SlideShare a Scribd company logo
1 of 13
UDL
Universal Design for
     Learning
                                    By
                              Jessica Korsu
Reaching and Engaging All Learners through Technology (EDUC - 6714I - 2)
                            Walden University
                           Dr. Jaqueline Derby
Inspiration for UDL
• UDL provides alternatives so that every student can learn.
• The theory for UDL comes from the building and
  architectural world.
• There was a need to make buildings accessible to all people
  regardless of their disability.
• An example of UDL in the physical environment is a building
  with stairs and ramps. A building with only stairs isn’t
  accessible to people in a wheelchair or other motorized
  device. Adding a ramp to the building creates an alternative
  entrance for those who are disabled and in need of a
  wheelchair.
• Some other examples of UDL in the physical world are:
  Closed Captioning, Automatic doors, and elevators.
Principles of UDL and
  Instructional Methods
• UDL is a set of principles for curriculum
  design that give all individuals an equal
  opportunity to learn
• The three principles of UDL are:
  – Provide Multiple Means of Representation; the
    “what” of learning.
  – Provide Multiple Means of action and
    expression; the “how” of learning.
  – Provide Multiple Means of Engagement; the
    “why” of learning.
Instructional Methods
          Principle I
•   1. Provide students with multiple means of representation:
     –   Provide multiple examples that suit instructional needs as well as the learning
         needs of students. Using multi-media to create examples allows the teacher to
         save the examples as well as edit and manipulate them as needed.
     –   Highlight critical features to direct student learning. This can be done through
         changes in voice (tone, volume, pitch, pauses, etc.), variations in text, and digital
         animations.
     –   Provide Multiple Media and Formats. Giving students choice allows those with
         disabilities affecting a particular modality to access information through
         another one that they are stronger in. This allows learners to find a format that
         is appealing and works best for them. In addition, students feel a sense of
         leadership and control over their learning making them more motivated and
         successful.
     –   Support background knowledge. By reflecting on personal experiences and
         reviewing vocabulary, teachers can tie background knowledge into new patterns
         and information making the new information have meaning and therefore be
         understood better.
Instructional Methods
         Principle II
•   2. Provide students with multiple means of action and expression.
     – Present models in a variety of contexts such as small group, whole
       group, one-on-one, in person, online, etc. Using a variety of media helps
       learners understand critical features of a process.
     – Provide opportunities to practice with supports. Practicing skills in
       context is more effective for students than practicing skills in
       isolation.
     – Provide optional scaffolds to accommodate individual differences
       between learners.
     – Provide on-going relevant feedback. Feedback can come in many forms
       and is most effective when delivered in a supportive manner. This
       helps to build learners confidence. In addition, it helps learners
       develop self-monitoring skills.
     – Provide students with flexible opportunities for demonstrating a skill.
       This will allow students to choose a method that is suitable and
       comfortable for him/her.
Instructional Methods
            Principle III

•   3. Provide Multiple Means of Engagement
     – Offer choices of content and tools to increase student enthusiasm for
       learning.
     – CAST found that working with multi-media and the world wide web can
       break discouragement and re-engage learners who are stressed to
       lacking motivation.
     – When students are enjoying what they are learning their motivation
       can be fueled.
     – Provide adjustable levels of challenge. According to psychologist Lev
       Vygotsky (1962) students work better when they are in their “zone of
       proximal development.” The challenge should be beyond current
       capacity, but not out of reach.
     – The level of challenge should be adjusted for different learners.
     – Offer choice of rewards.
     – Offer choice of learning context.
Central Role of
    Technology in UDL
• To provide a variety of ways to
  present information to learners to
  ensure that their individual learning
  styles are addressed and students
  are engaged and motivated. UDL
  helps educators design curriculum
  that meets the needs of all learners.
Impact of UDL on
       Student Learning
• UDL has a huge impact on student learning.
   It helps students master learning and
  become expert learners.
• From UDL perspective expert learners are
  resourceful & knowledgeable, strategic &
  goal-directed, and purposeful & motivated.
• To find out more about UDL’s perspective
  on expert learners visit http://www.udlcenter.org/
  aboutudl/expertlearners
What does brain research
    tell us about learning
         differences?
•   Three networks of the brain:
Recognition Networks
    The “what” of learning
Strategic Networks
    The “how” of learning
Affective Networks
    The “why” of learning
•   These three networks of the brain tell us that people learn in different ways and
    different areas of the brain are accessed or stimulated through different teaching
    strategies and activities.
•   The recognition network processes patterns, the strategic network processes
    actions, and the affective network processes emotions and evaluates patterns.
•   Knowing about these networks allows educators to understand how the brain works
    and therefore understand learning differences better. If educators have a grasp on
    learning differences they can be better prepared to address and meet those
    differences successfully to create successful learning experiences for all learners.
cultural, ethnic, linguistic,
  and academic diversity?

