The document introduces universal design for learning (UDL) and its principles. It discusses how UDL aims to make curriculum accessible to all learners by considering individual differences and providing multiple means of representation, expression and engagement. It also explains how UDL is informed by research on the learning brain and its recognition, strategic and affective networks. Activities include exploring challenges to differentiation, brainstorming other UDL examples, and discussing UDL principles in small groups.

1. An Introduction to Universal Design for Learning Dawna Schultz Rutgers University- CMSCE

2. “ DO NOW” Personal Statue Using the pipe cleaners, create a personal sculpture that represents something about you. It could be how you feel, a hobby, what you value, etc. Be ready to share your personal statue with the group.

3. Agenda 8:30-9:00 Welcome & Introductions 9:00-12:00 Universal Design for Learning (UDL) LUNCH 12:30-2:00 Social Bookmarking 2:00-3:00 UDLatRutgers.edublogs.org & Evaluations

4. Goals Understand the concepts of Universal Design for Learning Apply the concepts of Universal Design for Learning to classroom practice

5. Introductions Who are you? What subject(s) and grade level(s) do you teach? How long have you been teaching? Share your personal statue.

6. Differentiating Instruction Take a few minutes and just list all of the strategies, techniques and tools you currently use to differentiate Instruction. With your team share and discuss your lists. Make a new combined list. Share your list with the class.

7. The Challenge Access, participation, and progress in the general education curriculum for all learners IDEA ‘97

8. Think-Pair-Share What are some of your challenges ? Think and list challenges (1 min) Pair with your neighbor and share our list with each other (2 min) Share your pair discussion with the larger group (3 min)

9. Origins of Universal Design

10. Drawbacks of Retrofitting Each retrofit solves only one problem Retrofitting can be costly Many retrofits are UGLY!

11. Retrofitting

12. Retrofitting

13. Universal Design “ Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

14. UD Solutions

15. Universal Design Not one size fits all – but alternatives. Designed from the beginning, not added on later. Increases access opportunities for everyone

16. Universal Design

17. Pair-Share Pair up and brainstorm for couple of minutes other examples of Universal Design Share with the class.

18. Origins of UDL CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age , p. vi http://lessonbuilder.cast.org/window.php?src=videos

19. Origins of UDL

20. UDL Definition UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

21. UDL & the Learning Brain

22. UDL & the Learning Brain Recognition network Strategic network Affective network

23. Recognition Networks “ the WHAT of learning” - identify and interpret patterns of sound, light, taste, smell, and touch

25. Strategic Networks “ the HOW of learning” - plan, execute, and monitor actions and skills

27. Affective Networks “ the WHY of learning” - evaluate and set priorities

29. Prerequisites for Learning One must recognize information, ideas, and concepts (Recognition) One must be able to apply strategies to process the information (Strategic) One must be engaged (Affective) Vygotsky

30. Task is too difficult for learner ZONE OF PROXIMAL DEVELOPMENT Task is too easy for learner

31. Zone of Proximal Development

32. All learners are unique and universal does not mean “one size fits all”

33. The Framework for UDL

34. Principles of UDL Provide multiple, flexible methods of: Presentation to support _______ learning Expression and apprenticeship to support _______ learning. Engagement to support_________ learning http://lessonbuilder.cast.org/window.php?src=videos

35. New Assumptions: UDL Students with disabilities fall along multiple continua Typical classes are highly diverse Teacher adjustments benefit all learners Curriculum needs fixing, not the students Curriculum materials must be flexible, varied, and diverse General Education and Special Education teachers plan curriculum

36. Questions Which methods of teaching are most effective with the ways that each brain network functions? What kinds of flexibility must instructional materials have to address the uniqueness of each learner?

37. Jigsaw Each team of 3 will become experts on their brain network. By meeting with all the other members from the other teams who are learning about the same brain network, and discussing the classroom examples you will become an expert on that brain network. Meet with your team and share what you learned. As a teams, share with the class key thoughts, feeling, ideas, etc. based on your team dialogue on the three brain networks. Be creative with how you present.

38. The UDL Approach Diversity is the norm in today’s classrooms Applying the UDL principles in education is enabled by: Appropriate goals Flexible and supportive digital materials Flexible and diverse methods, and Accessible and flexible assessments

39. Social Bookmarking http://www.commoncraft.com/bookmarking-plain-english

42. Social Bookmarking www.delicious.com www.diigo.com www.portaportal.com

43. http://udlatrutgers.edublogs.org/