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OPEN  DOORS EVERYBODY GETS IN
Universal Design For  Learning <ul><li>Instructional approach that opens opportunities for all students </li></ul>
UDL <ul><li>Builds maximum flexibility into curriculum </li></ul>
<ul><li>Provides every student with maximum opportunity to learn </li></ul>
Where we came from……………. Architectural Design Principles
Everyone working on the same skill but doing it at their level
<ul><li>Video 1 </li></ul>
Weightroom Example
Why is UDL necessary Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals th...
RECOGNITION NETWORKS <ul><li>The “what” of learning </li></ul><ul><li>How we gather facts and categorize what we see, hear...
Support diverse recognition networks Provide students with multiple ways to take in, organize and make sense of new inform...
STRATEGIC NETWORKS <ul><li>The “how” of learning </li></ul><ul><li>Planning and performing tasks. How we organize and expr...
Support diverse strategic networks  Provide students with multiple approaches, knowledge and strategies for learning. <ul>...
Affective Networks <ul><li>The “why” of learning </li></ul><ul><li>How learners get engaged and stay motivated. How they a...
Support diverse affective networks   Provide students with engaging activities that include multiple levels of challenge, ...
Recognition Network to Instructional Methods <ul><li>1. Exaggerate lightness differences between foreground and background...
Provide options for perception
Provide options for language, mathematical expressions, and symbols
Provide options for comprehension
Strategic Networks to Instructional Methods
Provide options for physical action
Provide options for expression and communication
Provide options for executive functions
Affective Networks to Instructional Methods
Provide options for recruiting interest
Provide options for sustaining effort and persistence
Provide options for self-regulation
TTYN (Talk To Your Neighbor) <ul><li>Think about your own learning preferences. What supports would you want to be sure we...
Central Role of Technology in UDL  <ul><li>More opportunities </li></ul><ul><li>More experience leads to increased knowled...
CAST www.cast.org Multiple means of representation Content Multiple means of expression Product Multiple means of engageme...
Universal Design for Learning A Lesson Plan: To Kill a Mockingbird <ul><li>Video streaming </li></ul><ul><li>Digital Photo...
Universal Design for Learning: 8 th  Grade History Studying for the End of the Unit Exam Mr.  Langhorst’s  Virtual Classroom
Studycast and Graphic Organizer –  8 th  grade American HistoryConstitutional Powers
How we’ve been doing business…
Today’s   classroom : <ul><li>Teachers must deliver instruction to diverse groups of students who come from a variety of c...
Changes in the World Economy <ul><li>We are currently preparing students for jobs that don’t yet exist . . . </li></ul><ul...
What we know about student learning: <ul><li>Students need to be able to: </li></ul><ul><li>Recognize information, ideas, ...
When the task is too difficult for learner When the task is too easy for learner ZONE OF  PROXIMAL DEVELOPMENT
Right amount  of support High   engagement Challenge is  appropriate
Brain research <ul><li>Recent research in neuroscience confirms that…  </li></ul>each brain processes information differen...
cultural, ethnic, linguistic, and academic diversity
CAST On-Line Tools
CAST UDL Book Builder What is it?
Book Builder in my classroom <ul><li>Social Skills Scenarios </li></ul>
CAST UDL Curriculum Self-Check  Free online tool that helps educators build options and flexibility into each element of t...
Curriculum Self-Check in my classroom <ul><li>How well are my current Units meeting the diverse needs of my students.  </l...
CAST UDL Lesson Builder  Free online tool that teaches educators to customize standards-based curriculum to meet individua...
Lesson Plan Builder in my classroom <ul><li>Lessons that work for everyone </li></ul>
Thank-you
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Open doors presentation