• UDL supports various diversities
  among learners because it provides
  educators with an array of strategies
  and tools to differentiate instruction
  to meet the needs of all learners
  regardless of their cultural, ethnic,
  and/or academic diversity.
in UDL: How is this
         connected to brain
             research?
• To provide a variety of ways to present information to
  learners to ensure that their individual learning styles are
  addressed and students are engaged and motivated. UDL
  helps educators design curriculum that meets the needs of
  all learners.
• Brain research shows that the brain is made up of 3
  networks; recognition network, strategic network, and
  affective network. By providing a variety of ways to
  present information to learners educators are ensuring that
  individual learning styles are met and all networks of the
  brain are stimulated. Thus, creating an enriching and
  motivating learning environment for all learners.
CAST Online Tools
• The following are some CAST online tools that can
  be helpful when designing curriculum based on
  UDL practices.
• CAST, Inc. (2007–2011). Curriculum self-check:
  Explore resources. Retrieved from http://
  udlselfcheck.cast.org/resources.php#curriculum
• CAST, Inc. (2005–2011). UDL lesson builder.
  Retrieved from http://lessonbuilder.cast.org/
• CAST, Inc. (2006–2011). UDL book builder.
  Retrieved from http://bookbuilder.cast.org/
References
• Differentiated Instruction and Implications for UDL
  Implementation
   – http://aim.cast.org/learn/historyarchive/backgroundpapers/differentia
• Laureate Education, Inc. (Executive Producer). (2010).
  Universal Design for Learning (UDL). Baltimore, MD: Dr.
  Margaret McLaughlin.
• Laureate Education, Inc. (Executive Producer). (2010).
  Brain Research and UDL. Baltimore, MD: Dr. David Rose.
• National Center on Univeral Design for Learning
   – http://www.udlcenter.org/aboutudl/udltechnology
   – http://www.slideshare.net/JGSG420/universal-design-for-learning-udl-

More Related Content

What's hot

Web based learning [autosaved]
Web based learning [autosaved]Web based learning [autosaved]
Web based learning [autosaved]
Akhilajs2
 
Presentation on inclusive education
Presentation on inclusive education Presentation on inclusive education
Presentation on inclusive education
DFC2011
 
Using Technology to Meet the Needs of All Learners
Using Technology to Meet the Needs of All LearnersUsing Technology to Meet the Needs of All Learners
Using Technology to Meet the Needs of All Learners
Patty McGinnis
 
Universal Design for Learning
Universal Design for LearningUniversal Design for Learning
Universal Design for Learning
cindybuck
 
Aims and objectives
Aims and objectivesAims and objectives
Aims and objectives
Chris Hamper
 

What's hot (20)

Web based learning [autosaved]
Web based learning [autosaved]Web based learning [autosaved]
Web based learning [autosaved]
 
Presentation on inclusive education
Presentation on inclusive education Presentation on inclusive education
Presentation on inclusive education
 
What is eLearning?
What is eLearning?What is eLearning?
What is eLearning?
 
