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App4 zedrowp


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App4 zedrowp

  1. 1. A presentation by Patrick Zedrow
  2. 2. • Accommodates diverse learners by sharing the following in various ways: content (the “what” of learning), demonstration of understanding (the “how” of learning), and learning enthusiasm (the “why” of learning).
  3. 3. Metaphorically speaking, if a curriculum is apathway, it can be manifested asA tunnel (traditional): The goals, materials,methods, and assessments are fixed anduncompromisingAn open field (UDL): The curricularoutline is flexible and accepting ofstudents of diverse learningbackgrounds
  4. 4.  UDL has arose into our educational society as a result of an abundance of learners who perceive content in a uncommon way. The original concept began in the field of architecture to make certain structures accessible to all individuals; educators have adapted this idea to implement in the classroom. For example: Self-opening doors Wide doorways Ramp access These adjustments mirror those that accommodate students who have learning disabilities, language barriers, or a lack of overall engagement or motivation
  5. 5.  Three key brain networks indicate the various abilities our learners possess. These abilities differ depending on the individual. Recognition Strategic Affective Network Network Network
  6. 6.  Content acknowledgment area Sensory patterns are readily interpreted Learners are able to classify images, tastes, sounds, smells, etc.
  7. 7.  Generates execution through actions and tactics to put these actions into appropriate place Muscles respond to signals sent from the brain Provides individuals the opportunity to exercise, perform, execute physical work, etc.
  8. 8.  Feelingsand emotional status is managed in this network Identify the purpose of an event and why it should be considered meaningful to us Evaluate the factors that cause our reactions
  9. 9. 3 Key Principles of the Universal Design for Learning “Why” of learning: “How” of learning: sharing “What” of learning:motivation & involvement in of thoughts & ideas; collecting information from the classroom. showing what we learned our senses Cooperative groups, goal Writing prompts, explaining Letter identification, sight setting how to solve word problems word recognition Addresses the Affective Addresses the Strategic Addresses Recognition network Network Network Engagement Action and Expression Representation
  10. 10. What Do these Strategies Look Like? Possible Strategies for the UDL PrinciplesRepresentation--Interactive images and diagrams that can be manipulated and show changes asa result.--Practice study skills by using editable flashcards on the web to enhancevocabulary memorization.--Provide resources that activate prior knowledge and guide students to properrealm of interests.
  11. 11. What Do these Strategies Look Like? Possible Strategies for the UDL PrinciplesAction & Expression--Allow students to voice opinions in various ways: blogs, discussions, and surveys.--Provide many choices of media for students when demonstrating understandingof content.--Encourage students to monitor their progress through artifact collection and goalsetting.
  12. 12. What Do these Strategies Look Like? Possible Strategies for the UDL PrinciplesEngagement--Relate content matter of the lesson to current topics to enhance student interest.--Allow many opportunities for students to collaborate, discuss, and comparethoughts with peers.--Implement a daily method of assessing one’s progress and self-check of personalexpectations.
  13. 13. • It is essential for today’s UDL classroom to incorporate technology• Supportive keyboards, text-to-speech software, flip cameras, and even SMART boards can be considered forms of assistive technology in UDL.• Integrating such technology in the classroom can reduce the difficulties among all learners
  14. 14. Technology Resources Action and Representation Engagement Expression• Digital Text • Wikis • Online Tools communication • Blogs forums• Powerpoint • Student • Using current• Podcasts Surveys multimedia resources in the classroom
  15. 15. CAST toolsUDL Online Curriculum Self-Check: This professional surveyallows educators to gauge their current approach in theclassroom according to UDL criteria and expectations. Thiswould be a optimal tool to use in order to ensure the methodsimplemented in our classrooms are consistent and even. Diverselearners would be appropriately placed into classes taught byteachers who score higher on these surveys.
  16. 16. CAST ToolsCAST Strategy Tutor: The internet is a very powerful tool in oureducation system today, and this resource would be extremelyhelpful for students who hope to explore the possibilities of webresearch independently. This tutorial-based program allowsstudents to hone their researching skills and finding solutionsmore quickly in the information era we currently live in.
  17. 17. CAST ToolsCAST UDL Lesson Builder: This resource would greatly aidteachers who are learning the standards of a UDL classroom andhow to effectively place them within our current expectationsamong our students. Teachers who are unfamiliar with UDLwould find this helpful in creating lessons that allow students topractice the procedures of UDL and how to modify currentstandards to meet their diverse learning needs.
  18. 18.  Students feel more comfortable with their learning style Motivation increases and students become more enthusiastic about learning experiences Students gain a greater sense of academic individuality Availability of choice ensures less unresponsive behavior Teachers become more familiar with learning styles and tendencies of student learning behaviors
  19. 19. ResourcesBray, M., Brown, A., & Green, T. (2004). Technology and the Diverse Learner: A Guide to Classroom Practice. Thousand Oaks, CA: Corwin PressCenter for Applied Special Technology. (2009). UDL guidelines, version 1.0 Retrieved from Education, Inc. (Producer). (2009). Brain Research and Universal Design for Learning [DVD]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.