Making Connections:Kathy HoweryERLC Webinar SeriesFall 2012
Goals for this series:Step 1 - Introduce UDL as proactive curricular design thatleverages diversity and technology to redu...
UDL and DI are often confused as bothultimately have many of the sameaims: to provide appropriate instructionfor the diver...
Meaningful Participation forEach: Participation Model
This Series:UDL Proactive DesignDI Responsive InstructionPM Individualized Planning
UDL             DI             PMApproach is… Proactive       Responsive     IndividualizedFocus is on…   Environment Grou...
How this will work…WebinarsOctober 9, December 7, February 15Wikihttps://erlc.wikispaces.com/Making+Connections+UDL%2C+DI+...
Today’s Topic:Universal Design for Learning
What do you think of when youthink of UDL?
Universal Design Extension of architectural concept of Universal Design     Designing for the divergent needs of special  ...
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 ...
What about Design?
Who are we designing learning for?
The Illusory Average Student
Our current system? Combining the medical model (to be abnormal is to be unhealthy) and the statistical model (abnormally ...
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 p...
What is new?The Disabled Curriculum rather than the Disabled Child!http://www.udlcenter.org/aboutudl/udlcurriculum/disabl...
Social construction of (Dis) Ability                       The social model suggests it is                        society...
Ableism  An ableist society is said to be one that treats   non-disabled individuals as the standard of   “normal living”...
Ableism in Education (Hehir, 2008) Applied to schooling and child development… the  devaluation of disability results in s...
Let’s think about disability                                 09/10/2012KHOWERY
Dis-abling barriers.
Think of a time you have feltdis-abled…
What about in the Educational Environment? Disability = a Mismatch between learner needs  and education offered Disability...
Disabled CurriculumThe traditional, one-size-fits-all curriculum is proving to be an entirely inadequate solution for pro...
Universal Design for Learningis a set of principles for curriculumdevelopment that give all individualsequal opportunities...
Curriculum?  How do you define curriculum?
The Curriculum                Programs of Study                                       Provincial                          ...
CAST:Center for Applied Special Technology Universal Design for Learning is a set of principles for curriculum development...
Universal Design for Learning calls for ...      * Multiple means of representation, to give     learners various ways of ...
UDL GuidelinesFrom the three principles, nine guidelines have been developedthat form the primary foundation of UDL.The gu...
Flexibility still requires Pedagogy!Flexible MATERIALSFlexible instructional METHODSClear Accessible GOALSAccessible &...
How do we get there?Designing an educational system to teach all students that will also support individualized and flexi...
WHO are these diverse students in Alberta schools?
In an Alberta school of   500 students,we might expect to see…
•25 students                  with learning disabiliti•40    studentswith AD/HD
45     students who livebelow the poverty line•40     students whose firstlanguage is not English orFrench•25        stud...
•7      studentswith autism                   •5      students                   with FASD
• At least   1   studentwith a physicaldisability                           • 15      students                           w...
•7   students requiringsupport for mentalhealth issues                          •8    students with severe                ...
• 100 studentswho will not finishhigh school within 5years
Diversity could also mean …Differences in:  background knowledge and   experience  learning preferences  learning stren...
Diversity could also mean…
What barriers might thesestudents experience?PhysicalPolicyPracticeAttitudeKnowledgeCurricular
Universal Design for LearningAn educational approach that aims to increase access to learning for all students by reducin...
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 ...
CAST GuidelinesThe UDL Guidelines are organized according to the three main principles of UDL that address representation,...
KHOWERY   09/10/2012
Go to the Guidelines http://www.cast.org/library/UDLguidelines/index.html Google “udl Guidelines”
Principle 1: RepresentationStudents differ in the ways that they perceive and comprehend information that is presented to...
Flexible Means of Representation You Tube                          Comics
Wikipedia
More ideas for Representation Digital resources  www.LearnAlberta.ca Book Rags  http://www.bookrags.com/ 60 Second Re...
Options for ComprehensionMCGill’s The Brain from Top to Bottomhttp://thebrain.mcgill.ca/Free Online Automatic Text Summari...
http://www.cast.org/learningtools/index.htmlUDL EditionsBookBuilder
Principle 2: Action & Expression  Students differ in the ways that they can navigate a   learning environment and express ...
Physical ActionWriting Toolshttp://udltechtoolkit.wikispaces.com/Writing+toolsVirtual Manipulativeshttp://www.conceptuamat...
