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  1. 1. UDL Universal Design for Learning
  2. 2. UDL Beginnings <ul><li>Inspired by Architecture </li></ul><ul><li>Buildings once designed with only stairs needed to be modified for accessibility by everyone </li></ul>
  3. 3. UDL Beginnings <ul><li>To make buildings more accessible, things were added such as stairs and elevators </li></ul><ul><li>With education focusing more on meeting the needs of all students, people began to look at UDL from an education standpoint </li></ul>
  4. 4. UDL Beginnings <ul><li>IDEA </li></ul><ul><ul><li>Individuals with Disabilities Education Act </li></ul></ul><ul><ul><li>Mandates that ALL students are taught and progress within the general curriculum </li></ul></ul><ul><ul><li>The central idea upon which UDL has found its place within the classroom </li></ul></ul>
  5. 5. UDL Beginnings <ul><li>UDL </li></ul><ul><ul><li>Provides flexibility into the classroom </li></ul></ul><ul><ul><li>Every student has the maximum opportunity to learn </li></ul></ul><ul><ul><li>Looks for the focus to change in the classroom so that education benefits all of the students </li></ul></ul><ul><ul><ul><li>We must provide ramps and elevators in learning </li></ul></ul></ul>
  6. 6. 3 Principles of UDL <ul><li>Principle 1: Provide multiple means of representation. </li></ul><ul><ul><li>Perception </li></ul></ul><ul><ul><ul><li>Learners require different ways of approaching content. </li></ul></ul></ul><ul><ul><li>Language, Expressions, and Symbols </li></ul></ul><ul><ul><ul><li>Present content in multiple representations </li></ul></ul></ul><ul><ul><li>Comprehension </li></ul></ul><ul><ul><ul><li>Teaching learners how to turn information into usable knowledge </li></ul></ul></ul>
  7. 7. Principle 1: Provide multiple means of representation. <ul><li>Examples </li></ul><ul><ul><li>Enlarging text </li></ul></ul><ul><ul><li>Translation software </li></ul></ul><ul><ul><li>Sound adjustments </li></ul></ul><ul><ul><li>Graphic Organizers and physical models </li></ul></ul><ul><ul><li>Multiple forms of vocabulary (pictures, graphics, compare and contrast) </li></ul></ul><ul><ul><li>Video </li></ul></ul><ul><ul><li>Concept maps </li></ul></ul><ul><ul><li>Connect prior knowledge </li></ul></ul><ul><ul><li>Outlines </li></ul></ul><ul><ul><li>Interactive models </li></ul></ul><ul><ul><li>Text to speech software </li></ul></ul><ul><ul><li>Physical movement </li></ul></ul>
  8. 8. 3 Principles of UDL <ul><li>Principle 2: Provide Multiple Means of Action and Expression </li></ul><ul><ul><li>Physical Action </li></ul></ul><ul><ul><ul><li>Provide materials with which all learners can interact </li></ul></ul></ul><ul><ul><li>Expression and Communication </li></ul></ul><ul><ul><ul><li>Provide alternate modalities in expression </li></ul></ul></ul><ul><ul><li>Executive Function </li></ul></ul><ul><ul><ul><li>Allowing learners to take advantage of their environment </li></ul></ul></ul>
  9. 9. Principle 2: Provide Multiple Means of Action and Expression <ul><li>Examples </li></ul><ul><ul><li>Alternates to responding </li></ul></ul><ul><ul><li>Alternates to interaction </li></ul></ul><ul><ul><li>Message Boards </li></ul></ul><ul><ul><li>Chat </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Digital Story </li></ul></ul><ul><ul><li>Spell Check </li></ul></ul><ul><ul><li>Concept maps </li></ul></ul><ul><ul><li>Goal setting </li></ul></ul><ul><ul><li>Objectives </li></ul></ul><ul><ul><li>Stop and think </li></ul></ul><ul><ul><li>Show and explain </li></ul></ul><ul><ul><li>Checklists </li></ul></ul><ul><ul><li>Graphic Organizers </li></ul></ul><ul><ul><li>Reflection </li></ul></ul><ul><ul><li>Role-Playing </li></ul></ul><ul><ul><li>Peer assessment </li></ul></ul>
  10. 10. 3 Principles of UDL <ul><li>Principle 3: Provide Multiple Means of Engagement </li></ul><ul><ul><li>Recruiting interests </li></ul></ul><ul><ul><ul><li>Gain interests of students in multiple ways and knowing the learner </li></ul></ul></ul><ul><ul><li>Sustaining effort and persistence </li></ul></ul><ul><ul><ul><li>Capture the long lasting attention of the students </li></ul></ul></ul><ul><ul><li>Self-regulation </li></ul></ul><ul><ul><ul><li>Students are able to take control of their learning </li></ul></ul></ul>
