Applying the Principles of Universal    Design for Learning TowardSuccessful Learning for All Students  SUCCESSFUL LEARNIN...
Applying the Principles of Universal    Design for Learning TowardSuccessful Learning for All Students     SUCCESSFUL LEAR...
thall@cast.orgDefine Accessibility:Introduce UDL
We find barriers toour goals manyplaces in nature.
What is Universal Design?• Not one size fits all – but alternatives  for everyone.• Not added on later – but designed  fro...
What is Universal Design?• Ramps• Curb Cuts• Electric Doors• Captions on Television• Easy Grip Tools…
What is Universal Design?            • Drawbacks of Retrofitting:               – Each retrofit solves only one           ...
UniversalDesignConsider ALLusers
An approach with Universal Design is simply     more practical, elegant, and effective,
Universal Design• It is always better to build in flexibilityfrom the beginning, rather than try to addit on later.
What is the link between   architecture and curriculum? –“Consider the needs of the broadest possible range of users from ...
Universal Design = access"The term universal design means a concept orphilosophy for designing and delivering productsand ...
Universal Design for LearningSection 103(24) UNIVERSAL DESIGN FOR LEARNING.-- The term `universal design for learning mea...
What do we mean by Universal?
What do we mean by Design?               Adjustable Challenge and               Support
What do we mean by Learning? Knowledge Multiple                                  What representations of informationSkills...
All Really Does                       Mean Allhttp://www.udlcenter.org/research/researchevidence/checkp
Three Core UDL Principles•   Multiple Means of Representation    – provides flexibility in the ways information is present...
The Neurological Foundation          Recognition                        Strategic                                    Affec...
The Neurological Foundation                    Recognition
The Neurological Foundation
The Neurological FoundationPeople        Adults, ChildrenFurniture     Chair, table, piano?Environment   wallpaper, framed...
The Neurological Foundation                    Strategic
The Neurological Foundation
The Neurological Foundation
The Neurological Foundation                      Affective
The Neurological Foundation
The Neurological Foundation
The UDL Connection
Principles of    Universal Design for Learning   • Multiple Means of Representation        – Recognition Networks   • Mult...
Putting it all Together
Learning in the Brain• differs according to the task• differs according to prior learning• differs according to the indivi...
Now you hear it, now you don’tInformation captured by the retina takes about 100milliseconds to reach the brain. To compen...
Now you see it, now you don’t • Information captured by the retina takes about 100   milliseconds to reach the brain. To c...
Expectation & Experience– The brain constitutes reality based on what it  perceives reflected by the mirror of past  exper...
What’s the Sum?Strategic            2+3= 5        5+8= 1            6 + 4 = 10    9+8= 5            7+2= 9        2 + 9 = ...
What’s the Sum?     9 + 1 = 10     9 + 2 = 11     9 + 3 = 12     9+4= 1     9+5= 2     9+6= 3
129        3    6
A Conceptual Shift  • Diversity is the norm  • Technology is flexible and    accessible (when planned)  • First focus on t...
How do we do it?http://www.cast.org/publications/UDLguidelines/version1.html
UDL Guidelines
Representation                                 Tale of Two Cities                                 …It was the best of time...
UDL Guidelines
UDL Guidelines
How do you like this?
How tall is a female if her femur is 46.2 centimeters                 long?     (h = height) Bone            Male         ...
Engagement• Influence choices• Filter out unimportant• Focus us toward challenging, enjoyable
UDL ImplementationA UDL frameworkassumes thatstudents withvarying needs willbe involved inlearning, and thatthe curriculum...
Universal Design for Learning• Curricula and tools designed to meet the  needs of all learners• Supports for diverse learn...
UDL Principles and Guidelines
Applying the Principles of Universal Design for Learning Toward Successful Learning for All Students
Applying the Principles of Universal Design for Learning Toward Successful Learning for All Students
Applying the Principles of Universal Design for Learning Toward Successful Learning for All Students
Applying the Principles of Universal Design for Learning Toward Successful Learning for All Students
Applying the Principles of Universal Design for Learning Toward Successful Learning for All Students
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Applying the Principles of Universal Design for Learning Toward Successful Learning for All Students

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June 27-28, 2011: Successful Learning Conference 2011: Universal Access for Learning and Behaviour Support

