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MA4 Submission - Walden University
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- 1. UNIVERSAL DESIGN FOR LEARNING Presented by: Robin A. Lemire (EDUC 7109 – 1) Diverse Learners and Technology Dr. Rebekah McPherson Ed.S in Educational Technology
- 2. “The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start.” ~ CAST (2011)
- 3. THE INSPIRATION BEHIND UDL “The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” ~ Ronald Mace *What is Universal Design? (n.d.). Retrieved from http://www.udinstitute.org/whatisud.php *CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. *Universal Design: Process, Principles, and Applications. (n.d.). Retrieved from http://www.washington.edu/doit/Brochures/Programs/ud.html
- 4. THREE NEURAL NETWORKS OF UDL Recognition Networks The “what” of learning Strategic Networks The “how” of learning Affective Networks The “why” of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author’s style are recognition tasks. Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. *What is Universal Design for Learning | National Center On Universal Design for Learning. (n.d.). Retrieved from http://www.udlcenter.org/aboutudl/whatisudl *Katz, J. (2012). Teaching to diversity: The three-block model of universal design for learning. Winnipeg, MB, Canada: Portage & Main Press.
- 5. CENTRAL ROLE OF TECHNOLOGY IN UDL
- 6. EXAMPLE OF TECHNOLOGY IN UDL
- 7. POTENTIAL IMPACT OF UDL ON STUDENT LEARNING
- 8. WHAT DOES BRAIN RESEARCH TELL US ABOUT LEARNING DIFFERENCES? “Advances in neuroscience and education research over the past 40 years have reshaped our understanding of the learning brain. One of the clearest and most important revelations stemming from brain research is that there is no such thing as a regular student.” *Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. New York: Guilford Press. *Katz, J. (2012). Teaching to diversity: The three-block model of universal design for learning. Winnipeg, MB, Canada: Portage & Main Press.
- 9. IMPLICATIONS LEARNING DIFFERENCES HAVE CONCERNING INSTRUCTION AND LEARNING UDL APPLICATION: RETHINKING OUR PRACTICE *Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
- 10. HOW DOES UDL SUPPORT CULTURAL, ETHNIC, LINUISTIC, AND ACADEMIC DIVERSITY? Photo provided by: www.thechildrenintheshoe.com
- 11. CAST ONLINE TOOLS AND RESOURCES IN A CHILDCARE ENVIRONMENT
- 12. THANK YOU!!! THANK YOU FOR YOUR PARTICIPATION! I HOPE YOU ENJOYED THE PRESENTATION!
- 13. REFERENCES CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. New York: Guilford Press. Katz, J. (2012). Teaching to diversity: The three-block model of universal design for learning. Winnipeg, MB, Canada: Portage & Main Press. Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development What is Universal Design? (n.d.). Retrieved from http://www.udinstitute.org/whatisud.php What is Universal Design for Learning | National Center On Universal Design for Learning. (n.d.). Retrieved from http://www.udlcenter.org/aboutudl/whatisudl Universal Design: Process, Principles, and Applications. (n.d.). Retrieved from http://www.washington.edu/doit/Brochures/Programs/ud.html
Editor's Notes
- “Starting in the 1950's, demographic, legislative, economic, and social changes revolving around people with disabilities and older adults created the ground from which the Universal Design movement has sprung (udinstitute.org, n.d.).” “In learning environments, such as schools and universities, individual variability is the norm, not the exception. When curricula are designed to meet the needs of an imaginary “average”, they do not address the reality learner variability. They fail to provide all individuals with fair and equal opportunities to learn by excluding learners with different abilities, backgrounds, and motivations who do not meet the illusive criteria for “average.” According to Burgstahler (n.d.), “Designing any product or environment involves the consideration of many factors, including aesthetics, engineering options, environmental issues, safety concerns, industry standards, and cost. Often, designers focus on the average user. In contrast, universal design (UD), according to the Center for Universal Design, "is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.“ “When UD principles are applied, products and environments meet the needs of potential users with a wide variety of characteristics. Disability is just one of many characteristics that an individual might possess. For example, one person could be Hispanic, six feet tall, male, thirty years old, an excellent reader, primarily a visual learner, and deaf. All of these characteristics, including his deafness, should be considered when developing a product or environment he, as well as individuals with many other characteristics, might use. “ “UD can be applied to any product or environment. For example, a typical service counter in a place of business is not accessible to everyone, including those of short stature, those who use wheelchairs, and those who cannot stand for extended periods of time. Applying UD principles might result in the design of a counter that has multiple heights—the standard height designed for individuals within the average range of height and who use the counter while standing up and a shorter height for those who are shorter than average, use a wheelchair for mobility, or prefer to interact with service staff from a seated position.” “Making a product or an environment accessible to people with disabilities often benefits others. For example, automatic door openers benefit individuals using walkers and wheelchairs, but also benefit people carrying groceries and holding babies, as well as elderly citizens. Sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are often used by kids on skateboards, parents with baby strollers, and delivery staff with carts. When television displays in airports and restaurants are captioned, programming is accessible not only to people who are deaf but also to others who cannot hear the audio in noisy areas.” *CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. *Universal Design: Process, Principles, and Applications. (n.d.). Retrieved from http://www.washington.edu/doit/Brochures/Programs/ud.html
