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EDUC-6714I-4 Reaching and Engaging All Learners Through Technology -Walden University-APP4

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App4 Bradley F

  1. 1. Universal Design for Learning (UDL) By: Farena J. Bradley Walden University Dr. Rachel Bordelon EDUC 6714: Reaching and Engaging All Learners Through Technology January 29, 2010
  2. 2. “ The goal of education is not simply the mastery of knowledge; it is the mastery of learning. Education should help turn novice learners into expert learners-individuals who know how to learn, want to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning,” ( ). The Goal of Education
  3. 3. What is UDL? <ul><li>Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, that guides the development of flexible learning environments, accommodating individual learning differences. </li></ul><ul><li>- </li></ul>
  4. 4. UDL's Inspiration <ul><li>UDL was inspired by the universal design movement in architecture formulated by architect Ron Mace in the early 1990s. </li></ul><ul><li>Universal design designed buildings and homes to accommodate a wide group of users. </li></ul><ul><li>UDL applies that concept to education: that the curriculum be designed to accommodate all kind of learners. </li></ul><ul><li>“ Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” </li></ul><ul><li>-Ron Mace </li></ul><ul><li>North Carolina State University </li></ul><ul><li>~ </li></ul><ul><li>Examples of “Universal Design” in the Physical Environment: </li></ul><ul><li>Ramps, Curb Cut-Outs, & Escalators </li></ul>
  5. 5. 3 Principles The UDL Guidelines are organized according to the three main principles. These principles serve as a basis for building in the options and flexibility that are necessary to maximize learning opportunities for all students, ( ) <ul><li>I . Provide Multiple Means of Representation (the “what” of learning) </li></ul><ul><li>Lectures </li></ul><ul><li>Audio </li></ul><ul><li>Video </li></ul><ul><li>Hands-on Exercises </li></ul><ul><li>II. Provide Multiple Means of Action and Expression (the “how” of learning) </li></ul><ul><li>Written Essays </li></ul><ul><li>Projects </li></ul><ul><li>Portfolios </li></ul><ul><li>Journals </li></ul><ul><li>III. Provide Multiple Means of Engagement (the “why” of learning) </li></ul><ul><li>Face-to-Face Feedback </li></ul><ul><li>Class Blog </li></ul><ul><li>Web/Pod Casting </li></ul><ul><li>Telephone </li></ul>
  6. 6. Technology in UDL <ul><li>Technology gives teachers the ability to individualize education as well as instructional methods, assessments, and materials for individual students. </li></ul><ul><li>- National Universal Design for Learning Task Force </li></ul><ul><li>“ Using technology is a motivating way to simultaneously develop academic, social, career, functional, and technological skills,” (Salend, 2009). </li></ul>
  7. 7. Examples of Technology in UDL <ul><li>Examples include: </li></ul><ul><li>Virtual Field Trips </li></ul><ul><li>On-Screen Keyboards </li></ul><ul><li>Voice-to-Text Software </li></ul><ul><li>Digital Recorders </li></ul>
  8. 8. Impact of UDL on Student Learning at Macedonia Middle <ul><li>Implementing UDL at MMS, students will: </li></ul><ul><ul><li>Receive Higher Grades </li></ul></ul><ul><ul><li>Understand Content More </li></ul></ul><ul><ul><li>Become Self-Motivated </li></ul></ul><ul><ul><li>Become Self-Directed Learners </li></ul></ul><ul><ul><li>Enjoy Learning </li></ul></ul>
  9. 9. Brain Research & Learning Differences <ul><li>Recent research in neuroscience shows that each brain processes information differently, . </li></ul><ul><li>The Center for Applied Special Technologies (CAST) identified three primary brain networks and the roles they play in learning. </li></ul>
  10. 10. Networks of the Brain <ul><li> </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author. </li></ul>Recognition Network How we identify and categorize what we see, hear, and read . Processes Patterns Strategic Network How we organize and express our ideas. Processes Actions and Plans Affective Network How students are engaged and motivated. How they are challenged, excited, or interested. Processes Emotions
  11. 11. Meeting the Diverse Learning Needs of Students <ul><li>To meet the needs of diverse learners, teachers need to make “educational experiences more authentic and of greater value and reflect real life, which is multifaceted.” </li></ul><ul><li>Teachers can meet these needs by: </li></ul><ul><ul><li>Foster a learning community </li></ul></ul><ul><ul><li>Learn through a variety of learning strategies, learning experiences, and perspectives </li></ul></ul><ul><ul><li>Provide a variety of opportunities for interaction and collaboration among diverse learners </li></ul></ul><ul><ul><li>Teach students to use a wide variety of sources </li></ul></ul>-National Council of Teachers of English, 1995
  12. 12. Implementation of CAST Online Tools & Resources at Macedonia Middle <ul><li> </li></ul><ul><li>Use this site to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills. This resource can be used in our Special Education Department as well as any student . </li></ul><ul><li> </li></ul><ul><li>This site can help teachers apply UDL principles in their teaching to reach and engage all of their students. </li></ul><ul><li> </li></ul><ul><li>This site provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students </li></ul><ul><li>- </li></ul>Each of these tools will help enhance our efforts of meeting the diverse needs of students.
  13. 13. Resources <ul><li>Center for Applied Special Technology. (2009). UDL guidelines, version 1.0 Retrieved from . </li></ul><ul><li>Colorado State University. The History and Philosophy of UDL-The ACCESS Project. Retrieved January 26, 2010 from </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author. </li></ul><ul><li>National Center On Universal Design for Learning. Retrieved January 18, 2010 from . </li></ul>
  14. 14. Resources Continued <ul><li>National Universal Design for Learning Task Force. Retrieved January 20, 2010 from </li></ul><ul><li>Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from </li></ul><ul><li>Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48-58. Retrieved from Academic Search Premier database. </li></ul><ul><li>Universal Design for Learning. Retrieved January 26, 2010 from </li></ul><ul><li>Walden University. Course Home Page. Reaching and Engaging All Learners Through Technology. Retrieved January 4, 2010 from </li></ul>
  15. 15. THANK YOU!