N.B. Individual students may be counted multiple times e.g., 50% of students with learning disabilities may also have ADHD
Or these various personal situations…
Erlc webinar oct 9
Making Connections:Kathy HoweryERLC Webinar SeriesFall 2012
Goals for this series:Step 1 - Introduce UDL as proactive curricular design thatleverages diversity and technology to reduce or eliminateinappropriate challenges (barriers) to learningStep 2 – Explore Differentiated Instruction as instructionaldesign that is responsive to the particular needs of students inyour class.Step 3- Introduce the PM as a planning framework for thosestudents who need something more, or significantlydifferent, in order to actively and meaningfully participateand achieve their educational goals.
UDL and DI are often confused as bothultimately have many of the sameaims: to provide appropriate instructionfor the diversity of students who arebeing taught in today’s inclusiveclassrooms.
Meaningful Participation forEach: Participation Model
This Series:UDL Proactive DesignDI Responsive InstructionPM Individualized Planning
UDL DI PMApproach is… Proactive Responsive IndividualizedFocus is on… Environment Groups of Individual Learners Learner NeedsSolution Eliminating Compensatory Remedial/involves… barriers Strategies Specialized interventions/Su pports KHOWERY 09/10/2012
How this will work…WebinarsOctober 9, December 7, February 15Wikihttps://erlc.wikispaces.com/Making+Connections+UDL%2C+DI+and+Individualized+SupportsNinghttp://reachingallstudents.ning.com/group/making-connections-webinar-pilot?xgi=2P72dXVMPune4f&xg_source=msg_invite_groupOpen Q & ADates to be determinedhttp://www.doodle.com/7bxfq8erdrtns9b6
Universal Design Extension of architectural concept of Universal Design Designing for the divergent needs of special populations increases usability for everyone.
To many people the term seems to imply that UDL is a quest for a single, one size- fits-all, solution that will work for everyone. In fact, the very opposite is true.The essence of UDL is flexibility and the proactive inclusion of alternatives.
Our current system? Combining the medical model (to be abnormal is to be unhealthy) and the statistical model (abnormally large or abnormally small amounts of measured characteristic)… turns behavior patterns into pathological signs. (Skrtic, 1986)
Changing our ThinkingFrom DIS-ability to VARI-ability
Something new?“The new challenge of inclusion is tocreate schools in which our day-to-dayefforts no longer assume that a particulartext, activity, or teaching mode will “work”to support any particular students’learning” Ferguson, 1995
What is new?The Disabled Curriculum rather than the Disabled Child!http://www.udlcenter.org/aboutudl/udlcurriculum/disabledcurricula
Social construction of (Dis) Ability The social model suggests it is society that causes the individual with (physical or psychological) differences to be disabled. In other words individuals with impairments are not disabled by their impairments but by the barriers that exist in society constructed for the “norm”. http://www.brainhe.com/TheSocialMo delofDisabilityText.html
Ableism An ableist society is said to be one that treats non-disabled individuals as the standard of “normal living”, which results in public and private places and services, education, and social work that are built to serve standard people, thereby inherently excluding those with various disabilities. WikipediaKHOWERY 09/10/2012
Ableism in Education (Hehir, 2008) Applied to schooling and child development… the devaluation of disability results in societal attitudes that uncritically assert that: It is better for a child to walk than roll Read print than read braille Spell independently than use a spell checker Hang out with with non-disabled children rather than only with other disable children.KHOWERY 09/10/2012
Let’s think about disability 09/10/2012KHOWERY
What about in the Educational Environment? Disability = a Mismatch between learner needs and education offered Disability is artifact of lack of appropriate relationship between the learner and the learning environment or education delivery. Jutta Treviranus
Disabled CurriculumThe traditional, one-size-fits-all curriculum is proving to be an entirely inadequate solution for problems that plague our schools in this era of standards-based reform. CAST
Universal Design for Learningis a set of principles for curriculumdevelopment that give all individualsequal opportunities to learn.
The Curriculum Programs of Study Provincial Assessment Resources Instruction & Classroom Assessment
CAST:Center for Applied Special Technology Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. www.cast.org
Universal Design for Learning calls for ... * Multiple means of representation, to give learners various ways of acquiring information and knowledge, * Multiple means of action and expression, to provide learners alternatives for demonstrating what they know, * Multiple means of engagement, to tap into learners interests, offer appropriate challenges, and increase motivation.KHOWERY 09/10/2012
UDL GuidelinesFrom the three principles, nine guidelines have been developedthat form the primary foundation of UDL.The guidelines articulate the principles but their main purpose isto guide educators and curriculum developers in usingevidence- based means of addressing the range of variabilitythat any classroom typically experiences.
What barriers might thesestudents experience?PhysicalPolicyPracticeAttitudeKnowledgeCurricular
Universal Design for LearningAn educational approach that aims to increase access to learning for all students by reducing physical, cognitive, intellectual, organizat ional and other barriers.
Think Different Expected Learner Variability Proactive Reduction of Barriers Plan for and provide Flexibility
Diversity Profile What is the diversity of students you can expect in your classrooms? What might be barriers to their learning success?
CAST GuidelinesThe UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. For each of these areas, specific "Checkpoints" for options are highlighted, followed by examples of practical suggestions.http://www.udlcenter.org/aboutudl/udlguidelines
Go to the Guidelines http://www.cast.org/library/UDLguidelines/index.html Google “udl Guidelines”
Principle 1: RepresentationStudents 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 better through visual or auditory means rather than from printed text.