- According tp Katz (2012), it is “vital, then, that children be exposed to a wide variety of stimuli when the brain’s walls and wiring are being formed so that they have all of these options available to them later in life, and that they learn to live in diverse communities and relate to diverse others through their childhood and adolescence, as they will do as adults.” The brain has three significant neural networks. These networks are: recognition networks, strategic networks, and affective networks. Recognition networks are responsible for the acquisition of factual knowledge and information processing, and because we gather information through all of our senses, we have multiple recognition networks. Providing students with multiple means of representing information in visual, auditory, tactile, and multi-sensory formats is crucially important in the development of these networks. Strategic networks are developed when we are learning how to learn. Giving students specific instruction in different modes of learning gives them options for ways of representing their understanding of what they have learned, and provides them with strategies for overcoming challenges. Affective networks are responsible for motivation, attention, and perseverance. To activate affective networks, students must be empowered to make choices and be provided with opportunities to challenge themselves and discover new ideas. Basically, we must teach in a variety of ways, give students choice within their learning, and give them opportunities to show what they know in a variety of ways.
- According to Hall, Meyer & Rose (2012), “Many classrooms continue to be dominated by a single, inflexible medium – printed textbooks. We categorize as “disabled” those students for whom a printed textbook is difficult or impossible to use. We then prescribe for them special goals, teaching methods, and materials, often with a remedial focus. Even students able to access text are missing out, because we know that there are other media more suitable for communicating particular kinds of material, and for deepening particular students’ engagement with that material.: UDL, on the other hand, calls for taking advantage of the power and customizability of modern technology to deliver, by design, flexible instructional practices directly within the core instructional curriculum where students can access them on an individualized basis. These best practices, often essential for students identified with disabilities or other struggling learners, often prove advantageous for many other students as well. For example, digital media are powerful because they are versatile and transformable. Unlike a printed book, digital media can display content in many formats such as text, still images, sound, moving images, or any combination of these, with just a few keystrokes. Learners visiting the same website can alter how content is presented. They can change the appearance of text or images, turn off graphics, or turn on sound. Using a program with text-to-speech capabilities, a teacher can set up a computer to read words aloud on demand for a student with dyslexia, transforming the medium from print to sound.” One way I incorporate technology into my childcare curriculum is through the use of my iPad. One the next slide for example you will see “Madison.” “Madison” is a five year old young lady who has been enrolled in my child care since her birth. She has trouble focusing on tasks and sitting long enough to complete curriculum mediums such as worksheets. This frustrates her greatly. I have found she does very well when I incorporate technology into the curriculum. The example on the next slide (when she was younger) is her playing a new app I wanted to try to assist her with knowledge of nutrition, color recognition and hand-eye coordination.
- According to Hall, Meyer & Rose (2012), “Of all the systemic change initiatives designed to address the diversity in today’s classrooms, Universal Design for Learning (UDL) most clearly addresses barriers in the four components of the curriculum itself: its goals, methods, assessments, and materials. Often the general education curriculum and the accountability systems that accompany it are not designed to achieve or measure results for diverse learners, including students with disabilities, English language learners (ELLs), and others. Until very recently, these students have generally not been proactively considered during the planning, design, development, adoption, or validation of the curriculum. As a result, general curricula lack the research-based alternative methods and materials that are needed to instruct and assess diverse learners – and, as a consequence, may create barriers to the learning process. According to CAST.org (n.d.), “From pre-kindergarten to graduate school, classrooms usually include learners with diverse abilities and backgrounds, including students with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, varied preferences and motivations for learning, students who are unusually gifted, and many others. Universal Design for Learning supports teachers’ efforts to meet the challenge of diversity by providing flexible instructional materials, techniques, and strategies that help teachers differentiate instruction to meet these varied needs. It does this by providing options for: Presenting information and content in different ways (the "what" of learning) Differentiating the ways that students can express what they know (the "how" of learning) Stimulating interest and motivation for learning (the "why" of learning) A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary.” As a state licensed family childcare provider, UDL plays an important role in planning and implementing my curriculum as I have varied ages as well as children of differing abilities enrolled in my care. The concept of UDL makes it easier to introduce the same curriculum to each of the children enrolled.
