UDL was inspired by Educators have created architecture: parallels in their classrooms:
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
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.
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.).
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
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.
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.
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.