing teachers to be flexible and meet the needs of diverse students in the classroom. </li></ul>
  7. 7. CAST Online Tools for UDL <ul><li>UDL Curriculum Self-Check: allows teachers to review each element of the curriculum to reach and engage all students. http://www.cast.org/learningtools/udl_self_check/index.html </li></ul><ul><li>UDL Lesson Builder: allows teachers to customize a curriculum to meet individual learners needs. http://www.cast.org/learningtools/lesson_builder/index.html </li></ul><ul><li>UDL Book Builder: allows teachers to develop digital books in order to customize reading instruction. http://www.cast.org/learningtools/book_builder/index.html </li></ul>
  8. 8. References <ul><li>http://www.udlcenter.org/aboutudl/udldefined </li></ul><ul><li>http://www.cast.org/udl/index.html </li></ul><ul><li>http://www.cast.org/udl/faq/index.html </li></ul><ul><li>http://www.cast.org/learningtools/udl_self_check/index.html </li></ul><ul><li>http://www.cast.org/learningtools/lesson_builder/index.html </li></ul><ul><li>http://www.cast.org/learningtools/book_builder/index.html </li></ul>
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