Week 2 Udl Csw110 09

1,570 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,570
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
19
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Week 2 Udl Csw110 09

  1. 1. CSW – 110 Universal Design for Learning Week 2 Instructor: Maureen LaFleche
  2. 2. Agenda • Attendance • www.csw110.pbwiki.com • Pair and Share – 1 thing that you learned and 1 thing that you didn’t understand What is UD - UDL • Principles of UDL • UDL Activities • Questions
  3. 3. Pair and Share • Get into groups of two and share one thing about each of the articles that that you learned and one thing that you didn’t understand – share your comments and prepare to present to the class (10 minutes) • Book – Rose, D.H., & Meyer, A. (2002). Teaching every student in the digital age. Alexandria, VA: Association Supervision and Curriculum Department • Articles – Sheryl Burgstahler. (2006). Universal Design Principles, Process and Applications
  4. 4. Video – Animal Story • When you watch this video think of how you learn….which animal are you? How many children do you think we lose as a result?
  5. 5. Animal Story • http://specialedlaw.blogs.com/home/2007
  6. 6. Much of the information from this class on UDL can be located at the CAST website @ http://www.cast.org/
  7. 7. What is UDL? (15 minutes) • Universal Design for Learning is a theoretical framework developed by CAST to guide the development of curricula that are flexible and supportive of all students (Dolan & Hall, 2001; Meyer & Rose, 1998; Pisha & Coyne, 2001; Rose, 2001; Rose & Dolan, 2000; Rose & Meyer, 2000a, 2000b, 2002; Rose, Sethuraman, & Meo, 2000). • Concept was inspired by the UD movement in architecture i.e., curb cuts
  8. 8. How did it start? • Curb Cuts
  9. 9. What is UDL?  A combination of recent initiatives  Integrated units  Multi-sensory teaching  Use of assistive technology  Performance-based assessment
  10. 10. Assistive Technology (AT) Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. (http://www.washington.edu/accessit/articles?109)
  11. 11. Universal Design (UD) Create products and/or environments that are designed, from the outset, to accommodate individuals with a range of abilities and disabilities.
  12. 12. Are AT and UDL the same? AT UDL • …any piece of equipment • To select and use goals, or product system…that methods, assessment is used to increase, and materials in a way maintain, or improve that will minimize barriers functional capabilities of and maximize flexibility individuals with so that curricula fully disabilities (IDEA, 2004 P. support every student’s 108-446) access, participation, and progress in essential facets of learning (Joy Zabala, Sept. 2006)
  13. 13. Electronic Doors AT UD
  14. 14. Purpose • Purpose of AT – To increase, improve or maintain the functional capabilities of individuals with disabilities (Joy Zabala, Sept. 2006) • Purpose of UDL – to increase the access in the general curriculum for students with and without identified disabilities (Joy Zabala, Sept. 2006) • Educational Outcome – increased educational participation and achievement (Joy Zabala, Sept. 2006)
  15. 15. Brain Research and Learner Differences • Learning is distributed along three interconnected networks Affective WHY we learn Strategic HOW we learn Recognition Brain Research WHAT we learn
  16. 16. Your Three Brain Networks Activity (10 minutes)…….
  17. 17. 1. Recognition Networks Exercise your recognition networks' processing by quickly listing the individual objects you recognize in this picture. (1 minute) Activity: Reflecting on Recognition….
  18. 18. 2. Exercise your strategic networks by examining this image for a few different purposes. Notice how you look at the image differently depending on your purpose. (1 minute) Activity: Reflecting on strategic…. How old do the people in the picture look? What historical period and geographical location do you think this picture represents? Why? How might the people be feeling in this picture?
  19. 19. 3. Affective Networks Tune into your affective networks by looking at this picture once again, just to see what grabs you. (1 minute) Activity: Reflecting on Affective…. What in particular strikes you about this picture? Note something about yourself that might have led you to focus on these particular aspects.
  20. 20. Discussion (report back on Networks – 7 minutes) Did everyone answer the same? Why?
  21. 21. Think about the ways you would and would not like to learn to do this
  22. 22. Consider the following in regard to the preparing the Indian meal I would learn best if… I would not learn very well if … Think about the three networks when answering these questions.