Introduction to Open Educational Resources (OER)
 Introduction to Open Educational Resources (OER) Introduction to Open Educational Resources (OER)
Introduction to Open Educational Resources (OER)
 
Using Technology to Meet the Needs of All Learners
Using Technology to Meet the Needs of All LearnersUsing Technology to Meet the Needs of All Learners
Using Technology to Meet the Needs of All Learners
 
UDL: Moving from Innovation to Implementation
UDL: Moving from Innovation to ImplementationUDL: Moving from Innovation to Implementation
UDL: Moving from Innovation to Implementation
 
مستحدثات تكنولوجيا التعليم
مستحدثات تكنولوجيا التعليممستحدثات تكنولوجيا التعليم
مستحدثات تكنولوجيا التعليم
 
Universal Design for Learning
Universal Design for LearningUniversal Design for Learning
Universal Design for Learning
 
E learning ppt
E learning pptE learning ppt
E learning ppt
 
Learner Controlled Instruction
Learner Controlled InstructionLearner Controlled Instruction
Learner Controlled Instruction
 
مستحدثات تكنولوجيا التعليم ومن أمثلتها : التعليم الإلكتروني - الفيديو التفاعل...
مستحدثات تكنولوجيا التعليم ومن أمثلتها : التعليم الإلكتروني - الفيديو التفاعل...مستحدثات تكنولوجيا التعليم ومن أمثلتها : التعليم الإلكتروني - الفيديو التفاعل...
مستحدثات تكنولوجيا التعليم ومن أمثلتها : التعليم الإلكتروني - الفيديو التفاعل...
 
Universal design-for-learning
Universal design-for-learningUniversal design-for-learning
Universal design-for-learning
 
Universal Design for Learning - Meeting the Needs of Learners
Universal Design for Learning - Meeting the Needs of LearnersUniversal Design for Learning - Meeting the Needs of Learners
Universal Design for Learning - Meeting the Needs of Learners
 
Aims and objectives
Aims and objectivesAims and objectives
Aims and objectives
 
Educational Technology
Educational TechnologyEducational Technology
Educational Technology
 
EDUCATIONAL TECHNOLOGY
EDUCATIONAL TECHNOLOGYEDUCATIONAL TECHNOLOGY
EDUCATIONAL TECHNOLOGY
 
BARRIERS AND BENEFITS OF INCLUSIVE EDUCATION
BARRIERS AND BENEFITS OF  INCLUSIVE   EDUCATION BARRIERS AND BENEFITS OF  INCLUSIVE   EDUCATION
BARRIERS AND BENEFITS OF INCLUSIVE EDUCATION
 
Universal Design for Learning: A framework for access and equity
Universal Design for Learning: A framework for access and equityUniversal Design for Learning: A framework for access and equity
Universal Design for Learning: A framework for access and equity
 
Model of Teaching
Model of TeachingModel of Teaching
Model of Teaching
 
Collaborative learning
Collaborative learningCollaborative learning
Collaborative learning
 

Viewers also liked

Udl In Your Classroom
Udl In Your ClassroomUdl In Your Classroom
Udl In Your Classroom
pstackhouse
 
Curriculum and pedagogy presentation
Curriculum and pedagogy presentationCurriculum and pedagogy presentation
Curriculum and pedagogy presentation
Nur Liyana
 
Experimental report heavy balloons
Experimental report heavy balloonsExperimental report heavy balloons
Experimental report heavy balloons
University of Hawaii
 
Visual, auditory and kinesthetic (vak) Model of Learning
Visual, auditory and kinesthetic (vak) Model of LearningVisual, auditory and kinesthetic (vak) Model of Learning
Visual, auditory and kinesthetic (vak) Model of Learning
TamsilaSehole
 
Multiple disabilities
Multiple disabilitiesMultiple disabilities
Multiple disabilities
Vanessa Cabag
 
