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Megan UDL Poster2


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Megan UDL Poster2

  1. 1. Planning for Diversity: Universal Design for Learning in Gifted Education Megan Chrostowski, Dr. Marion Porath Vancouver School Board, Gifted Education and Faculty of Education, University of British Columbia, Canada What is Universal Design for Learning? !! a strategy for differentiating curriculum and instruction •! Architectural Foundations:!based in the universal design / universal access movement in architecture.! •! Created by the Centre for Applied Technology (CAST) in Wakefield, MA! •! Catalyst: school buildings were universally accessible; the school curriculum and instruction were not.! •! Mandate: to provide access to learning for the full diversity of students using flexible technology and individualized instruction and content. Foundations for UDL in Neurolearning:! •! UDL principles are based in research on the brain and learning the learning brain is organized into three neurolearning networks: •! all three networks must be engaged for real learning to take place. ! •! Neuroimaging everyone has a unique learning style and each learning network may be more or less developed than the others at any given developmental stage.! UDL and Technology:! •! UDL uses digital media to create flexible, customizable curricula. •! Traditional classroom materials and media (text and speech) are inflexible – one size fits all. •! New technology are flexible and can be customized for individual needs. o! Ebooks o! Screen readers o! Podcasts o! Digital images and video o! Web-based content Recognition Networks Strategic Networks Affective Networks Learning Barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational materials and methods.! - David Rose, CAST Leyla A., Toronto, Gr.2 Neuroscience for Kids: http:// faculty.washingto neurok.html http:// Can traditional, text-based curriculum and instruction serve the needs of both of these learners? Three Basic Principles of UDL: •! Multiple means of representation, to give diverse learners options for!acquiring information and knowledge! •! Multiple means of action and expression, to provide learners options for demonstrating what they know! •! Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation Multiple Means of Engagement: affective domain MOTIVATION Multiple Means of Expression: showing what you know PRODUCTS Multiple Means of Representation: auditory, visual, kinesthetic CONTENT UDL and Gifted / Twice Exceptional Learners •! The majority of gifted students are placed in the regular classroom environment due to: o! policies of inclusion! o! limited places in special programs! o! reduced budgets for gifted education o! the diverse nature of gifted learners: many Twice Exceptional students do not qualify for gifted programs •! !High variance in gifted learners' profiles: o! developmental differences over time lead to fluid patterns of strengths and weaknesses o! many gifted students have concomitant exceptionalities that require support, such as learning disabilities, developmental disorders, and social/emotional fragility •! Alternative modes of presentation of material and products: o! allows for a wide range of creative responses from gifted learners. •! !Technology as motivational hook: o! multi-media, digital environments and new technology appeal to many underachieving gifted learners - especially those who also have learning difficulties. •! Opening doors to gifted programs: o! assistive technology and alternative instructional and presentation formats described by UDL may provide access to gifted programs for Twice Exceptional learners and other highly able students with diverse learning needs. Provocation: Proponents of UDL report that it addresses the unique learning needs of all students, including highly gifted students. Is this true? Questions: •! Can using UDL to differentiate curriculum and instruction in the regular classroom address the gifted child’s need for both complexity and support for areas of weakness? •! Are gifted students with learning disabilities more successful in classrooms that use UDL principles to differentiate curriculum and instruction than their peers in regular classrooms that do not? How do they fare in comparison to peers in specialized classrooms for gifted students?