Presenters: Tracey Hall, CAST

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  • Thank you for this opportunity to speak here this week. Its both and honor and a pleasure to be here in Sidney and at the University to speak to you about Universal Deign for Learning and thi importance of designing education to meet the needs of all learners. Don’t worry about taking notes, not because what I will be saying isn’t noteworthy, but I will be posting these slides on the CAST website. www. CAST.org – search presentations
  • Thank you for this opportunity to speak here this week. Its both and honor and a pleasure to be here in Sidney and at the University to speak to you about Universal Deign for Learning and thi importance of designing education to meet the needs of all learners. Don’t worry about taking notes, not because what I will be saying isn’t noteworthy, but I will be posting these slides on the CAST website. www. CAST.org – search presentations
  • Our capacity to study the brain has changed dramatically – technology has allowed researchers to watch learning happen. Pet scan, cat scans and MRIs allow us to “see” when, where and under what conditions the brain burns sugar – an indicator of those neural networks firing. Helping us iwwth understanding learning and cognition.
  • Seconds on unexpected visitor
  • I’m a dog lover I have had 3 golden retrievers In my lifetime. So when I first viewed this image, I saw a dog sort of hanging out under the table.
  • Applying the Principles of Universal Design for Learning Toward Successful Learning for All Students

    1. 1. Applying the Principles of Universal Design for Learning TowardSuccessful Learning for All Students SUCCESSFUL LEARNING CONFERENCE 2011 Tracey E. Hall Tuesday 28 June, 2011
    2. 2. Applying the Principles of Universal Design for Learning TowardSuccessful Learning for All Students SUCCESSFUL LEARNING CONFERENCE 2011 Tracey E. Hall Tuesday 28 June, 2011 www.cast.org Search presentations
    3. 3. thall@cast.orgDefine Accessibility:Introduce UDL
    4. 4. We find barriers toour goals manyplaces in nature.
    5. 5. What is Universal Design?• Not one size fits all – but alternatives for everyone.• Not added on later – but designed from the beginning.• Not access for some – but access for everyone.
    6. 6. What is Universal Design?• Ramps• Curb Cuts• Electric Doors• Captions on Television• Easy Grip Tools…
    7. 7. What is Universal Design? • Drawbacks of Retrofitting: – Each retrofit solves only one local problem – Retrofitting can be costly – Many retrofits are UGLY!
    8. 8. UniversalDesignConsider ALLusers
    9. 9. An approach with Universal Design is simply more practical, elegant, and effective,
    10. 10. Universal Design• It is always better to build in flexibilityfrom the beginning, rather than try to addit on later.
    11. 11. What is the link between architecture and curriculum? –“Consider the needs of the broadest possible range of users from the beginning” -- Architect, Ron Mace
    12. 12. Universal Design = access"The term universal design means a concept orphilosophy for designing and delivering productsand services that are usable by people with thewidest possible range of functionalcapabilities, which include products and servicesthat are directly accessible (without requiringassistive technologies) and products andservices that are interoperable with assistivetechnologies." (Section 3(17)of Assistive Technology Act of 1998)
    13. 13. Universal Design for LearningSection 103(24) UNIVERSAL DESIGN FOR LEARNING.-- The term `universal design for learning means a scientifically valid framework for guiding educational practice that— ``(A) provides flexibility in the ways information is presented, in the waysstudents respond or demonstrate knowledge and skills, and in the waysstudents are engaged; and ``(B) reduces barriers in instruction, provides appropriate accommodations,supports, and challenges, and maintains high achievement expectations forall students, including students with disabilities and students who are limitedEnglish proficient.. U.S. Higher Education Opportunity Act of 2008
    14. 14. What do we mean by Universal?
    15. 15. What do we mean by Design? Adjustable Challenge and Support
    16. 16. What do we mean by Learning? Knowledge Multiple What representations of informationSkills Multiple options How for expression and actionAffectMultiple means Whyof engagement
    17. 17. All Really Does Mean Allhttp://www.udlcenter.org/research/researchevidence/checkp