What is pedagogy
What is pedagogyWhat is pedagogy
What is pedagogy
debmoral
 

Viewers also liked (20)

UDL Presentation at OCALI 2012
UDL Presentation at OCALI 2012UDL Presentation at OCALI 2012
UDL Presentation at OCALI 2012
 
National UDL Taskforce
National UDL TaskforceNational UDL Taskforce
National UDL Taskforce
 
Udl In Your Classroom
Udl In Your ClassroomUdl In Your Classroom
Udl In Your Classroom
 
Udl Presentation Feb07
Udl Presentation Feb07Udl Presentation Feb07
Udl Presentation Feb07
 
Curriculum and pedagogy
Curriculum and pedagogyCurriculum and pedagogy
Curriculum and pedagogy
 
Udl presentation by anna alexander
Udl presentation by anna alexanderUdl presentation by anna alexander
Udl presentation by anna alexander
 
Udl presentation pac_rim2
Udl presentation pac_rim2Udl presentation pac_rim2
Udl presentation pac_rim2
 
Pedagogy, curriculum and assessment
Pedagogy, curriculum and assessmentPedagogy, curriculum and assessment
Pedagogy, curriculum and assessment
 
Curriculum and pedagogy presentation
Curriculum and pedagogy presentationCurriculum and pedagogy presentation
Curriculum and pedagogy presentation
 
Curriculum And Pedagogy
Curriculum And PedagogyCurriculum And Pedagogy
Curriculum And Pedagogy
 
Experimental report heavy balloons
Experimental report heavy balloonsExperimental report heavy balloons
Experimental report heavy balloons
 
UD Synthesis CTG 2012
UD Synthesis CTG 2012UD Synthesis CTG 2012
UD Synthesis CTG 2012
 
Personal Learning Environments
Personal Learning EnvironmentsPersonal Learning Environments
Personal Learning Environments
 
Udl final presentation.ppt 1
Udl final presentation.ppt 1Udl final presentation.ppt 1
Udl final presentation.ppt 1
 
Personal Learning Environments: The future of education?
Personal Learning Environments: The future of education?Personal Learning Environments: The future of education?
Personal Learning Environments: The future of education?
 
Visual, auditory and kinesthetic (vak) Model of Learning
Visual, auditory and kinesthetic (vak) Model of LearningVisual, auditory and kinesthetic (vak) Model of Learning
Visual, auditory and kinesthetic (vak) Model of Learning
 
UDL
UDLUDL
UDL
 
Mastery learning
Mastery learningMastery learning
Mastery learning
 
Multiple disabilities
Multiple disabilitiesMultiple disabilities
Multiple disabilities
 
What is pedagogy
What is pedagogyWhat is pedagogy
What is pedagogy
 

Similar to Udl presentation

Sharing ideas and building resources
Sharing ideas and building resourcesSharing ideas and building resources
Sharing ideas and building resources
evonie82
 
App4 capozzolij
App4 capozzolijApp4 capozzolij
App4 capozzolij
jmcappy
 
Universal design for learning
Universal design for learningUniversal design for learning
Universal design for learning
nadiamj
 
UDL Presentation- APP4ChungH
UDL Presentation- APP4ChungHUDL Presentation- APP4ChungH
UDL Presentation- APP4ChungH
hchung723
 
Universal Design for Learning (UDL)
Universal Design for Learning (UDL)Universal Design for Learning (UDL)
Universal Design for Learning (UDL)
saraywalden
 
Integrated Aligned Design - Essentials
 Integrated Aligned Design - Essentials Integrated Aligned Design - Essentials
Integrated Aligned Design - Essentials
Ilene Dawn Alexander
 
App4 oliverj
App4 oliverjApp4 oliverj
App4 oliverj
joliver4
 
Universal Design for Learning Ideas and Resources
Universal Design for Learning Ideas and ResourcesUniversal Design for Learning Ideas and Resources
Universal Design for Learning Ideas and Resources
Steven Santiago
 
