UDL in Transition Programs and CBI

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  • Resource Information: Texthelp's products include: Read&Write GOLD, Fluency Tutor, Lexiflow, and SpeechStream. Read&Write GOLD for PC or Mac is a customizable easy-to-use toolbar that seamlessly integrates with mainstream applications allowing individuals to access reading, writing, studying, and research support tools from within programs they use every day. Web Apps allows: Read&Write users to access their favorite features in the Cloud, anywhere, anytime, on any device. Fluency Tutor is a web-based solution for developing and measuring oral reading fluency and comprehension. http://www.texthelp.com/
  • Microsoft Accessibility- The options described in the tutorial, such as StickyKeys, MouseKeys, FilterKeys, and selecting cursor size and color options are excellent examples of providing options in the mode of response. Click- N- Type - A virtual computer provides an alternative to a traditional keyboard to which some students with physical disabilities may not have access.
  • UDL in Transition Programs and CBI

    1. 1. LEARNING IN THE COMMUNITY  CALLAHAN CORNER- GARDENUNIVERSAL DESIGN FOR LEARNING IN COMMUNITY BASED INSTRUCTION SETTINGS ANDTRANSITION PROGRAMS DIANA B. GARCIA YUMA UNION HIGH SCHOOL DISTRICT #70 TRANSITION SPECIALIST OCTOBER 2012
    2. 2. UDL starting in the classroom and during community based instructionCALLAHAN CORNER- GARDEN: two highschools, transition programs. (we just Transition Program Classroomsadded on more school this month andwill be expanding )
    3. 3. •UDL is based on research and development by CAST (Center for Applied Special Technology) •UDL is inspired by the universal design in architecture •UDL shifts- learning differences Importance of UDLGuidelines and Approach
    4. 4. Learner Differences and The Learning Brain
    5. 5. Why is UDL necessary? “Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play: CAST(2011)
    6. 6. WHY UDL in our classroom and CBI? Hall, Meyer, and Rose (2012) states: Many students today’s classroom are confronted with major barriers to learning: inflexible, one-size-fits-all curricula. The UDL Guidelines offer all educators (teachers, administrators, tutors, or parents) a framework for understanding how learners vary and what types of tools and strategies they can use to help overcome unnecessary barriers. There barriers can occur across any of the three UDL principles and in any subject area. When successfully implemented, the Guidelines support teachers in their goal of developing expert learners: learners who are resourceful and knowledgeable, strategic and goal-directed, and purposeful and motivated. (p.23)
    7. 7. I. Provide Multiple Means of RepresentationGuideline 1: Provide options for perception  Provides options for perception – the “access” guideline. The guideline focuses on students getting access to content and breaking unintended barriers.  To provide resources that enable students to access transition and community text, content, and gain the opportunity to learn.  Video- of content materials, background knowledge and task analysis if necessary.  Software, apps providing text to speech
    8. 8. I. Provide Multiple Means of Representation Graphics and Pictures Tools like UDL Book Builder Livescribe Smart Pen
    9. 9. Applying UDL in a Transition class and/or Community- Based Instruction CALLAHAN CORNER- Community Garden Example: PowerPoint- Book (digital with text to speech) Videos as resources in order provide access Video: from beginning stage of the garden
    10. 10. I. Provide Multiple Means of RepresentationGuideline 3: Provide options for comprehension  Importance of supplying background knowledge  Providing models, scaffolds, highlighting critical features, big ideas and relationships  Guide information processing, transfer, and generalization of knowledge
    11. 11. 11 I. Provide Multiple Means of Representation Examples and Applied to Callahan Corner GardenExample of highlighting critical features:You will make your soil in a mixing pan.A trowel is used to mix the soil. Find the mixing pan and trowel. Provide forms to review background knowledge in different formats, interactive links for example: http://vfd.ifas.ufl.edu for plants and greenhouse videos.
    12. 12. II. Provide Multiple Means of Action and ExpressionGuideline 4: Provide options for physical action  Varying the methods for response and navigation  Optimize access to tools and assistive technologies In academic context, successful reading also frequently involves articulating or demonstrating one’s understanding of a text through note taking writing, oral discussion, or other tasks (Hall et al. 2012)