    18. 18. Three Core UDL Principles• Multiple Means of Representation – provides flexibility in the ways information is presented,• Multiple Means of Action & Expression – in the ways students respond or demonstrate knowledge and skills, and• Multiple Means of Engagement – in the ways students are engaged
    19. 19. The Neurological Foundation Recognition Strategic Affective
    20. 20. The Neurological Foundation Recognition
    21. 21. The Neurological Foundation
    22. 22. The Neurological FoundationPeople Adults, ChildrenFurniture Chair, table, piano?Environment wallpaper, framed picturesLocale IndoorsEra Victorian
    23. 23. The Neurological Foundation Strategic
    24. 24. The Neurological Foundation
    25. 25. The Neurological Foundation
    26. 26. The Neurological Foundation Affective
    27. 27. The Neurological Foundation
    28. 28. The Neurological Foundation
    29. 29. The UDL Connection
    30. 30. Principles of Universal Design for Learning • Multiple Means of Representation – Recognition Networks • Multiple Means of Expression – Strategic Networks • Multiple Means of Engagement – Affective Networkshttp://www.udlcenter.org/aboutudl/udlguidelines
    31. 31. Putting it all Together
    32. 32. Learning in the Brain• differs according to the task• differs according to prior learning• differs according to the individual
    33. 33. Now you hear it, now you don’tInformation captured by the retina takes about 100milliseconds to reach the brain. To compensate for thislag, the brain predicts what the world will look like in thenear future and acts on this prediction rather than the realinformation at its disposal. C.C.Nuckols, 2006
    34. 34. Now you see it, now you don’t • Information captured by the retina takes about 100 milliseconds to reach the brain. To compensate for this lag, the brain predicts what the world will look like in the near future and acts on this prediction rather than the real information at its disposal. C.C.Nuckols, 2006
    35. 35. Expectation & Experience– The brain constitutes reality based on what it perceives reflected by the mirror of past experience– Neurons running from our brains to our senses outnumber those running from our senses to our brains 10:1– Perception is manipulated by expectation C.C.Nuckols, 2006
    36. 36. What’s the Sum?Strategic 2+3= 5 5+8= 1 6 + 4 = 10 9+8= 5 7+2= 9 2 + 9 = 11 4+3= 7 4+9= 1
    37. 37. What’s the Sum? 9 + 1 = 10 9 + 2 = 11 9 + 3 = 12 9+4= 1 9+5= 2 9+6= 3
    38. 38. 129 3 6
    39. 39. A Conceptual Shift • Diversity is the norm • Technology is flexible and accessible (when planned) • First focus on the curriculum – goals, assessments method, materials; then on individual students
    40. 40. How do we do it?http://www.cast.org/publications/UDLguidelines/version1.html
    41. 41. UDL Guidelines
    42. 42. Representation Tale of Two Cities …It was the best of times, it wasIT WAS the best of the worst of times, it was the age oftimes, it was the worst oftimes, it was the age of wisdom, it was the age ofwisdom, it was the ageof foolishness, it was the foolishness,epoch of belief, it wasthe epoch of incredulity,it was the season ofLight, it was the season IT WAS the best of times, it was the worst of times, it was the age ofof Darkness, it was the wisdom, it was the age of foolishness, it was the epoch of belief, it wasspring of hope, it was the the epoch of incredulity, it was the season of Light, it was the season ofwinter of despair, Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way- in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things in general were settled for ever.
    43. 43. UDL Guidelines
    44. 44. UDL Guidelines
    45. 45. How do you like this?
    46. 46. How tall is a female if her femur is 46.2 centimeters long? (h = height) Bone Male FemaleFemur h = 69.089 + h = 61.412 + 2.317F 2.238FTibia h = 81.688 + h = 72.572 + 2.533T 2.392THumerus h = 73.570 + h = 64.977 + 3.144H 2.970HRadius h = 80.405 + h = 73.502 + 3.876R 3.650R
    47. 47. Engagement• Influence choices• Filter out unimportant• Focus us toward challenging, enjoyable
    48. 48. UDL ImplementationA UDL frameworkassumes thatstudents withvarying needs willbe involved inlearning, and thatthe curriculumneeds to addressthis diversity.
    49. 49. Universal Design for Learning• Curricula and tools designed to meet the needs of all learners• Supports for diverse learners built in from the start• Frequently more effective for all learners, even “typically developing”
    50. 50. UDL Principles and Guidelines

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