App4 austriadpowerpoint
App4 austriadpowerpointApp4 austriadpowerpoint
App4 austriadpowerpoint
deanaaustria
 
Udl presentation
Udl presentationUdl presentation
Udl presentation
RDwyer
 
Udl presentation
Udl presentationUdl presentation
Udl presentation
RDwyer
 

Similar to Udl presentation (20)

Sharing ideas and building resources
Sharing ideas and building resourcesSharing ideas and building resources
Sharing ideas and building resources
 
WK4AssgnMaxwellR UDL Presentation6714
WK4AssgnMaxwellR UDL Presentation6714WK4AssgnMaxwellR UDL Presentation6714
WK4AssgnMaxwellR UDL Presentation6714
 
M3+m+martens dragalin
M3+m+martens dragalinM3+m+martens dragalin
M3+m+martens dragalin
 
Universal Design for Learning
Universal Design for LearningUniversal Design for Learning
Universal Design for Learning
 
App4 capozzolij
App4 capozzolijApp4 capozzolij
App4 capozzolij
 
Universal design for learning
Universal design for learningUniversal design for learning
Universal design for learning
 
Reaching and Engaging All Learners Through Technology
Reaching and Engaging All Learners Through TechnologyReaching and Engaging All Learners Through Technology
Reaching and Engaging All Learners Through Technology
 
UDL Presentation- APP4ChungH
UDL Presentation- APP4ChungHUDL Presentation- APP4ChungH
UDL Presentation- APP4ChungH
 
Universal Design for Learning (UDL)
Universal Design for Learning (UDL)Universal Design for Learning (UDL)
Universal Design for Learning (UDL)
 
Udl vaughn c
Udl vaughn cUdl vaughn c
Udl vaughn c
 
Integrated Aligned Design - Essentials
 Integrated Aligned Design - Essentials Integrated Aligned Design - Essentials
Integrated Aligned Design - Essentials
 
Universal design for learning
Universal design for learningUniversal design for learning
Universal design for learning
 
App4 oliverj
App4 oliverjApp4 oliverj
App4 oliverj
 
Universal Design for Learning Ideas and Resources
Universal Design for Learning Ideas and ResourcesUniversal Design for Learning Ideas and Resources
Universal Design for Learning Ideas and Resources
 
Ppt universal design for learning (udl) for
Ppt universal design for learning (udl) forPpt universal design for learning (udl) for
Ppt universal design for learning (udl) for
 
Universal design of learning
Universal design of learningUniversal design of learning
Universal design of learning
 
App4 austriadpowerpoint
App4 austriadpowerpointApp4 austriadpowerpoint
App4 austriadpowerpoint
 
Udl presentation
Udl presentationUdl presentation
Udl presentation
 
Udl presentation
Udl presentationUdl presentation
Udl presentation
 
Learning & Teaching-Creating an accessible curriculum.pptx
Learning & Teaching-Creating an accessible curriculum.pptxLearning & Teaching-Creating an accessible curriculum.pptx
Learning & Teaching-Creating an accessible curriculum.pptx
 

Recently uploaded

會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
中 央社
 
ppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyes
ashishpaul799
 
IATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdffIATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdff
17thcssbs2
 

Recently uploaded (20)

會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
 
Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17
 
The Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational ResourcesThe Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational Resources
 
MichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdfMichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdf
 
Capitol Tech Univ Doctoral Presentation -May 2024
Capitol Tech Univ Doctoral Presentation -May 2024Capitol Tech Univ Doctoral Presentation -May 2024
Capitol Tech Univ Doctoral Presentation -May 2024
 
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdfPost Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
 
size separation d pharm 1st year pharmaceutics
size separation d pharm 1st year pharmaceuticssize separation d pharm 1st year pharmaceutics
size separation d pharm 1st year pharmaceutics
 
B.ed spl. HI pdusu exam paper-2023-24.pdf
B.ed spl. HI pdusu exam paper-2023-24.pdfB.ed spl. HI pdusu exam paper-2023-24.pdf
B.ed spl. HI pdusu exam paper-2023-24.pdf
 
