2. Why this Topic
The purpose of this presentation is to highlight
the meaning of UDL (Universal Design for
Learning) and it’s critical elements while
equipping staff with technology resources to
support learning diversity in the classroom.
3. Learn about UDL
http://www.udlcenter.org/
Form small groups
Find three items that describe UDL
8. Support for UDL
● Need to teach in a way that students have multiple means for engaging in
curriculum (Edyburn, 2009).
● Student engagement decreases as students move through educational
system (Katz, 2013)
o UDL strategies support student engagement
o Supports students in poverty (Katz, 2013)
o Supports students with disabilities (Katz, 2013)
9. Critical Elements of UDL
1. Clear Goals
2. Planning for Learner Variability
3. Flexible Methods and Materials
● Representation (Principle I)
● Expression (Principle II)
● Engagement (Principle III)
4. Timely Progress Monitoring
11. UDL Toolkit
Toolkit Website
http://udltechtoolkit.wikispaces.com/
Staff will be given time to explore content areas
on the website. Report ways to use technology
focusing on skills, interests and strengths.
12. RIT Score Math Games
MAP Math practice by RIT score
http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/
Design a lesson using the website include how
it addresses the Critical Elements of UDL
13. RIT Score Reading Games
MAP Reading practice by RIT score
http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/reading.htm
Design a lesson using the website include how
it addresses the Critical Elements of UDL
14. Resources for UDL
These Websites will assist in your implementation of
UDL lessons
18. Resources Continued
Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher
Education and Special Education, 36(1), 7-27.
Edyburn, D. (2009). RTI and UDL interventions. Journal of Special Education Technology, 24(2), 46-47. Retrieved
fromhttp://search.proquest.com/docview/228486520?accountid=10269
Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115
Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian
Journal of Education, 36(1), 153-194. Retrieved from http://search.proquest.com/docview/1440186282?accountid=10269
Editor's Notes
Representation - Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential
Expression - Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
Engagement - Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
