Universal Design for Learning         Kimberly Kwang        Walden University    Professor Thomas Wolsey         EDUC 6714...
Universal Design for Learning               (UDL) Flexibility in classroom Most opportunity for learning Options in all...
Examples of UDL UDL can be shown in the physical environment.     Carved curbs     Elevators or ramps in buildings    ...
Principle 1 of UDL:              Provide Multiple Means of                    Representation Make sure there are         ...
Principle 1 of UDL:             Provide Multiple Means of                   Representation Provide choices for comprehens...
Principle 2 of UDL:      Provide Multiple Means of Action and                   Expression Physical                      ...
Principle 2 of UDL:      Provide Multiple Means of Action and                   Expression Goal setting     Make and pos...
Principle 3 of UDL:          Provide Multiple Means of                 Engagement Appeal to learners’ interests     Choi...
Principle 3 of UDL:              Provide Multiple Means of                     Engagement Increase effort               ...
Role of Technology Helps provide options     Examples  for students                  eReader software/electronic       ...
Impact of UDL on Classrooms Teachers have flexibility in preparing  materials All students have equal opportunities to l...
Brain Research Three networks                          Networks work together to    Recognition (Patterns)             ...
Implications Involving learning networks allow most chance of  success Able to discover strengths and weaknesses of each...
UDL Supports Diversity All students needs                 Flexibility  addressed (cultural, ethnic,       Allowance for...
(Brain Research) Technology               in UDL Technology supports brain research and makes  UDL easier Recognition Ne...
CAST ONLINE TOOL           UDL Goal SetterSummary of Tool          Benefits Choose the standard     Clear goals are Dec...
CAST ONLINE TOOL        UDL Class Profile MakerSummary of Tool           Benefits Template                 Learning incr...
CAST ONLINE TOOL           TES Online JournalSummary of Tool            Benefits Reflection                Feedback and ...
References   CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from    http://www.cast.org/...
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Universal design for learning

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Universal design for learning