Championnat de France de Tennis de table/
Championnat de France de Tennis de table/Championnat de France de Tennis de table/
Championnat de France de Tennis de table/
 
Application of Matrices in real life. Presentation on application of matrices
Application of Matrices in real life. Presentation on application of matricesApplication of Matrices in real life. Presentation on application of matrices
Application of Matrices in real life. Presentation on application of matrices
 
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
 
Basic_QTL_Marker-assisted_Selection_Sourabh.ppt
Basic_QTL_Marker-assisted_Selection_Sourabh.pptBasic_QTL_Marker-assisted_Selection_Sourabh.ppt
Basic_QTL_Marker-assisted_Selection_Sourabh.ppt
 
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
 
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdf
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdfPost Exam Fun(da) Intra UEM General Quiz - Finals.pdf
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdf
 
ppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyes
 
Matatag-Curriculum and the 21st Century Skills Presentation.pptx
Matatag-Curriculum and the 21st Century Skills Presentation.pptxMatatag-Curriculum and the 21st Century Skills Presentation.pptx
Matatag-Curriculum and the 21st Century Skills Presentation.pptx
 
factors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptxfactors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptx
 
IATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdffIATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdff
 
An Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptxAn Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptx
 
Research Methods in Psychology | Cambridge AS Level | Cambridge Assessment In...
Research Methods in Psychology | Cambridge AS Level | Cambridge Assessment In...Research Methods in Psychology | Cambridge AS Level | Cambridge Assessment In...
Research Methods in Psychology | Cambridge AS Level | Cambridge Assessment In...
 

