   UDL was inspired by      Educators have created    architecture:             parallels in their                      ...
 Universal Design for Learning is based on each  student’s need for individualized learning  opportunities. Teachers use...
 1. "Provide multiple and flexible methods of presentation to                              give students with diverse lea...
   Recognition Networks                 Vary the speed or timing of   The “what” of learning                video, anim...
   Strategic Networks                   Provide alternatives for physically   The “how” of learning                 int...
   Affective Networks                 Vary the sequence or timing for   The “why” of learning               completion ...
Brain research has shown            CAST online offers many tools forthat students require                educators, stud...
The Advocacy Institute. (2008-2010). National Universal       Design For Learning Task Force. Retrieved from       http://...
Universal design for learning
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Universal design for learning

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Universal design for learning

  1. 1.  UDL was inspired by  Educators have created architecture: parallels in their classrooms:
  2. 2.  Universal Design for Learning is based on each student’s need for individualized learning opportunities. Teachers use “flexible approaches that can be customized and adjusted for individual needs” (CAST). UDL is based on three principles that ensure all students receive equal opportunities for success. For a quick video definition of UDL click Here http://cast.org/udl/index.html
  3. 3.  1. "Provide multiple and flexible methods of presentation to give students with diverse learning styles various ways of acquiring information and knowledge“ (Advocacy Institute, 2008-2010).Principles  2. "Provide multiple and flexible means of expression to provide diverse students with alternatives for demonstrating what they have learned“ (Advocacy Institute, 2008-2010).  3. "Provide multiple and flexible means of engagement to tap into diverse learners‘ interests, challenge them appropriately, and motivate them to learn“ (Advocacy Institute, 2008-2010).  1. Activate background knowledge thoughExamples of Classroom Use manipulatives, dramatic representations, and graphic organizers.  2. Provide multiple assessment formats to meet the needs of each type of learner.  3. Motivate students by offering them choices, adjustable levels of challenge, and rewards.
  4. 4.  Recognition Networks  Vary the speed or timing of The “what” of learning video, animation, sound, simulations, etc.  Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language.  Provide descriptions (text or spoken) for all images, graphics, video, or animations.  Embed visual, non-linguistic Through the use of supports for vocabulary assistive/adaptive technologies clarification (pictures, videos, teachers can: etc.).
  5. 5.  Strategic Networks  Provide alternatives for physically The “how” of learning interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard.  Select software that works seamlessly with keyboard alternatives and alt keys.  Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video.  Use web applications (e.g., wikis, Through the use of animation, presentation). assistive/adaptive technologies  Prompt learners to identify the teachers can: type of feedback or advice that they are seeking
  6. 6.  Affective Networks  Vary the sequence or timing for The “why” of learning completion of subcomponents of tasks.  Include activities that foster the use of imagination to solve novel and relevant problems, or make sense of complex ideas in creative ways.  Use charts, calendars, schedules, visibl e timers, cues, etc. that can increase the predictability of daily activities and transitions. Through the use of  Offer devices, aids, or charts to assistive/adaptive technologies assist individuals in learning to teachers can: collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviors.
  7. 7. Brain research has shown  CAST online offers many tools forthat students require educators, students, and parents:differentiated approaches to  Teaching Every Student (TES) offers modellearning. Applying lessons, interactivetechnology resources to UDL activities, tutorials, curriculumand the principles of brain resources, and other tools.research in learning will  For teachers, Strategy Tutor provides a wayensure that all students have to easily create web-based lessons embeddedan opportunity to beacademically successful. with research-based, highly effective learning strategy and vocabulary supports.  CAST UDL Edition’s learning features include leveled supports and a Texthelp Toolbar for accessibility and language features; context-specific multimedia glossaries and enrichment activities; and multimedia background resources.  All three of these resources are great tools will help for implementing the principles of UDLteachers create differentiated school-wide. They will help teachers set upcontent and in turn this willhelp students receive higher their curriculums with tools to help allgrades, have higher levels of students learn.motivation, have a better  For more information visitunderstanding of the http://cast.org/learningtools/index.htmlcontent, and therefore enjoylearning more.
  8. 8. The Advocacy Institute. (2008-2010). National Universal Design For Learning Task Force. Retrieved from http://www.advocacyinstitute.org/UDL/index.shtml.CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.

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