    13. 13. II. Provide Multiple Means of Action and Expression Examples and Applied to Transition Classroom Setting including Community based instruction  Click-N-Type  Microsoft Accessibility Options  TextHelp  Single Switch  Expanded Keyboards
    14. 14. II. Provide Multiple Means of Action and ExpressionTo provide tools for students that enablesphysical action and encourages learning:Students will access written materials andwill have access to respond using a variety ofresources.For examples lessons on planting andtransplanting plants at Callahan Corner
    15. 15. II. Provide Multiple Means of Action and ExpressionGuideline 5: provide options for expression andcommunication One means of expression, does not meets the needs of all students Students should have options to use: media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video in order to express or communicate “It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment.” Cast (2011).
    16. 16. II. Provide Multiple Means of Action and ExpressionGuideline 5: provide options for expression andcommunicationExamples: Students should be able to present materials in PowerPointdifferent formats Video Picture Tools and software One example and form on next slide 
    17. 17. Example of possible symbols The possibilities of expression and communication are really endless, especially as technology advances everyday. We could use paper- symbols, to ipads – apps, or CAST Learning tools. Finding the correct combination of tools that best fits the individual’s learning needs, is the goal.
    18. 18. III. Provide Multiple Means of EngagementGuideline 7: Provide options for recruiting interest To recruit interest:  Give students choice and independence and supports  Increase relevance, value, and authenticity  Small personal connection can gain engagement (Hall, Meyer, and Rose, 2012)
    19. 19. III. Provide Multiple Means of Engagement Examples and Applied to Transition Classroom Setting including Community based instruction Videos, TeacherTube and YouTube Voki Social Networking Relate Relevance with Careers and Jobs
    20. 20. Examples and Applied to Transition Classroom Setting including Communitybased instruction  Videos can be used in class as support to objectives and materials  Students can be given choices between the type of how they access the lessons and information whether in the classroom, community setting, and home with social media and networks.  Students can get feedback easier and stay engaged with digital technology, they are familiar with and use on a regular basis. For our Community Garden example, we can build a blog or wiki for the project with information, pictures, and questions for students to post and answer. Including, adding text to speech, audio, or video. III. Provide Multiple Means of Engagement
    21. 21. Solutions to Consider:  Train Staff on UDL- Specifically in relation to Transition and CBI  Training in small chunks for example beginning with this presentation  Building on each training, by adding tools and resources, making trainings interactive so staff can actually try things hands-on  Begin to consider how we can incorporateAddressing the UDL frameworks in all CBI and ProjectsProblem  Look at how employers and communityThe problem is having allTransition Programs and CBI agencies can consider UDL frameworks viawith UDL Framework in Mind our Community Transition Team
    22. 22. Tools, Resources, and ImagesCAST UDL Book Builder:http://www.cast.org/learningtools/book_builder/index.htmlLivescribe Smart Pen http://www.livescribe.com/en-us/Speak it!https://itunes.apple.com/us/app/speak-it!-text-to-speech/id408980592?mt=12TeacherTube http://www.teachertube.com/University of Florida, Virtual Field Day http://vfd.ifas.ufl.edu/Voki http://www.voki.com/YouTube http://www.youtube.com/WordPress http://wordpress.org/
    23. 23. ReferencesCAST. (2011). Universal design for learning guidelines version 2.0.Wakefield, MA: Author.Hall, T., Meyer, A., & Rose, D. H. (2012). Universal design for learning inthe classroom. New York, NY: The Guilford Press.Rose, D., Meyer A. (2009). A practical reader in universal design forlearning Cambridge, MA: Harvard Education PressRose, D., Meyer A. (2002). Teaching every student in the digital age.Alexandria, VA: ASCD PublicationsNational Center on Universal Design for Learning. (2010). UDL guidelines– version 2.0: Examples and resources. Retrieved fromhttp://www.udlcenter.org/implementation/examples/

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