  23. 23. Think about the ways you would and would not like to learn to do this Recognition networks enable us to identify and understand information, ideas, and concepts. Strategic networks enable us to plan, execute, and monitor actions and skills. Affective networks enable us to engage with tasks and learning and with the world around us.
  24. 24. Activity….Part 1 You must learn how to cook this delicious Indian meal, for 4 people – get into groups of 6 and work together to create a lesson plan – use the chart paper to outline your lesson - think about what you need to do to teach this lesson. How do you make the experience work for everyone at your table? Think about the three networks. (15 minutes)
  25. 25. Activity Part 2 • Present to class (2 minutes/group – 10 minutes) • Group Discussion – How did you learn best – relate this to the students you will work with - 2 minutes
  26. 26. Prediction of the Future • EPIC_2014 - Video – 8:54 minutes
  27. 27. Discussion (5 minutes) • Do you think that this is far fetched? Why? Why Not? • What do you think about the move to technology for all? • After learning what you have today what type of a role do you think technology plays in regards to special needs students?
  28. 28. The Principles of UDL from: Rose and Meyer – Teaching Every Child in the Digital Age (10 minutes) • Principle 1: To support recognition learning, provide multiple, flexible methods of presentation • Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. • Principle 3: To support affective learning, provide multiple, flexible options for engagement. Principles of UDL
  29. 29. Methods of Universal Design for Learning Goal Strategy What that means? Recognition Provide Multiple Examples Present patterns using multisensory approaches with many examples and counter examples Highlight critical features Explicitly identify critical features in examples Provide multiple media and Provide redundancy of patterns formats and critical features through a variety of media, formats, organizations, detail, and depth allowing the learner to access information in the way in which it best fits the individual’s learning style
  30. 30. Methods of Universal Design for Learning con’t Goal Strategy What that means? Recognition con’t Support background knowledge Ask learners to relate own experiences to topic being studied, to relate what is already known about topic being studied, and review key vocabulary and concepts prior to studying topic Strategic Provide flexible models of skilled performance Present examples and counter examples of expert performance, and allow the learner the choice of how to express knowledge and skills Provide scaffolding opportunities Allow learner to become proficient with each step of a task before performing entire task
  31. 31. Methods of Universal Design for Learning con’t Goal Strategy What that means? Strategic Provide multiple media and formats Provide ongoing, relevant feedback Affective Offer choices of content and tools Allow for flexibility in learning style as well as areas of interest and ability Provide adjustable levels of Assist learners in setting challenge individualized and realistic goals based on level of task difficulty and individual frustration level
  32. 32. Methods of Universal Design for Learning con’t Goal Strategy What that means? Affective Offer choice of rewards Identify individualized intrinsic and extrinsic rewards for each learner Offer choice of learning context Allow learners to choose the amount of structure and types of materials needed to complete an assignment
  33. 33. Practical Application Beginners Guide to Implementing Universally Designed Classroom Content By Michael Abell Topic Beginning UDL Intermediate Advanced UDL UDL Study Guides *Type lesson notes in Word to share with *Email lesson/study notes to students or * Students use study guide as hardcopy students as a study post on class Website printout or have guide computer using text to speech software read it *Teacher created to them. graphic organizers Scaffolding *Highlight important facts, equations, or *Provide examples using manipulatives maps, flow *Use accessible digital content with built in Instructional concepts on study charts and video clips. content scaffolding Content sheets. *Summarize concepts *Provide websites for extra student supports that is provided by *Use real-life examples publishers to support classroom learning
  34. 34. Practical Application con’t Topic Beginning UDL Intermediate Advanced UDL UDL Visually Present *Develop lessons in PowerPoint using *Develop lessons in PowerPoint using *Search for video clips on the Internet and play interesting pictures and pictures from Internet in class or insert into Lesson Content graphics. Print as a or digital camera PowerPoint. Search on handout or use an LCD Google.com using key Projector to display to words “Mpeg” or “video class. clips” and your topic of *Use charts/graphs as handouts interest. Notetaking *Have a student scribe take notes to share *Record lessons using a digital tape recorder *Create class notes in Word and email to with others as needed for students to check students using RWG or *Graphic organizers out/take home Kurzweil which will allow with fill in the banks it to be read to them