Udl presentation

  • 1. UDL Universal Design for Learning By Jessica Korsu Reaching and Engaging All Learners through Technology (EDUC - 6714I - 2) Walden University Dr. Jaqueline Derby
  • 2. Inspiration for UDL • UDL provides alternatives so that every student can learn. • The theory for UDL comes from the building and architectural world. • There was a need to make buildings accessible to all people regardless of their disability. • An example of UDL in the physical environment is a building with stairs and ramps. A building with only stairs isn’t accessible to people in a wheelchair or other motorized device. Adding a ramp to the building creates an alternative entrance for those who are disabled and in need of a wheelchair. • Some other examples of UDL in the physical world are: Closed Captioning, Automatic doors, and elevators.
  • 3. Principles of UDL and Instructional Methods • UDL is a set of principles for curriculum design that give all individuals an equal opportunity to learn • The three principles of UDL are: – Provide Multiple Means of Representation; the “what” of learning. – Provide Multiple Means of action and expression; the “how” of learning. – Provide Multiple Means of Engagement; the “why” of learning.
  • 4. Instructional Methods Principle I • 1. Provide students with multiple means of representation: – Provide multiple examples that suit instructional needs as well as the learning needs of students. Using multi-media to create examples allows the teacher to save the examples as well as edit and manipulate them as needed. – Highlight critical features to direct student learning. This can be done through changes in voice (tone, volume, pitch, pauses, etc.), variations in text, and digital animations. – Provide Multiple Media and Formats. Giving students choice allows those with disabilities affecting a particular modality to access information through another one that they are stronger in. This allows learners to find a format that is appealing and works best for them. In addition, students feel a sense of leadership and control over their learning making them more motivated and successful. – Support background knowledge. By reflecting on personal experiences and reviewing vocabulary, teachers can tie background knowledge into new patterns and information making the new information have meaning and therefore be understood better.
  • 5. Instructional Methods Principle II • 2. Provide students with multiple means of action and expression. – Present models in a variety of contexts such as small group, whole group, one-on-one, in person, online, etc. Using a variety of media helps learners understand critical features of a process. – Provide opportunities to practice with supports. Practicing skills in context is more effective for students than practicing skills in isolation. – Provide optional scaffolds to accommodate individual differences between learners. – Provide on-going relevant feedback. Feedback can come in many forms and is most effective when delivered in a supportive manner. This helps to build learners confidence. In addition, it helps learners develop self-monitoring skills. – Provide students with flexible opportunities for demonstrating a skill. This will allow students to choose a method that is suitable and comfortable for him/her.
  • 6. Instructional Methods Principle III • 3. Provide Multiple Means of Engagement – Offer choices of content and tools to increase student enthusiasm for learning. – CAST found that working with multi-media and the world wide web can break discouragement and re-engage learners who are stressed to lacking motivation. – When students are enjoying what they are learning their motivation can be fueled. – Provide adjustable levels of challenge. According to psychologist Lev Vygotsky (1962) students work better when they are in their “zone of proximal development.” The challenge should be beyond current capacity, but not out of reach. – The level of challenge should be adjusted for different learners. – Offer choice of rewards. – Offer choice of learning context.
  • 7. Central Role of Technology in UDL • To provide a variety of ways to present information to learners to ensure that their individual learning styles are addressed and students are engaged and motivated. UDL helps educators design curriculum that meets the needs of all learners.
  • 8. Impact of UDL on Student Learning • UDL has a huge impact on student learning. It helps students master learning and become expert learners. • From UDL perspective expert learners are resourceful & knowledgeable, strategic & goal-directed, and purposeful & motivated. • To find out more about UDL’s perspective on expert learners visit http://www.udlcenter.org/ aboutudl/expertlearners
  • 9. What does brain research tell us about learning differences? • Three networks of the brain: Recognition Networks The “what” of learning Strategic Networks The “how” of learning Affective Networks The “why” of learning • These three networks of the brain tell us that people learn in different ways and different areas of the brain are accessed or stimulated through different teaching strategies and activities. • The recognition network processes patterns, the strategic network processes actions, and the affective network processes emotions and evaluates patterns. • Knowing about these networks allows educators to understand how the brain works and therefore understand learning differences better. If educators have a grasp on learning differences they can be better prepared to address and meet those differences successfully to create successful learning experiences for all learners.
  • 10. cultural, ethnic, linguistic, and academic diversity? • UDL supports various diversities among learners because it provides educators with an array of strategies and tools to differentiate instruction to meet the needs of all learners regardless of their cultural, ethnic, and/or academic diversity.
  • 11. in UDL: How is this connected to brain research? • To provide a variety of ways to present information to learners to ensure that their individual learning styles are addressed and students are engaged and motivated. UDL helps educators design curriculum that meets the needs of all learners. • Brain research shows that the brain is made up of 3 networks; recognition network, strategic network, and affective network. By providing a variety of ways to present information to learners educators are ensuring that individual learning styles are met and all networks of the brain are stimulated. Thus, creating an enriching and motivating learning environment for all learners.
  • 12. CAST Online Tools • The following are some CAST online tools that can be helpful when designing curriculum based on UDL practices. • CAST, Inc. (2007–2011). Curriculum self-check: Explore resources. Retrieved from http:// udlselfcheck.cast.org/resources.php#curriculum • CAST, Inc. (2005–2011). UDL lesson builder. Retrieved from http://lessonbuilder.cast.org/ • CAST, Inc. (2006–2011). UDL book builder. Retrieved from http://bookbuilder.cast.org/
  • 13. References • Differentiated Instruction and Implications for UDL Implementation – http://aim.cast.org/learn/historyarchive/backgroundpapers/differentia • Laureate Education, Inc. (Executive Producer). (2010). Universal Design for Learning (UDL). Baltimore, MD: Dr. Margaret McLaughlin. • Laureate Education, Inc. (Executive Producer). (2010). Brain Research and UDL. Baltimore, MD: Dr. David Rose. • National Center on Univeral Design for Learning – http://www.udlcenter.org/aboutudl/udltechnology – http://www.slideshare.net/JGSG420/universal-design-for-learning-udl-