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Debramorrispresentationudl

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Debramorrispresentationudl

  1. 1. Universal Design For Learning (UDL) Produced By: Debra Morris Walden University Student July 2012
  2. 2. Purpose of this presentation The purpose of this presentation is to provide an overview and information on the principals of Universal Design for Learning (UDL). The information provided in the overview can be found on the CAST site along with the other sites listed in this presentation.http://www.cast.org/teachingeverystudent/
  3. 3. What is UDL?Universal Design for Learning (UDL) is aframework for curriculum design thatfosters access to learning for everyone.
  4. 4. Audience:This presentation has been designed for educatorsk-12 who are interested in gaining a knowledge ofUDL and enhance their student’s instruction.Educators who have a strong desire to make thecurriculum and learning accessible for all learnerswill benefit from this presentation.
  5. 5. Timeline for thispresentation: Welcome and agenda (3 min.) Background of UDL (3 min.) Graphics for PAL and a UDL lesson Plan (3 min.) Handouts and Links (5 min.) Diversity (3 min.) Brain Research (3 min.) What can you do with UDL and how it affects student learning (5 min.) Technology (5 min.)
  6. 6. Handouts:Handouts are provided in yourpackets and can be located digitallyon the following website.http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstemplate.cfmHandouts:Curriculum BarriersGoal SetterProfile Maker
  7. 7. Links For Activities http://www.cast.org/teachingeverystudent /tools/main.cfm?t_id=10Great link from a teachers wiki!!!! http://udltechtoolkit.wikispaces.com/
  8. 8. What does UDL do? UDL helps identify and remove barriers from teaching methods and curriculum materials, enabling each student to engage with learning and to progress. UDL addresses each learners unique needs, background and interests by supporting customized methods, materials, and assessments.
  9. 9. Where did the concept of universal design stem from?Universal design in architecturerecognized the importance of buildingenvironments that were more in linewith the needs of an aging populationand the requirements of those personswith disabilities who were beingwelcomed into the general buildings.
  10. 10. Difference between UDL and UDUniversal Design in architecture aims to make the physical world accessible to all people.Universal Design for Learning aims to make learning accessible to all students.
  11. 11. Environments, and products werecritically examined by the originaladvocates of universal design inarchitecture resulting in important andlasting changes in building standards.
  12. 12. Examples of universally designed environments andproducts are increasingly present in our daily lives:curb cuts on sidewalks, closed caption text on televisionscreens, electronic doors for entryways to buildings.One of the important aspects of UD is that its inclusiveelements benefit all users, not just those withdisabilities.
  13. 13. It all has to do with diversity and diverse needsIt is vital that we consider diversity andplan for it. We have to consider a varietyof needs, ages, abilities and disabilities. Our population today is very diverse. Itis diverse inculture, abilities, disabilities, language, socioeconomics and family makeup.
  14. 14. Teachers have opportunitiesto enhance instructionalaccessibility. Teachers mustprepare for a broad range oflearners.
  15. 15. DiversityMany barriers exist that hinderstudents from being successful.Students come to the classroomwith cultural, ethnic, languageand academic differences. UDLallows the teacher to makelearning accessible for ALLstudents.
  16. 16. The Process of Planning for All Learners
  17. 17. UDL Lesson Plan *State *Title Standards *Wrap Up *Author *Subject*Grade Level Goals Assessment *Unit Goals *Lesson *Formative Goals *Summative*Duration Methods *Anticipatory *Unit Sets *Materials Description *Introduce and *Lesson Model NewDescription for Knowledge Today *Guided Practice *Independent Practice
  18. 18. The Brain – The Powerhouse How It Works
  19. 19. .
  20. 20. Instructional methods of these 3 networks:
  21. 21. How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an authors style are recognition tasks. Recognition Network (The “what” of Learning)  Deals with how we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an authors style are recognition tasks.  It is important to present information and content in different ways.
  22. 22. The recognition network is in the backarea of the head and involves theears, eyes, nose and throat. This areaallows us to identify and interpretsound, light, taste, smell, and touch. It isimportant to provide backgroundknowledge for students, use videos andallow them to explore thematerial, provide alternative means usingvisuals, highlighting.
  23. 23. Strategic Network(the “how” of learning) Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Differentiate the ways that students can express what they know
  24. 24. Strategic NetworkThis part of the brain allows you to move and do skills withmovement. It allows you to make plans and how to activatethose plans. This area plans, monitors and executes. Somestudents have difficulty organizing their thoughts. Teacherscan use technology to help with this weakness. Digitalgraphical organizers are a great resource. Teachers can also usescaffolding strategies in their instruction. Teachers can providealternative ways for students to communicate and respond.They can use oral, visual, multimedia and assistive technologytools. Since students use different strategies for organizingand activating plans, it is important for teachers to providechoices in tools.
  25. 25. Affective Network(the “why” of learning) How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. Stimulate interest and motivation for learning
  26. 26. The affective network is found at the core ofthe brain and is responsible for engagementand motivation. It has to do with emotion andallows us to evaluate what is important.Students should be allowed choices in whattools to use to gather information such ascameras and computers
  27. 27. All of these networks worktogether in allowing us toengage and interact in thelearning process.
  28. 28. Role of Technology & 3 Examples Research tells us that there is no one “model” of student. They are all unique and learn in various ways. They all have various ways of organizing, engaging and recognizing information. These differences give students strengths and weaknesses. Technology is a critical tool in working with these weaknesses and strengths.. Digital media provides for flexibility in the instruction and expands access to resources that benefit these learners. Examples of Technology may include: Smart Boards, Software programs that read for students (including various languages) such as Kurzweill, graphic organizer programs such as Mindview
  29. 29. Impact Of UDL On LearningUDL’s 3 principals parallel withthe 3 brain networks. Studentslearning is enriched andtailored for success. Teachersuse flexible materials andmedia. The are able to assessstudents accurately.
  30. 30. Incorporating these principlesand methods in theclassroom, allowsopportunities to address thediverse needs of ALL studentsin classroom.
  31. 31. UDL Tools:http://www.cast.org/learningtools/udl_self_heck/index.html Self Check: This is an evaluation tool. Teachers can gain insight and evaluate their classroom.http://www.cast.org/learningtools/lesson_builder/index.html Lesson Builder: Customizing standard based lessons can be utilized through this link.http://www.cast.org/book_builder/index.html Book Builder: Digital books can be created using this site in order to adjust the curriculum to the needs of the student.
  32. 32.  Universal Design does not mean “one size of learning fits all”. The focus is to accommodate a wide spectrum of students needs. The word “universal” refers to a flexible design that is specifically created to be used in diverse ways.
  33. 33.  UDL provides a blue print for creating instructional goals, methods, material s, and assessments that work for everyone!
  34. 34. Assessment of Presentation:(handout provided)5 4 3 2 1 Evaluation Categories The presentation was well organized. The presentation activities were practical and explained thoroughly. As a result of this presentation, I will meet the needs of diverse learners and utilize tools to help me in the classroom. Overall, personnel conducting the session exhibited the qualities essential to its success. (Consider creativity, specialized knowledge, communication skills, etc.) The strategies utilized, including instructional resources, were appropriate for meeting my educational concerns. Provisions were made for me and feedback was provided as needed.
  35. 35. Assessment continued: (handout provided) List one favorite even/aspect of the presentation: List one area of the presentation that could be improved:

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