- According to Hall, Meyer, & Rose (2012), “Learning is as unique to individuals as their fingerprints or DNA. The notion of broad categories of learners such as smart or not smart, disabled or not disabled, or regular or not regular, is a gross oversimplification that does not reflect reality. By categorizing students in this way, we miss many subtle and important qualities and strengths. Science shows that individual qualities or abilities are not static and fixed; rather, they are continually shifting, and they exist in relationship to the environment. The intersection between the individual and the environment is a dynamic and complex balancing act. In short, there is a tremendous variability among individuals in how they perceive and interact with any environment, including the classroom.” According to Katz (2012), “Research has shown that teaching and learning activities have the capacity to change brain function and, indeed, brain structure by producing adaptive responses in social and intellectual functioning. The brain is like a muscle; when asked to do a particular task or function repeatedly, it gets stronger and lays down wiring to handle that task faster the next time. Imagine the brain as a new-built house: in the early stages (to age 4), only the outer walls have been built. It is like one big room – for any task you ask of it, the whole brain gets involved. As children grown through the elementary years (ages 5 – 12) and into adolescence (the teens), the brain’s inner walls begin to rise, separating into rooms for specific functions. Thus, there is an area for language processing, another for numerical reasoning, a third for processing musical tones, and so on. The brain, like a contractor or architect, makes decisions about how to use space and function. The more a child is exposed to a particular stimulus, the more wiring the brain lays down to efficiently process and use that stimulus. While the brain can build new rooms and lay new wiring throughout a person’s lifespan, it is much harder to do once the walls have been raised. That is why it is easier for a young child to learn a new language than for an adult to accomplish the same task.”
- According to Rose and Meyer (2002), “The UDL framework shifts educators’ understanding of learner differences. It challenges us to rethink the nature of curriculum materials and endow them with the inherent flexibility necessary to serve diverse learning needs. UDL also opens the door for rethinking how we teach. With the option to individualize learning supports and focus the challenge differently and appropriately for each learner, teachers must be very clear about the learning goals they set for any given assignment or unit. Only when goals are clear can we select and apply flexible materials to support and challenge each learner. Similarly, clear goals help us focus our assessment of student progress in an accurate and useful way. The UDL framework can guide these three pedagogical steps, helping teachers to set clear goals, individualize instruction, and assess progress.”
- UDL helps address learner variability by suggesting flexible goals, methods, materials, and assessments that empower educators to meet these varied needs. Curricula that is created using UDL is designed from the outset to meet the needs of all learners, making costly, time-consuming, and after-the-fact changes unnecessary. The UDL framework encourages creating flexible designs from the start that have customizable options, which allow all learners to progress from where they are and not where we would have imagined them to be. The options for accomplishing this are varied and robust enough to provide effective instruction to all learners.
- As a state licensed child care educator from my home, it is always a battle with the different agencies that I work with in regards to any items that could be considered technology. What I consider a great learning tool may be considered as a waste of time to others. The different offices (i.e. licensing agency, food program, and voucher agencies) all have their own views on how to teach children in the best way. My view is to see the children as individuals and take it from there. Some of the children in my care love technology. Others get very frustrated very quickly and I use alternative methods to teach them (Play is a great tool). Currently I use multiple methods in order to teach the children in my care their early skills before entering their formal school years. Every child is unique and each should be able to learn in the best fashion for their differing abilities. This being said, the CAST online tools and resources I have chosen are as follows: Wiggleworks, CAST UDL Exchange; and CAST UDL Book Builder. These CAST online tools and resources were chosen as I feel they will be a great assistance when implementing the UDL concept into my curriculum. Specifically, Wiggleworks will assist with the children with beginning reading and writing technology. The CAST UDL Exchange will be a great networking assistance and a tool for sharing some of my own ideas with others who work with young children of various ages and abilities. The CAST UDL Book Builder will be a great asset to introducing the children to reading. Just about every child I have worked with loves to showcase their ideas and imaginations.