Universal Design for Learning

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Universal Design for Learning

  1. 1. By: Lisa Gonzalez EDUC-6714
  2. 2.  Universal Design for Learning is a concept in which there is a dedication to giving all students access to curriculum and materials. UDL is about providing students with choices and options in their learning process.
  3. 3. Universal Design for Learning isrooted in architecture. In order tomake all buildings, entry ways andlocations available to everyonecertain accommodations needed tobe made.For example: •Ramps needed to be provided for entrances. •Elevators are accessible for those that are not able to take the stairs. •There are even buttons to open doors for those that are not able to open if for themselves.
  4. 4. Representation Engagement Actions & Expression
  5. 5.  This principle of UDL is known as the “What of learning.” This is what we hear, see •In order to teach to this and read. principle we need to provide When presenting visual representations of content as well as audio information in multiple components when possible. ways, it is more likely to •Another technique would be highlighting important be retained. information during reading or recalling information. •Modeling content is also an important part of any lesson.
  6. 6.  During instruction it is important to be flexible. We can provide options to our students when possible. For example:  Provide speech alternatives•Within this principle we organize ideas to written assignmentsand then express those ideas.  Interactive computer programs will also provide some students with the ability to interact with content.  Account for those students who benefit from physical movement when assigning(Cast, 2012) projects and assignments.
  7. 7.  This principle of UDL speaks to engaging our learners through interest and motivation. In order to instruct using this This principle consists of challenges, principle of UDL there are excitements and interests of the numerous things educators can do. students. •Engage students interests whenever possible. One way tog et to know your students in the beginning of the year is to give a student interest survey! •Account for students who enjoy spontaneity and those who do not. •Provide multiple options for engagement.
  8. 8.  Technology can play a vital role in a classroom that holds a Universal Design for Learning. In the UDL classroom technology can provide:  Collaborative applications such as Wiki’s.  Ability to change fonts, sizes and colors in word processors.  Capability of printing text with necessary visual changes such as highlighted text or bolded print  Charts and graphs for organizing information
  9. 9.  UDL classrooms are able to more readily meet the needs of the students. There is flexibility and options presented to the students which in turn give the student confidence, a warm classroom environment, and the tools to succeed in their education. The students will be excited to come to school and therefore could be more likely to continue their education.
  10. 10.  The brain is broken up into three different networks.  Recognition  Strategic  Affective These networks work together to help us complete the simplest and most complex tasks. In order to understand these networks you need to be able to align them with the three UDL principles. Each of these networks is responsible for different functions of the brain. • Representation (Recognition network) • Expression (Strategic network) • Engagement (Affective network)
  11. 11. Recognition Strategic AffectiveNetwork- Network- Network-Gathering data Organizing and expressing ideas Emotion and Interests This network makes  This network •Some learners express it possible to influences the emotion but have understand ideas students’ ability to trouble recognizing and concepts. use learning tools. emotion in others. This can be a basic  Some students learn story format: best by doing while •While others recognize others can simply the emotion in others, beginning, middle, watch something be but have difficulty in and end or done once and catch expressing the emotion something more on immediately. complicated such as themselves. recognizing  We see the strategic handwriting or network in action •“Our Affective network during the processes different kinds understanding basic formation of letters, of emotional concepts. typing and even information when monitoring simultaneously.” own progress. (Rose & Meyer, 2002)
  12. 12.  Recognition Network-  Relate new content to previously learned or experienced material  Understand students strengths and weaknesses  Repeated instruction and modeling. Strategic Network-  Provide plenty of time for students to work with material  Give students options or multiple ways to express themselves. Affective Network-  Develop routines with options for “novelty” (Laureate Education, 2010) engagement.  Offer the students an opportunity to make choices in their learning.
  13. 13.  There are many opportunities that are offered when integrating technology into the UDL. Technology offers applications that can be adapted to fit the needs of the students based upon the implications of the brain research;  Video capability allows for viewers to be instructed repeatedly on nay given content (Recognition Network).  Online Classrooms (Blackboard)  Youtube  Digital Storytelling  Multi sensory (audio and video) capabilities (Recognition Network).  Voice Threads  Video Recordings  Text can be edited to help recognize differences and organize information more readily (Recognition and Strategic Network).  Ebook  Tablet  Word Processors  Variety of presentation tools. (Strategic Network)  Digital Storytelling  Powerpoint  Voicethreads  MovieMaker  Documents can be saved to allow for more time (Strategic Network).  Word Processors  Wikis  Blogs  Multiple Text available for varied reading levels (Affective Network)  Webquests  Online Classroom Set up  Computer based reading programs, such as Read Naturally
  14. 14. UDL Book Builder is wonderful site. http://bookbuilder.cast.org/This resource allows readers to not With this application our school would notonly listen, download and print off only encourage literacy but encouragebooks to read and review but they students to be published authors. Thealso have the capability to create students can download their finishedand edit their own books. creations to a CD to share with loved ones and cherish forever. This would peek interest and motivate our students. This application helps meet the need of diverse learners as the students will also be able to read books at their own level. With book Builder we will be able to look at completed work for both academic standards in Language Arts and Writing.
  15. 15. This site offers the children With this site the students at our many different types of school would be able to be presented poems to be read to them with numerous examples of poems by their actual authors. It in each form, as well as listen to the also offers biographies of poems which is beneficial to learners those authors as well of that preference. poems that are on level with the students that are The audio would greatly inspire our reading them students to be the poets that we know they can be! The modeling of There is also a glossary for poetry and the variety of poems will terms that are unknown as speak to the diverse population of well as the ability to search students. They would also have for poems by theme, perfect examples of figurative author, and form. language and learn how to use them appropriately in their writing.http://www.poetryarchive.org/poetryarchive/home.do
  16. 16.  This site offers resources that hold lesson plans, activities and interactive games. There is also a wide range of grade level access as well. Applications such as Cyberchase, Curious George and The Democracy Project are just naming a few of the fun interactive sites that you can find through PBS. I always look for ways to enrich our math curriculum and engage the learners in my classroom. With this site there is an abundance of resources both for the teachers and students. The students can take what they have learned and apply it to an interactive games at their individual grade level. The students can physically answer questions and even listen to concepts through the various applications. Academically this website can reinforce concepts learned in class in order to enrich the curriculum . http://www.pbs.org/teachers/math/
  17. 17.  CAST, Teaching Every Student. (2010). Tools and activities. Retrieved November 25, 2010 from http://www.cast.org/teachingeverystudent/tools/ Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. RetrievedNovember 13, 2010 from http://www.udlcenter.org/aboutudl/udlguidelines/principle1 Great Schools, Involved Parents. Successful Kids. (2010).Universal design for learning improved access for all. Retrieved May 10, 2012 from http://www.greatschools.org/special- education/assistive-technology/785-universal-design-for-learning-improved-access-for- all.gs?page=all Laureate Education, Inc. (Executive Producer). (2009). Brain research and universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author. National Universal Design for Learning Task Force. (2007). Universal design for learning. Retrieved November 18, 2010 from http://www.advocacyinstitute.org/UDL/ 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/

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