  11. 11. Principle 3: Provide Multiple Means of Engagement <ul><li>Examples </li></ul><ul><ul><li>Challenge </li></ul></ul><ul><ul><li>Rewards and recognition </li></ul></ul><ul><ul><li>Appeal to various cultures and diversity </li></ul></ul><ul><ul><li>Discussions </li></ul></ul><ul><ul><li>Routines </li></ul></ul><ul><ul><li>Set goals </li></ul></ul><ul><ul><li>Freedom and alternatives in learning </li></ul></ul><ul><ul><li>Cooperative learning </li></ul></ul><ul><ul><li>Reflection </li></ul></ul><ul><ul><li>Mentoring </li></ul></ul><ul><ul><li>Simulations </li></ul></ul><ul><ul><li>Rubrics </li></ul></ul>
  12. 12. UDL and Technology <ul><li>Technology provides avenues for appealing to a wide range of learners </li></ul><ul><li>Examples </li></ul><ul><ul><li>VoiceThread </li></ul></ul><ul><ul><li>Concept Mapping </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>SmartBoards </li></ul></ul><ul><li>Examples (cont.) </li></ul><ul><ul><li>Movie making Software </li></ul></ul><ul><ul><li>Text Translation and speech </li></ul></ul><ul><ul><li>PowerPoint </li></ul></ul><ul><ul><li>PhotoStory </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Games </li></ul></ul><ul><ul><li>Remediation Website </li></ul></ul>
  13. 13. UDL and Student Learning <ul><li>Alternatives </li></ul><ul><ul><li>Different avenues for every student to learn </li></ul></ul><ul><li>Flexibility </li></ul><ul><ul><li>Differentiating curriculum and activities within the classroom </li></ul></ul><ul><li>WITH UDL, ALL STUDENTS HAVE AN OPPORTUNITY TO LEARN! </li></ul>
  14. 14. 3 Networks of the Brain <ul><li>Recognition Networks </li></ul><ul><li>Strategic Networks </li></ul><ul><li>Affective Networks </li></ul>
  15. 15. Recognition Networks <ul><li>The “What” of learning. </li></ul><ul><li>Processes patterns </li></ul><ul><ul><li>The senses (touch, smell, taste, see, hear) </li></ul></ul><ul><li>Necessary to provide multiple representation </li></ul>
  16. 16. Strategic Networks <ul><li>The “How” of learning. </li></ul><ul><li>Processes Actions and Plans </li></ul><ul><ul><li>Executing skills </li></ul></ul><ul><li>Necessary to offer multiple means of expression </li></ul>
  17. 17. Affective Networks <ul><li>The “Why” of learning. </li></ul><ul><li>Processes emotions and evaluates patterns </li></ul><ul><li>Necessary to provide multiple means of engagement </li></ul>
  18. 18. UDL and Diversity <ul><li>As mentioned before, UDL provides multiple avenues for the student to learn </li></ul><ul><li>The focus of UDL is for the learner to have more than one way to reach a proficient level of learning </li></ul><ul><li>By implementing the UDL design teachers are becoming pro-active in being aware of the different needs and interests of students </li></ul>
  19. 19. UDL and Diversity <ul><li>UDL’s purpose to be flexible and provide alternatives </li></ul><ul><ul><li>Meets multiple needs </li></ul></ul><ul><ul><ul><li>Language </li></ul></ul></ul><ul><ul><ul><li>Culture </li></ul></ul></ul><ul><ul><ul><li>Gender </li></ul></ul></ul><ul><ul><ul><li>Style </li></ul></ul></ul><ul><ul><ul><li>Preference </li></ul></ul></ul><ul><ul><ul><li>Ethnicity </li></ul></ul></ul>
  20. 20. Revisiting Technology <ul><li>All of the technologies listed previously cater to multiple brain networks. </li></ul><ul><ul><li>All provide multiple representations, expressions, and engagement </li></ul></ul><ul><li>They also provide avenues for diverse learners </li></ul><ul><ul><li>For example, the text to speech software can help ELLs or students who have trouble with text. </li></ul></ul>
  21. 21. CAST Tools and UDL <ul><li>UDL Lesson Builder </li></ul><ul><ul><li>Provides a format to build lessons to engage all learners. </li></ul></ul><ul><li>UDL Class Profile Maker </li></ul><ul><ul><li>A guide for helping teachers observe the strengths and weaknesses of each student. </li></ul></ul><ul><li>UDL CAST Strategy Tutor </li></ul><ul><ul><li>Helps students and teachers use the internet more effectively by allowing for better techniques and organization in doing research on the internet. </li></ul></ul>
  22. 22. References <ul><li>CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/ </li></ul><ul><li>National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010). Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author. </li></ul><ul><li>Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning . Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/ </li></ul>