Udl zomer


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Udl zomer

  1. 1. Understanding UDL<br />Nick Zomer<br />Dean Rusk Middle School<br />
  2. 2. Universal Design for Learning<br />A set of principles for designing curriculum that allow all students the opportunity to learn (CAST, 1999)<br />More than simple differentiation <br />UDL includes “integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance based assessments, and others…” (Rose & Meyer, 2002)<br />What Is UDL?<br />
  3. 3. Our students today come into our classrooms with a wide range of background experiences, needs, and strengths.<br />No longer can teachers teach to the middle of the population. All students must be challenged to grow.<br />Every student, every day!<br />Why UDL?<br />
  4. 4. Let’s see what UDL looks like.<br />UDL at a Glance<br />UDL at a Glance<br />
  5. 5. UDL Versus Differentiation<br />Differentiation <br />UDL<br />Active response to your students’ background knowledge, language skills, learning styles and personal interests (CAST, 1999)<br />Process by which a teacher can create unique learning experiences for all students<br />“Blueprint for creating instructional goals, methods, materials, and assessments that work for everyone” (CAST, 1999).<br />
  6. 6. All students bring their own interests<br />Designing curriculum that can allow each student to learn and grow in their own unique ways<br />No more teaching with a one size fits all approach<br />Universal<br />
  7. 7. Principle 1: Provide Multiple Means of Representation<br />Principle 2: Provide Multiple Means of Action and Expression<br />Principle 3: Provide Multiple Means of Engagement<br />Three Principles of UDL<br />
  8. 8. “Present information and content in different ways” (CAST, 1999)<br />Create learning experiences to meet all three learning styles<br />Auditory- What will they hear?<br />Visually- What they see?<br />Kinesthetic- What will they do?<br />Principle 1: Provide Multiple Means of Representation<br />
  9. 9. “Differentiate the ways that students can express what they know” (CAST, 1999)<br />Learning from different formats<br />Textbook, online resources, computer-based<br />Not all students are able to utilize resources in the same way<br />Communicating through different formats<br />Allow your students to show you what they have learned through whatever means works best for them<br />Principle 2: Provide Multiple Means of Action and Expression<br />
  10. 10. “Stimulate interest and motivation for learning” (CAST, 1999)<br />Find ways to connect your students with what they are learning<br />Make it relevant and meaningful to their lives (Schlechty, 2002)<br />Engagement is key to student learning and content mastery<br />Principle 3: Provide Multiple Means of Engagement<br />
  11. 11. Adding Technology<br />Simply adding technology to a lesson does not result in proper utilization of UDL<br />Technology should be planned and utilized to best increase achievement and learning of all learners<br />Just as in any lesson creation, technology should be used as a resource and not the center of a lesson<br />It should assist with learning, not be the learning<br />
  12. 12. Brain Research and UDL<br />
  13. 13. http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_graphical.cfm<br />
  14. 14. When in a classroom environment, not every brain will focus on the same aspects<br />Some students will focus on patterns, while others will required a more advanced challenge than their peers<br />Three major brain networks<br />Recognition<br />Strategic<br />Affective<br />What the Research Shows<br />
  15. 15. Designed to find patterns among familiar objects (Laureate Education, Inc., 2010)<br />What is happening in the content?<br />How teachers can help reach this network:<br />Providing multiple opportunities and examples<br />Identifying key components<br />Support background knowledge<br />Provide multiple media and formats (CAST, 1999)<br />Recognition Networks<br />
  16. 16. Takes information and processes for actions and plans (Laureate Education, Inc., 2010)<br />What are you going to do with what you know?<br />How teachers can help reach this network:<br />Provide multiple means for expression<br />Flexibility in expression<br />Scaffolding and support<br />Various means of media for information expression<br />Strategic Networks<br />
  17. 17. Determines what information should be focused on and what plan to take (Laureate Education, Inc., 2010)<br />Now that I know this, now what?<br />How teachers can help reach this network:<br />Provide multiple means of engagement<br />Choices that are relevant to the learner<br />Adjustable challenges<br />Affective Networks<br />
  18. 18. By utilizing the components of UDL, teachers are better able to meet the needs of all learners in their classroom, not just those that fit into certain criteria or groups<br />Differentiation becomes more meaningful and relevant for all<br />Students with diverse backgrounds (linguistic, cultural, academic) are able to have their unique needs met in a way that is truly relevant<br />So What Does This Mean for Me?<br />
  19. 19. Technology resources allow for all three brain networks to be reached<br />Adaptive technology<br />Digital storytelling software<br />Print and online formatting of reading material<br />Highlighting and magnifying<br />Written expression (including spelling & grammar)<br />
  20. 20. http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm<br />Assists the teacher in creating meaningful and measurable goals based on the content standard<br />Allows the teacher to learn what is essential to a goal and how a particular goal can be adjusted to meet the needs of specific learners<br />Tool 1: UDL Goal Setter<br />
  21. 21. http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm<br />Since all students have various strengths and interests, there are numerous barriers that may hamper students from learning.<br />Eliminates teaching to the middle of the pack by identifying specific areas that students may struggle with or have strengths in<br />Tool 2: Classroom Barriers Finder<br />
  22. 22. http://www.cast.org/teachingeverystudent/tools/systemicchange.cfm<br />Beginning and ensuring change can be difficult to maintain once teachers leave the faculty meetings where it is being discussed. <br />This tool allows teachers and administrators the ability to ensure the proper resources are present to ensure proper utilization for all.<br />Tool 3: Systemic Change Planner<br />
  23. 23. Questions?<br />
  24. 24. CAST: Center for Applied Special Technology. (1999). CAST: Center for Applied Special Technology. Retrieved July 15, 2011, from http://www.cast.org/index.html<br />Laureate Education, Inc. (Executive Producer). (2010). Brain research and udl [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author. <br />Rose, D., & Meyer, A. (2002). Teaching every student in the Digital Age: universal design for learning. Alexandria, Va.: Association for Supervision and Curriculum Development. <br />Schlechty, P. C. (2002). Working on the work: an action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass. <br />References<br />