Universal design


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  • Presentation created by Melanie Nieuwenhuis
  • These are the goals that would be shared with participants; a more complete set of goals is listed in my attached document.
  • Discuss the meaning of Universal Design. Explain a little bit about each of the principles of universal design: Equitable use- available for all people, including those with disabilities Flexibility in use- accommodates a wide range of individual preferences and abilities Simple and intuitive- anyone would be able to understand how to use it Perceptible information- communicates necessary information effectively for all users Tolerance for Error- minimizes hazards Lowy physical effort- can be used efficiently and comfortably Size and space approach and use- appropriate space is provided (information taken from week 4 lessons- “What is Universal Design for Learning” **View the webpage listed at the bottom of the slide to see more information and a picture example of each principle.
  • View the example of the Sensory Garden together. Discuss which principles of Universal Design can be seen in the photos. For example, the garden layout is available in print, Braille, a tactile map and audio. Go through each of the principles and discuss how each is addressed in this feature of the garden.
  • Write down participants’ ideas on large flip chart. Discuss how it is possible to meet the needs of all of these students with such different needs. This will help to establish the needs and backgrounds of participants. Watch the video about Diversity of Learners
  • Discuss the philosophy of UD in education- intended to meet the needs of all students by addressing difficulties before they occur- making learning accessible to all students from the beginning. Then watch video- “Universal Design and Universal Design for Learning” Discuss the meaning of each of the 9 principles of Universal Design for Learning. (Taken from Week 4 lessons) Ask participants to think about how well their lessons and classroom environment usually fit into these principles. Begin thinking about possible changes.
  • Watch the video, then discuss the three networks of learning. In order to better understand the meaning of these networks, have participants complete “Your 3 Brain Networks” on the Cast- Teaching Every Student website. This activity guides participants through an example of how each network is being used. Next hold a brief discussion about the importance of understanding these networks. Why do they matter?
  • Discuss each: What are some different ways of presenting information in order to engage students? How can we allow students to express what they have learned in a way that fits their abilities? How can we get students interested and motivated to learn? **View the video at bottom of page.
  • This information is taken from the article, “Designing Flexible Instruction” Review information together. Explain that these are only a few examples of each of the 3 principles. In partners, ask participants to think of 2 more ideas for each principle, in particular focusing on ways to benefit ESL learners. Then as a whole group, share some of the ideas they have come up with.
  • Individually, participants will view the model lesson of “The Life Cycle of Butterflies.” Encourage participants to click on the green “UDL connection” links on the right-hand side. Allow 15 minutes to view individually, then spend about 5 minutes discussing concepts in small groups- “What did you find most interesting about this lesson?”; finally, as a whole group, discuss the principles of UDL viewed in the sample lesson. Which of these would be especially beneficial for ESL students?
  • Guide participants to create an account on the CAST UDL lesson builder site. Working in groups of 4-5, arranged according to similar grade levels, participants will create a sample lesson of their choice using the lesson builder. Encourage participants to use the “more information” link to better understand each section. Allow 30-45 minutes to work on lesson, then briefly share with the group what they have done. It doesn’t matter if lessons are not totally completed; participants will still have enough time to become familiar with the lesson builder. While they are working, the trainer walks around to make sure everyone understands and offers assistance where needed. Next, encourage participants to start thinking about how they will apply this in their classrooms. Explain assignment to be completed by next meeting- creating a lesson plan of their own.
  • While discussing, click on each link to briefly show participants what is available at each site. Since there is a high ESL population at the school, the last link gives specific examples of how UDL can benefit ESL students.
  • Each participant will be given a paper with these questions written on it and space to answer them. Responses can be used to evaluate the effectiveness of the seminar and to assess what topics need to be covered during a follow up seminar.
  • Universal design

    1. 1. Universal Design for Learning Meeting the needs of all students
    2. 2. Goals <ul><li>Understand the meaning of Universal Design and Universal Design for Learning </li></ul><ul><li>Formulate a plan for implementing UD for Learning into your curriculum </li></ul>
    3. 3. What is Universal Design? <ul><li>“ Universal Design is an approach to the design of all products and environments to be usable by everyone, to the greatest extent possible, regardless of age, ability, or situation.” (Universal Design Education Online) </li></ul><ul><li>7 Principles of Universal Design </li></ul><ul><li>Equitable Use </li></ul><ul><li>Flexibility in Use </li></ul><ul><li>Simple and Intuitive </li></ul><ul><li>Perceptive information </li></ul><ul><li>Tolerance for error </li></ul><ul><li>Low physical effort </li></ul><ul><li>Size and space approach and use </li></ul><ul><li> universal design principles </li></ul>
    4. 4. Example of Universal Design <ul><li>View an example of Universal Design at the Sensory Garden in Osaka’s Oizumi Ryokuchi Park. </li></ul><ul><li>Sensory Garden </li></ul>How is Universal Design being used in the Garden?
