U.D.LUniversal Design for LearningUDL is a framework for designing educational environments that help all students gain knowledge, skills, and enthusiasm for learning.
UDL is a framework with three guiding principles that parallel three distinct learning networks in the brain: recognition,strategy, and affect (Rose & Meyer, 2002).
Three Basic Principals of UDL:1. Provide multiple and flexible methods of presentation to give students various ways of acquiring information and knowledge.2. Provide multiple and flexible means of expression to provide diverse students with alternatives for demonstrating what they have learned.3. Provide multiple and flexible means of engagement to tap into diverse learners interests, challenge them appropriately, and motivate them to learn.
1. Provide multiple and flexiblemethods of presentation to givestudents various ways of acquiringinformation and knowledge. Digitalbooks specialized software, and Web sites Highlighted handouts overheads with highlighted text cards with tactile or color-coded ink.
2. Provide multiple and flexible meansof expression to provide diversestudents with alternatives fordemonstrating what they havelearned. online concept mapping software speech-to-text programs graphing to a computer cooperative learning think alouds oral tests.
3. Provide multiple and flexible meansof engagement to tap into diverselearners interests, challenge themappropriately, and motivate them tolearn. interactive software recorded readings or books visual graphics. games or songs performance-based assessment peer tutoring.
With Digital media… UDL ispowerful for educators Digital materials can be modified easily and efficiently from one media type to another instantaneously. For example, one might modify text to speech, speech to text, image to text, depending on the needs of the student. As a result, Individualization for student learning is easier to customize. This is a key component for the diverse classroom.
How can technology help youdesign instruction to support UDLlearning styles and methods?First, you must learn how the brain works…
According to Rose & Meyer (2002), “Thenotion of broad categories of learners-smart,not smart, disabled, not disabled, regular,not regular-is a gross oversimplification thatdoes not reflect reality.”By focusing on a single learner trait, otherqualities are missed. Learning how the brainworks will have a significant impact on whattypes of learning activities are most effectivein today’s classroom.
The three brain networks and the three types of learning recognition strategic affective
Recognition networks – are specialized to receive and analyze information (the "what" of learning) Provide multiple examples; Highlight critical features; Provide multiple media and formats; and Support background context.
Strategic Networks – arespecialized to plan and executeactions (the "how" of learning) Provide flexible models of skilled performance; Provide opportunities to practice with supports; Provide ongoing, relevant feedback; and Offer flexible opportunities for demonstrating skill.
Affective networks are specializedto evaluate and set priorities(the "why" of learning). Offer choices of context and tools; Offer adjustable levels of challenge; Offer choices of learning content; and Offer choices of rewards.
How can UDL and technologymethods impact cultural, ethnic,linguistic, and academicdiversities? Students have options ,for example: text to speech and large print for visually impaired or linguistic/cultural issues new-age hearing devices such as Isense for hearing impaired, Visual aids and graphic organizers for Visual learners Videos and concept mapping for auditorial learners.
Other Useful Resources to Aidwith UDL and Technology: CAST - The Center for Applied SpecialTechnology, funded by the Office ofSpecial Education Programs (OSEP), at theU.S. Department of Education, has devisedteaching methods that support each of thethree UDL principles.- This site offers various learning andteaching resources.
1. Check Your Curriculum – This site willhelp you to see where are yousucceeding at reaching all of yourlearners in your lessons and units. It willalso help you to see where might youwant to consider other instructionaloptions and what types of impact doyou expect your next steps to have onstudent learning.http://udlselfcheck.cast.org/
2. Curriculum Content Resourceshttp://udlselfcheck.cast.org/resources.phpMath:National Library of Virtual Manipulatives forInteractive MathThe NLVM is a resource from which teachersmay freely draw to enrich theirmathematics classrooms.http://nlvm.usu.edu/en/nav/vlibrary.html
3. The UDL Solutions Finder gives youpractice in an online environmentapplying CASTs three UDL principles toderive alternative media, materials,and methods when planning a lessonor a unit of curriculum. http://www.cast.org/teachingeverystude nt/tools/udlsolutionsfinder.cfm
ReferencesCAST, Inc. (2002–2011). Teaching every student: Tools andactivities. Retrievedfrom http://www.cast.org/teachingeverystudent/tools/OSEP Ideas that work. Retrieved fromhttp://www.osepideasthatwork.org/udl/intro.aspRose, D., & Meyer, A. (2002). Teaching every student in thedigital age: Universal design for learning. Retrievedfromhttp://www.cast.org/teachingeverystudent/ideas/tes/http://udl-stuff.wikispaces.com/http://udltechtoolkit.wikispaces.com/home