  35. 35. Practical Application con’t Topic Beginning UDL Intermediate Advanced UDL UDL Testing *Type class tests into Word allowing you to *Allow students to use text reader software to *Create online practice tests using websites easily modify for read the test questions like students either by as needed. quizstar.4teachers.org shortening or adding *Us a Palm (PDA) for *Create MP3 audio file different questions students to check out of test by converting *Allow various ways to and take test/quizzes Word Doc. containing demonstrate skill you have created text using *Provide models (visual/ *Provide different Kurzweil/RWG. text) of important assessment methods content or correct (student created approach to answering PowerPoint, video clip, Q’s. or project) *Present items in predictable hierarchy *Simplify language *Read test orally *Use errors to modify instruction *Offer optional test/quizzes *Provide feedback/Rubrics so students know what to correct
  36. 36. Practical Application con’t Topic Beginning UDL Intermediate Advanced UDL UDL Reading *Use pre-packaged (K-4) reading software *Use Text Reader software such as *Use Text Reader software with such as Reader Rabbit Kurzweil/RWG to Accessible Digital or Broderbund Living access high interest Textbooks either on CD Books. content from the Rom or the Internet *List on paper/board Internet or free offered by major main themes before content found at textbook publishers reading www.bartelby.com *Use interest surveys to guide reading activities & content
  37. 37. Practical Application con’t Topic Beginning UDL Intermediate Advanced UDL UDL Writing *Provide word lists or manipulatives to help *Allow students to use word processing *Use word prediction software such as students generate software such as MS Kurzweil/WordQ/RWG, topics and ideas Word to create review with audio feedback for *Use digital camera and edit writing samples editing & revising pictures or Internet to *Build graphic *Use online journals for help students generate organizers to represent research and story ideas ideas and writing generation concepts (paper or Inspiration software)
  38. 38. Discussion • “If I was an employer, would I value your ability to find information in a timely manner, or would I prefer to penalize you from the fact that you didn't know it” Dave Edyburn
  39. 39. “Where there was once an observer, let there now be a participant.” - Eliot Eisner
  40. 40. To Kill A Mockingbird • My attempt at creating a UDL lesson plan for teachers to engage all learners http://tkamforall.pbwiki.com/
  41. 41. In-Class Activity http://csw110.pbwiki.com/Week-2 Check out 4 of the websites below.  While viewing them think about what they have in common.  Do they provide multiple, flexible methods of presentation, flexible methods of expression and apprenticeship and flexible options for engagement • Childtopia – this a interactive site for the younger audience.  Students will fun with learning by playing the games, learning to draw, arts and crafts, listening to tales, completing learning worksheets, they will learn to draw numbers and letters and work through activities that involve listening and reading comprehension • Kidsclick - Web search that was designed for students by librarians • Scholastics Online Activities – Students and teachers can choose a topic and activity from grades K-12.  You can select from a list of interactive online activities, teacher strategies and lesson plans. 
  42. 42. More Great Websites • School District 71 - This link is to the Social Studies resources on the Courtenay’s website.  The reading material is graded by degree of challenge. • School Time Games  – this site has many fun learning activities for students, ages 9 and up. Students can play games, puzzles, and activities that are connected to major subject areas in today's school curriculum. • Science Up Close - Great science site for Grades 1-6.  It was created by HMH – Harcourt Schools. It provides students to learn through a variety of modalities.  It is interactive and very entertaining.  Some chapters have the option of turning CC on or having the descriptions read • Silly Books – At this site you will find animated books, children's music, puzzles and games that entertain kids while promoting child literacy. Your students can publish their stories here. • Windows to the Universe – This site provides learning materials of the same content at the beginner, • intermediate and advanced level.   It discusses topics about the solar system, our planet, astronomy and the universe
  43. 43. What have we learned? (10 minutes)
  44. 44. Next Week Readings • Communication Devices - Assistive Technology Quick Reference Series by Tech Connections - this pdf provides a nice overview of available devices Resources • This is an excerpt from AAC: A Way of Thinking Supporting Augmentative & Alternative Communication Technologies in t Assignment #2 Boardmaker  Develop two different visual supports using Boardmaker. Students will be expected to create two different visual supports using pictures/symbols from the program, Boardmaker.  The visual supports should be suitable for use by/with an individual in a specific school or community situation. In addition, students will turn in a brief description of the situations that they had in mind, and the reasons why they chose the pictures/symbols that they did.  Total Mark 30%

×