    5. 5. What does this have to do with education? <ul><li>Brainstorm: </li></ul><ul><li>Describe the different types of learners you have in your classroom. </li></ul><ul><li>What successes and difficulties have you had trying to teach these students? </li></ul>Video- Diversity of Learners (CAST website)
    6. 6. Universal Design for Education Video- Universal Design and Universal Design for Learning 9 Principles of Universal Design for Learning Equitable use (same means of use for all students) Flexibility in use ( choice in methods in use) Simple and intuitive instruction Perceptible information (communicated effectively for students of all abilities) Tolerance for error Low physical effort Size and space for approach and use Community of learners is promoted Instructional climate (welcoming and inclusive)
    7. 7. How do students learn? <ul><li>video- The Brain Research </li></ul><ul><li>1. Recognition Networks - the “what” of learning </li></ul><ul><li>2. Strategic Networks - the “how” of learning </li></ul><ul><li>3. Affective Networks - the “why” of learning </li></ul><ul><li>Activity: </li></ul><ul><li>Your 3 Brain Networks </li></ul>
    8. 8. How does UD meet these needs? <ul><li>3 Principles of UD for Learning </li></ul><ul><li>1. Multiple Means of Representation </li></ul><ul><li>2. Multiple Means of Expression </li></ul><ul><li>3. Multiple Means of Engagement </li></ul><ul><li>Video- Principles of Universal Design for Learning </li></ul><ul><li> </li></ul>
    9. 9. “UDL in the Classroom” examples of each of the 3 principles <ul><li>Presentation: </li></ul><ul><li>PowerPoint presentations with audio, video, notes, etc. </li></ul><ul><li>Teacher created blogs </li></ul><ul><li>Electronic text with text to speech (to read aloud) </li></ul><ul><li>Podcasts Graphic Organizers multimedia books </li></ul><ul><li>Engagement: </li></ul><ul><li>Guided notes skits models concept maps </li></ul><ul><li>Podcast series online discussions </li></ul><ul><li>Expression: </li></ul><ul><li>Rubrics online quizzes/ activities </li></ul><ul><li>graphic organizer programs tiered assessments </li></ul><ul><li>Podcast series blog entries web sites </li></ul><ul><li>PowerPoint presentations portfolios </li></ul><ul><li>Can you think of any more possibilities? </li></ul>
    10. 10. UDL Lesson Plan <ul><li>Please view the following model UDL lesson plan: </li></ul><ul><li>The Life Cycle of Butterflies </li></ul><ul><li>What did you find most interesting about the lesson? </li></ul><ul><li>How did you see the principles of UDL being used? </li></ul>
    11. 11. Let’s Get Started! <ul><li>CAST UDL Lesson Builder </li></ul><ul><li>Create account </li></ul><ul><li>In groups of 4-5, create a sample lesson plan of your choice using the Lesson Builder. </li></ul><ul><li>What’s next? </li></ul><ul><li>How can you apply this to your classroom? Start thinking about how you can incorporate UDL into your lessons. At the next in-service (in one month), please bring a sample of a lesson you have created using UDL. </li></ul>
    12. 12. Resources Available <ul><li>In addition to the sites we have used during the presentation, other helpful sites include: </li></ul><ul><li>http://www.cast.org/ - this is the main page for CAST with links to much information about UDL </li></ul><ul><li>* ”Visit PD Resources” contains many links for creating lesson plans. </li></ul><ul><li>http://www.cast.org/teachingeverystudent/ - also through CAST, contains numerous resources to get started with UDL </li></ul><ul><li>* Model lessons </li></ul><ul><li>* tools & activities- includes goal setter, class profile maker, and </li></ul><ul><li>solutions finder </li></ul><ul><li>http://thinkfinity.org/home.aspx click on “lesson plan index” to find great lesson plans incorporating technology and UDL principles. </li></ul><ul><li>http://www.gatfl.org/ldguide/default.htm - assistive technologies play a big part in UDL; this is a site that gives numerous suggestions for using technology with students with learning disabilities </li></ul><ul><li>http://iteslj.org/Techniques/Strehorm-UID.html - examples of how to apply UD to ESL students </li></ul>
    13. 13. Evaluation of seminar <ul><li>Please answer the following questions: </li></ul><ul><li>What 3 things were most helpful during this seminar? </li></ul><ul><li>Write down 1 goal you have from the seminar. </li></ul><ul><li>Suggestions for improvements of the seminar </li></ul><ul><li>What do you still want to learn more about? </li></ul>