  1. 1. Universal Design for Learning Kimberly Kwang Walden University Professor Thomas Wolsey EDUC 6714D-1Reaching and Engaging All Learners Through Technology May 2012
  2. 2. Universal Design for Learning (UDL) Flexibility in classroom Most opportunity for learning Options in all aspects of classroom Learning alternatives that will help students (Laureate Education, Inc., 2012)
  3. 3. Examples of UDL UDL can be shown in the physical environment.  Carved curbs  Elevators or ramps in buildings  Closed captioning on television screens  Speakerphones These items can benefit many people, not just people with disabilities. Similarly, teachers can provide help in the classroom that will be beneficial to all learners. (Laureate Education, Inc., 2012)
  4. 4. Principle 1 of UDL: Provide Multiple Means of Representation Make sure there are  Provide choices for language, math, and other choices to help symbols perception in students.  Make sure all students know  Present information in what symbols and vocabulary mean many forms-visual,  Define confusing vocabulary auditory, kinesthetic  Provide vocabulary in other  Make sure information languages can be adjusted (size or  Use visuals or other aids to help explain text sound) (National Center on Universal Design for Learning, 2011)
  5. 5. Principle 1 of UDL: Provide Multiple Means of Representation Provide choices for comprehension  Activate appropriate prior knowledge (graphic organizers, models, visuals)  Make known important patterns and relationships (outlines, organizers, cues, highlighting)  Assist students with information processing and visualization (models, scaffolds, chunking, feedback)  Increase transfer of knowledge (checklists, word webs, music, links to other knowledge) (National Center on Universal Design for Learning, 2011)
  6. 6. Principle 2 of UDL: Provide Multiple Means of Action and Expression Physical  Allow communication choices  Provide options—  Media (Manipulatives, web pencil, mouse, joystick, tools, social media) keyboards  Tools to create products (story webs, concept  Provide access to mapping, text to speech assistive technologies software)  Practice makes perfect (authentic application, tutors, models, scaffolding) (National Center on Universal Design for Learning, 2011)
  7. 7. Principle 2 of UDL: Provide Multiple Means of Action and Expression Goal setting  Make and post goals  Plan goals (think alouds)  Monitor goals (reflection, rubrics, assessment) (National Center on Universal Design for Learning, 2011)
  8. 8. Principle 3 of UDL: Provide Multiple Means of Engagement Appeal to learners’ interests  Choice  Real-life situations  Challenging and rewarding  Safe and distraction-free (National Center on Universal Design for Learning, 2011)
  9. 9. Principle 3 of UDL: Provide Multiple Means of Engagement Increase effort  Self regulation  Display goals  Motivate  Help with coping skills  Differentiate teaching  Reflection  Collaboration  Focused feedback (National Center on Universal Design for Learning, 2011)
  10. 10. Role of Technology Helps provide options  Examples for students  eReader software/electronic textbooks Flexibility in  Adjusting font sizes, types, displaying and making and colors content  Hand held devices  Keyboards Individualization made  Digital media easier Makes learning engaging (Laureate Education, Inc., 2012)
  11. 11. Impact of UDL on Classrooms Teachers have flexibility in preparing materials All students have equal opportunities to learn Special needs of students addressed (National Center on Universal Design for Learning, 2011)
  12. 12. Brain Research Three networks  Networks work together to  Recognition (Patterns) accomplish goals  Strategic (Actions and Plans)  Can be used to analyze  Affective (Emotions) student strengths, weaknesses, and differences  Teachers should differentiate to appeal to all learners (Laureate Education, Inc., 2012) (Rose & Meyer, 2002)
  13. 13. Implications Involving learning networks allow most chance of success Able to discover strengths and weaknesses of each student No longer one size fits all model for learning Multiple examples, media, background information, flexible models and practice, feedback, choices, and rewards make up UDL (Rose & Meyer, 2002)
  14. 14. UDL Supports Diversity All students needs  Flexibility addressed (cultural, ethnic,  Allowance for errors linguistic, academic) Barriers can be  Simple and accessible for overcome/strengths emerge all Background knowledge  Focus on teaching students enhancement helps rather than teaching subject students Leveled tasks (Kumar, 2010) (Williams, Evans, & King, 2011)
  15. 15. (Brain Research) Technology in UDL Technology supports brain research and makes UDL easier Recognition Network--digital formats, texts and images, and animation Strategic Network--Internet sources, world wide web models, text to speech software, calculators, etc. Affective Network--webquests, interactive software, movies, Paint, games—all generate interest. (Rose & Meyer, 2002)
  16. 16. CAST ONLINE TOOL UDL Goal SetterSummary of Tool Benefits Choose the standard  Clear goals are Decide main focus necessary to enhance Decide components of learning scaffolding  Ensures goals are met Restate goals  Reminder of learning that should take place
  17. 17. CAST ONLINE TOOL UDL Class Profile MakerSummary of Tool Benefits Template  Learning increases Record strengths,  Students seen as weaknesses, interests individuals in each brain network  Better address and use strengths (CAST, Inc. 2002–2011)
  18. 18. CAST ONLINE TOOL TES Online JournalSummary of Tool Benefits Reflection  Feedback and collaboration Create journal entries  Improves quality of about teaching teaching Private or shared  Lifelong learning and new ideas (CAST, Inc. 2002–2011)
  19. 19. References CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/classprofile.cfm CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfm Kumar, K. (2010). A journey towards creating an inclusive classroom: How Universal Design for Learning has transformed my teaching. Transformative Dialogues: Teaching and Learning Journal. 4(2), 1-5. Laureate Education, Inc. (Producer). (2012). Brain research and UDL [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id =_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_553469_ Laureate Education, Inc. (Producer). (2012). Universal design for learning [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url= %2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id %3D_553469_1%26url%3D National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/ Williams, J., Evans, C., King, L. (2011). The impact of Universal Design for Learning instruction on lesson planning. International Journal of Learning. 18(4), 213-222.

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