Flexible Means of Expression
Strategies and Scaffoldshttp://sciencewriter.cast.org/welcome
Strategy Support http://cst.cast.org/cst/auth-loginCast Strategy Tutor
Principle 3 : EngagementStudents differ markedly in the ways in which they can be engaged or motivated to learn.Some stude...
The Why of Learning!!
But without ACCESS there canbe no Engagement!
Universal Design for LearningUsing digital materials & pervasive technologies in the classroom we can create a more access...
The Future is in the MarginsWhen new technologies move beyond their initial stage of development, innovations in curriculu...
The promise of new technologies
Sounds easy, right?
The Steve Jobs Model for      Educational Reform"If you read the front pages of the New YorkTimes, they will tell you that...
Rewriting the rules of the game!Flexible MATERIALSFlexible instructional METHODSClear Accessible GOALSAccessible & Aut...
Clearly Defined GoalsYou need to know what your goal is to understand and set up how this will work!Goals the reduce bar...
UDL GoalsThe key is to design a goal that representsthe true purpose of the learning activity.Clear goals enable us to det...
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: ...
The Planning Pyramid
ELA Programs of StudyGrade 9 General Outcome 2 Students will listen, speak, read, write, view and  represent to comprehen...
AssessmentDo we know what we are assessing?
Universally Designed                      AssessmentMust clearly understand what we are assessing!Reduce Construct Irrel...
Goal of UDLCreating learning and learningenvironments which provide meaningfulaccess for every learner               Suppo...
So Let’s Review:1. UDL is about expecting diversity!2. UDL is proactive!3. UDL is about accessibility! Technology can get ...
Why UDL? Why am in interested in using UDL as a planning  framework? What change am I hoping for as a result of  proacti...
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...
UDL PlanningStep 2: Accessible & Flexible ResourcesWhat resources & materials do I currently have?Authorized Resources    ...
UDL PlanningStep 3: Flexible MethodsWhat instructional methods do I currently use? Lecture Demonstration TextAre my method...
UDL PlanningStep 4: AssessmentWhat assessment methods do I currently use?  Paper & Pencil  Demonstration  ProductsDo I hav...
Questions? Comments?
Webinar 2:Now that we have proactively designedexpecting diversity what do we do to differentiateinstruction and provide a...
khowery@ualberta.ca
Erlc webinar oct 9
Erlc webinar oct 9
Erlc webinar oct 9
Erlc webinar oct 9
Erlc webinar oct 9
Erlc webinar oct 9
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  • Break out groups.
  • 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

    1. 1. Making Connections:Kathy HoweryERLC Webinar SeriesFall 2012
    2. 2. 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.
    3. 3. 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.
    4. 4. Meaningful Participation forEach: Participation Model
    5. 5. This Series:UDL Proactive DesignDI Responsive InstructionPM Individualized Planning
    6. 6. 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
    7. 7. 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
    8. 8. Today’s Topic:Universal Design for Learning
    9. 9. What do you think of when youthink of UDL?
    10. 10. Universal Design Extension of architectural concept of Universal Design Designing for the divergent needs of special populations increases usability for everyone.
    11. 11. 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.
    12. 12. What about Design?
    13. 13. Who are we designing learning for?
    14. 14. The Illusory Average Student
    15. 15. 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)
    16. 16. Changing our ThinkingFrom DIS-ability to VARI-ability
    17. 17. 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
    18. 18. What is new?The Disabled Curriculum rather than the Disabled Child!http://www.udlcenter.org/aboutudl/udlcurriculum/disabledcurricula
    19. 19. 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
    20. 20. 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
    21. 21. 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
    22. 22. Let’s think about disability 09/10/2012KHOWERY
    23. 23. Dis-abling barriers.
    24. 24. Think of a time you have feltdis-abled…
    25. 25. 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
    26. 26. Disabled CurriculumThe 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
    27. 27. Universal Design for Learningis a set of principles for curriculumdevelopment that give all individualsequal opportunities to learn.
    28. 28. Curriculum? How do you define curriculum?
    29. 29. The Curriculum Programs of Study Provincial Assessment Resources Instruction & Classroom Assessment
    30. 30. 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
    31. 31. 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
    32. 32. 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.