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Open doors presentation

  1. 1. OPEN DOORS EVERYBODY GETS IN
  2. 2. Universal Design For Learning <ul><li>Instructional approach that opens opportunities for all students </li></ul>
  3. 3. UDL <ul><li>Builds maximum flexibility into curriculum </li></ul>
  4. 4. <ul><li>Provides every student with maximum opportunity to learn </li></ul>
  5. 5. Where we came from……………. Architectural Design Principles
  6. 6. Everyone working on the same skill but doing it at their level
  7. 7. <ul><li>Video 1 </li></ul>
  8. 8. Weightroom Example
  9. 9. 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:
  10. 10. RECOGNITION NETWORKS <ul><li>The “what” of learning </li></ul><ul><li>How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. </li></ul>
  11. 11. Support diverse recognition networks Provide students with multiple ways to take in, organize and make sense of new information <ul><li>Provide multiple examples </li></ul><ul><li>Highlight critical features (Big Idea) </li></ul><ul><li>Provide multiple media format </li></ul><ul><li>Support background context knowledge </li></ul>Center for Applied Special Technologies, CAST www.cast.org
  12. 12. STRATEGIC NETWORKS <ul><li>The “how” of learning </li></ul><ul><li>Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. </li></ul>
  13. 13. Support diverse strategic networks Provide students with multiple approaches, knowledge and strategies for learning. <ul><li>Provide flexible models of skilled performance. (conspicuous strategies) </li></ul><ul><li>Provide opportunities to practice with scaffolds. (supported practice) </li></ul><ul><li>Provide on-going relevant feedback. </li></ul><ul><li>Offer flexible opportunities to demonstrate skill. </li></ul>Center for Applied Special Technologies, CAST www.cast.org
  14. 14. Affective Networks <ul><li>The “why” of learning </li></ul><ul><li>How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. </li></ul>
  15. 15. Support diverse affective networks Provide students with engaging activities that include multiple levels of challenge, variety of content and support. <ul><li>Offer choices of content and tools. </li></ul><ul><li>Offer adjustable levels of challenge. </li></ul><ul><li>Offer choice of rewards </li></ul><ul><li>Offer choice of learning context. </li></ul>Center for Applied Special Technologies, CAST www.cast.org
  16. 16. Recognition Network to Instructional Methods <ul><li>1. Exaggerate lightness differences between foreground and background colors, and avoid using colors of similar lightness adjacent to one another, even if they differ in saturation or hue. </li></ul>
  17. 17. Provide options for perception
  18. 18. Provide options for language, mathematical expressions, and symbols
  19. 19. Provide options for comprehension
  20. 20. Strategic Networks to Instructional Methods
  21. 21. Provide options for physical action
  22. 22. Provide options for expression and communication
  23. 23. Provide options for executive functions
  24. 24. Affective Networks to Instructional Methods
  25. 25. Provide options for recruiting interest
  26. 26. Provide options for sustaining effort and persistence
  27. 27. Provide options for self-regulation
  28. 28. TTYN (Talk To Your Neighbor) <ul><li>Think about your own learning preferences. What supports would you want to be sure were in place for you? </li></ul>
  29. 29. Central Role of Technology in UDL <ul><li>More opportunities </li></ul><ul><li>More experience leads to increased knowledge </li></ul><ul><li>More flexibility in curriculum </li></ul><ul><li>Maximum opportunities </li></ul>
  30. 30. CAST www.cast.org Multiple means of representation Content Multiple means of expression Product Multiple means of engagement Process
  31. 31. Universal Design for Learning A Lesson Plan: To Kill a Mockingbird <ul><li>Video streaming </li></ul><ul><li>Digital Photos </li></ul><ul><li>Electronic text </li></ul><ul><li>Talking Books </li></ul><ul><li>Visual Map </li></ul><ul><li>Spark Notes– text and audio </li></ul><ul><li>Low Tech Tools </li></ul><ul><li>Vocabulary Support </li></ul>
  32. 32. Universal Design for Learning: 8 th Grade History Studying for the End of the Unit Exam Mr. Langhorst’s Virtual Classroom
  33. 33. Studycast and Graphic Organizer – 8 th grade American HistoryConstitutional Powers
  34. 34. How we’ve been doing business…
  35. 35. Today’s classroom : <ul><li>Teachers must deliver instruction to diverse groups of students who come from a variety of cultures with varying languages, learning styles, abilities and disabilities. </li></ul><ul><li>These students are included in the General Education classroom. </li></ul><ul><li>Educational demands are on the rise </li></ul><ul><ul><li>Shift from acquiring knowledge to integrating knowledge </li></ul></ul><ul><ul><li>Higher curriculum standards </li></ul></ul><ul><ul><li>All students are held to the same standards </li></ul></ul>
  36. 36. Changes in the World Economy <ul><li>We are currently preparing students for jobs that don’t yet exist . . . </li></ul><ul><li>Using technologies that haven’t been invented . . . </li></ul><ul><li>In order to solve problems we don’t even know are problems yet. </li></ul><ul><ul><ul><li>David Warlick in “The New Literacy” </li></ul></ul></ul>
  37. 37. What we know about student learning: <ul><li>Students need to be able to: </li></ul><ul><li>Recognize information, ideas, and concepts, </li></ul><ul><li>Apply effective strategies to process the information and </li></ul><ul><li>Be engaged in the process. </li></ul><ul><li>Vygotsky </li></ul>
  38. 38. When the task is too difficult for learner When the task is too easy for learner ZONE OF PROXIMAL DEVELOPMENT
  39. 39. Right amount of support High engagement Challenge is appropriate
  40. 40. Brain research <ul><li>Recent research in neuroscience confirms that… </li></ul>each brain processes information differently . The way we learn is as individual as DNA or fingerprints. Center for Applied Special Technologies, CAST www.cast.org
  41. 41. cultural, ethnic, linguistic, and academic diversity
  42. 42. CAST On-Line Tools
  43. 43. CAST UDL Book Builder What is it?
  44. 44. Book Builder in my classroom <ul><li>Social Skills Scenarios </li></ul>
  45. 45. CAST UDL Curriculum Self-Check Free online tool that helps educators build options and flexibility into each element of the curriculum (goals, methods, materials, and assessments) in order to reach and engage all students.
  46. 46. Curriculum Self-Check in my classroom <ul><li>How well are my current Units meeting the diverse needs of my students. </li></ul>
  47. 47. CAST UDL Lesson Builder Free online tool that teaches educators to customize standards-based curriculum to meet individual learning needs.
  48. 48. Lesson Plan Builder in my classroom <ul><li>Lessons that work for everyone </li></ul>
  49. 49. Thank-you

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