Flexible Means of Representation You Tube Comics
More ideas for Representation Digital resources www.LearnAlberta.ca Book Rags http://www.bookrags.com/ 60 Second Recap http://www.60secondrecap.com/ YouTube http://www.youtube.com/watch?v=DzAtEqFU3Lc&feature =related
Options for ComprehensionMCGill’s The Brain from Top to Bottomhttp://thebrain.mcgill.ca/Free Online Automatic Text Summarization Toolhttp://www.textcompactor.com/
Principle 2: Action & Expression Students differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant motor disabilities (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (e.g., executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in writing text but not oral speech, and vice versa.
Principle 3 : EngagementStudents differ markedly in the ways in which they can be engaged or motivated to learn.Some students are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine.
Universal Design for LearningUsing digital materials & pervasive technologies in the classroom we can create a more accessible and flexible environment for all students.
The Future is in the MarginsWhen new technologies move beyond their initial stage of development, innovations in curriculum design, teaching strategies and policies will be driven by the needs of students “at the margins”, those for whom present technologies are least effective- most prominently, students with disabilities.The beneficiaries of these innovations will be ALL students. Rose & Meyer, 2000
The Steve Jobs Model for Educational Reform"If you read the front pages of the New YorkTimes, they will tell you that technologys promisehas not yet been realized in terms of studentperformance. My answer is, of course not. If wesimply attached computers to leeches, medicinewouldnt be any better today than it was in the19th century either. You dont get change byplugging in computers to schools designed for theindustrial age. You get it by deploying technologythat rewrites the rules of the game." -RUPERT MURDOCH
Rewriting the rules of the game!Flexible MATERIALSFlexible instructional METHODSClear Accessible GOALSAccessible & Authentic ASSESSMENT
Clearly Defined GoalsYou need to know what your goal is to understand and set up how this will work!Goals the reduce barriers for expected student diversity
UDL GoalsThe key is to design a goal that representsthe true purpose of the learning activity.Clear goals enable us to determine whichalternative pathways and scaffolds canbe used to meet diverse learning needswhile keeping the learning challengewhere it belongs.
Separating the means from the ends UDL Goals http://marylandlearninglinks.org/1023
Separating the Goal from the Means: Writing Goals and Objectives that Increase Access*Goals/Objectives that LIMIT Access: Goals/Objectives that ALLOW Access:Instead of … Try …The student will write… The student will express… The student will generate…The student will read… The student will receive information…The student will spell… The student will select…The student will compute… The student will solve…The student will define… The student will show… * From Gargiulo & Metcalf (2010) p. 270
ELA Programs of StudyGrade 9 General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.Grade 1 Specific Learner Outcome 2.1 talk about print or other media in texts previously read or viewed
Universally Designed AssessmentMust clearly understand what we are assessing!Reduce Construct Irrelevant Variance!Multiple pathways to demonstrating success.Be authentic!
Goal of UDLCreating learning and learningenvironments which provide meaningfulaccess for every learner Support Challenge
So Let’s Review:1. UDL is about expecting diversity!2. UDL is proactive!3. UDL is about accessibility! Technology can get us there.4. UDL is about appropriate goals that do not define the means.5. UDL is about reducing construct irrelevant variance!6. UDL is not one size fits all!7. UDL is the beginning not the end!
Why UDL? Why am in interested in using UDL as a planning framework? What change am I hoping for as a result of proactively designing UDL goals, methods, materials, and assessments? How will I know this change has occurred, or is occurring?
What is our expected Diversity Profile?What barriers might these studentsencounter?
UDL PlanningStep 1: Accessible GOALSWhat will the students learn?Programs of Study: Learner Outcomes General Learner Outcomes Specific Learner OutcomesWhat is the GOAL of this lesson? BE INTENTIONAL.Are the goals achievable in a variety of means? LOOKFOR BARRIERSAre the goals achievable by students I can expect to be inmy class?How might I need to reconsider? Reframe my goals?
UDL PlanningStep 2: Accessible & Flexible ResourcesWhat resources & materials do I currently have?Authorized Resources Learn Alberta Textbooks ManipulativeAre the materials accessible to the expected diversity ofstudents?Are the materials appropriate for the expected diversity ofstudents? LOOK FOR BARRIERSHow might I access DIGITAL RESOURCES?What kind of technologies are available to my class?
UDL PlanningStep 3: Flexible MethodsWhat instructional methods do I currently use? Lecture Demonstration TextAre my methods accessible to the expected diversity ofstudents?Are my methods appropriate for the expected diversityof students? LOOK FOR BARRIERSHow might I plan for increased flexibility in my methods?How might I DIFFERENTIATE my methods?
UDL PlanningStep 4: AssessmentWhat assessment methods do I currently use? Paper & Pencil Demonstration ProductsDo I have a one-size-fits all assessment process?Are my assessments accessible to the expected diversity of students?Are my assessments appropriate for the expected diversity of students?LOOK FOR BARRIERSHow might I reduce construct irrelevant variance?How might I offer appropriate choice in students demonstration oflearning?How might I need to design rubrics in a UDL based lesson?
Webinar 2:Now that we have proactively designedexpecting diversity what do we do to differentiateinstruction and provide appropriate supports.Differentiate based on: Readiness Interests Preferences