    33. 33. Flexibility still requires Pedagogy!Flexible MATERIALSFlexible instructional METHODSClear Accessible GOALSAccessible & Authentic ASSESSMENT
    34. 34. How do we get there?Designing an educational system to teach all students that will also support individualized and flexible instruction designed to teach each studentExpect Learner Variability
    35. 35. WHO are these diverse students in Alberta schools?
    36. 36. In an Alberta school of 500 students,we might expect to see…
    37. 37. •25 students with learning disabiliti•40 studentswith AD/HD
    38. 38. 45 students who livebelow the poverty line•40 students whose firstlanguage is not English orFrench•25 students who are First Nations, Métis or Inuit (FNMI)
    39. 39. •7 studentswith autism •5 students with FASD
    40. 40. • At least 1 studentwith a physicaldisability • 15 students with cognitive disabilities
    41. 41. •7 students requiringsupport for mentalhealth issues •8 students with severe behavioural/emotional disabilities
    42. 42. • 100 studentswho will not finishhigh school within 5years
    43. 43. Diversity could also mean …Differences in:  background knowledge and experience  learning preferences  learning strengths  personal interests and motivation  levels of engagement
    44. 44. Diversity could also mean…
    45. 45. What barriers might thesestudents experience?PhysicalPolicyPracticeAttitudeKnowledgeCurricular
    46. 46. Universal Design for LearningAn educational approach that aims to increase access to learning for all students by reducing physical, cognitive, intellectual, organizat ional and other barriers.
    47. 47. Think Different Expected Learner Variability Proactive Reduction of Barriers Plan for and provide Flexibility
    48. 48. Diversity Profile What is the diversity of students you can expect in your classrooms? What might be barriers to their learning success?
    49. 49. 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
    50. 50. KHOWERY 09/10/2012
    51. 51. Go to the Guidelines http://www.cast.org/library/UDLguidelines/index.html Google “udl Guidelines”
    52. 52. Principle 1: RepresentationStudents 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.
    53. 53. Flexible Means of Representation You Tube Comics
    54. 54. Wikipedia
    55. 55. 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
    56. 56. Options for ComprehensionMCGill’s The Brain from Top to Bottomhttp://thebrain.mcgill.ca/Free Online Automatic Text Summarization Toolhttp://www.textcompactor.com/
    57. 57. http://www.cast.org/learningtools/index.htmlUDL EditionsBookBuilder
    58. 58. 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.
    59. 59. Physical ActionWriting Toolshttp://udltechtoolkit.wikispaces.com/Writing+toolsVirtual Manipulativeshttp://www.conceptuamath.com/
    60. 60. Flexible Means of Expression
    61. 61. Strategies and Scaffoldshttp://sciencewriter.cast.org/welcome
    62. 62. Strategy Support http://cst.cast.org/cst/auth-loginCast Strategy Tutor
    63. 63. 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.
    64. 64. The Why of Learning!!
    65. 65. But without ACCESS there canbe no Engagement!
    66. 66. Universal Design for LearningUsing digital materials & pervasive technologies in the classroom we can create a more accessible and flexible environment for all students.
    67. 67. 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
    68. 68. The promise of new technologies
    69. 69. Sounds easy, right?
    70. 70. 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
    71. 71. Rewriting the rules of the game!Flexible MATERIALSFlexible instructional METHODSClear Accessible GOALSAccessible & Authentic ASSESSMENT
    72. 72. Clearly Defined GoalsYou need to know what your goal is to understand and set up how this will work!Goals the reduce barriers for expected student diversity
    73. 73. 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.
    74. 74. Separating the means from the ends UDL Goals http://marylandlearninglinks.org/1023
    75. 75. 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
    76. 76. The Planning Pyramid
    77. 77. 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
    78. 78. AssessmentDo we know what we are assessing?
    79. 79. Universally Designed AssessmentMust clearly understand what we are assessing!Reduce Construct Irrelevant Variance!Multiple pathways to demonstrating success.Be authentic!
    80. 80. Goal of UDLCreating learning and learningenvironments which provide meaningfulaccess for every learner Support Challenge
    81. 81. 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!
    82. 82. 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?
    83. 83. What is our expected Diversity Profile?What barriers might these studentsencounter?
    84. 84. 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?
    85. 85. 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?
    86. 86. 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?
    87. 87. 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?
    88. 88. Questions? Comments?
    89. 89. 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
    90. 90. khowery@ualberta.ca

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