Ud lpresentation

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Ud lpresentation

  1. 1. UDL Created by Sarah Williams EDUC 6714
  2. 2. Take a look at this picture what do you see? Now think of what a person in a wheelchair is thinking. Did you see: -steps -building -railing -lights -archway
  3. 3. <ul><li>With the creation of ramps people who were in wheelchairs had the ability to access buildings without any trouble. </li></ul>
  4. 4. <ul><li>What about if you were blind and you needed to use the restroom? How would you be able to determine which bathroom to use if there were not brail signs? </li></ul>By creating things such as ramps and brail signs we have given everyone an opportunity to live their life equally.
  5. 5. Inspiration of UDL <ul><li>“First articulated by CAST in the early 1990s, UDL mirrors the universal design movement in architecture and product development, which calls for designs that from the outset consider the needs of the greatest number of possible users, eliminating the need for costly, inconvenient, and unattractive adaptations late” (Cast Inc., 1999-2011). </li></ul>-Just as society has changed to meet the needs of everyone UDL’s concept is the same, to meet the needs of all learners
  6. 6. CAST: Center for Applied Special Technology “ CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning” (Cast Inc., 1999-2011). “ Founded in 1984 as the Center for Applied Special Technology, CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies” (Cast Inc., 1999-2011).
  7. 7. 3 Principles of UDL
  8. 8. How can technology help aid UDL? <ul><li>By incorporating technology we are able to give students many more options in showing their understanding for the content being taught. </li></ul><ul><ul><ul><li>Voice Thread: This allows students to create a digital story book which can help those students who may have a difficult time writing things out. </li></ul></ul></ul><ul><ul><ul><li>WordTalk: This allows students who may have a difficult time in reading or writing. This software will read the material that is typed or printed out loud. It also includes a spell checker and thesaurus. </li></ul></ul></ul><ul><ul><ul><li>Google Earth: Allows users to travel the globe using the internet. </li></ul></ul></ul>
  9. 9. How does brain research and UDL relate? Although all brains share these general characteristics, individual brains differ substantially-a point that bears critical implications for teaching. Understanding the specialized functions of the recognition, strategic, and affective networks can help us appreciate the unique strengths and weaknesses of individual students (Rose and Meyer, 2002). Recognition Network: “What” Strategic Network: “How” Affective Network: “Why”
  10. 10. Recognition Network -“How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks” (Cast, 2011). -Individuals learn differently so they need to learn through seeing, hearing, and reading according to their learning style.
  11. 11. Strategic Network -“Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks” (Cast, 2011). -Students need to present information according to their learning styles to fully understand and grasp the concepts.
  12. 12. Affective Network -“How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions” (Cast, 2011). -Students need to learn in ways that are exciting to them. Teachers need to have multiple ways of engaging students to keep everyone involved.
  13. 13. UDL, Technology, and the 3 Learning Networks “ It is important to provide materials with which all learners can interact.  Properly designed curricular materials provide a seamless interface with common assistive technologies through which individuals with movement impairments can navigate and express what they know – to allow navigation or interaction with a single switch, through voice activated switches, expanded keyboards and others” (Cast 2011). -With the use of technology students can get a more interactive experience. Thus targeting all 3 networks while learning. “ Dedicated educators always find ways to design curricula that meets the needs of all learners, whether they are using technology or not. However, powerful digital technologies applies using UDL principles enable easier and more effective customization of curricula for learners” (Cast 2011).
  14. 14. UDL supports cultural, ethnic, linguistic, and academic diversity The 3 principles ensures that all learners no matter what ethnicity, culture, or academic background are able to process the information and learn. As mentioned before the brain works differently from student to student but by understanding the 3 networks and focusing on the students strengths and weaknesses we will be able to support all learners. With allowing choice and multiple ways of teaching the material you can focus on the needs of your students to vary the lesson based on their needs.
  15. 15. How will using UDL benefit our school? -We will be meeting the needs of diverse learners. -Students will have the opportunity to decide how they want to learn with the choices which will keep them engaged.
  16. 16. CAST Online Tools and Resources Some tools that will help us implement UDL practices into our school
  17. 17. CAST resource : http://www.cast.org/learningtools/index.html <ul><li>Wiggle Works </li></ul><ul><li>-“Combines powerful technology with leveled books and instructional materials to develop reading, writing, and language skills necessary for future reading success. This proven effective program helps teachers scaffold instruction and advance all primary students toward reading independence” (Scholastic, 1996-2011). </li></ul><ul><li>This is a great resource that gives you leveled books based on your students needs. Not all students will be on the same level and this website gives you the resources to reach every learner. </li></ul><ul><li>http://teacher.scholastic.com/products/wiggleworks/index.htm </li></ul>
  18. 18. CAST resource: http://www.cast.org/learningtools/index.html Book Builder - On this website students can create, share, publish and read digital books. -This is a great way for students who may need to have the book read aloud to them understand the material. -Teachers can create books or topics that they are covering through a book that will be on the students level. http://www.cast.org/learningtools/index.html
  19. 19. CAST resource: http://www.cast.org/learningtools/index.html http://lessonbuilder.cast.org / <ul><li>-Here is a template of a UDL lesson plan. This is a time consuming process but the outcome will be worth the effort! </li></ul><ul><li>-Teacher can use the model to incorporate UDL lessons into their classroom. </li></ul><ul><li>With the lesson builder </li></ul><ul><li>you can make sure you are </li></ul><ul><li>following UDL guidelines </li></ul><ul><li>to ensure learning towards </li></ul><ul><li>all students. </li></ul>
  20. 20. References: CAST, Inc. (1999–2011). Transforming Education Through Universal Design for Learning. Retrieved from http://www.cast.org CAST (2011). Universal Design for Learning Guidelines Version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org Scholastic. (1996-2011). Wiggleworks: PreK-3 Beginning Reading and Writing Technology. Retrieved from http://teacher.scholastic.com/products/wiggleworks/index.html Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

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