This presentation is an examination of UDL.

1. EDUC 7109
Troy D. Gordon
Student ID: A00382519
April 13, 2014
UNIVERSAL DESIGN LEARNING
(UDL)

2. TIMELINE
INTRO
(5 MINS)
Scavenger Hunt Presenter
Presentation
Overview
WHAT IS UDL?
(5 MINS)
Inspiration
Physical
Modifications
Educational
Modifications
NEURAL NETWORKS
(5 MINS)
Recognition Strategic Affective
PRINCIPLES
(5 MINS)
Representation Expression Engagement
FOUNDATIONS
(5 MINS)
Central Role Impact Research
CAST RESOURCES
(10 MINS)
Curriculum Self-
Check
Lesson Builder Exchange

3. • Use your smart
phone or any
handheld devise
• Search for
“Universal Design”
and find 2 facts that
you did not know
• Search for
“Universal Design
for Learning” and
find 2 facts that you
did not know
SCAVENGER HUNT

4. INTRODUCTION
This presentation is on UDL. The
purpose of this presentation is to explain
what UDL is and present the litany of
benefits associated with employing this
specific design model in classroom
instructional environments.

5. AUDIENCE
Flat Rock Elementary Staff:
• Administration- Principal, Asst. Principal, Counselors,
Instructional Coaches
• Classroom Teachers (Grades PreK-5th)
• Resource Teachers
• Special Education Teachers
• Connection Teachers (Art, Music, Health, PE, etc.)

6. UDL
What is
UDL?
Neural
Networks
PrinciplesFoundations
Cast
Resources
InspirationModifications
Affective
Strategic
Recognition
Engagement
Expression
Representation
Impact
Central Role
Implications
Exchange
Lesson
Builder
Curriculum
Self-Check

7. WHAT IS UDL?
According to the Higher Education Act of 2008, UDL is defined as a
valid scientific methodology for guiding educational practice that:
1. Provides a flexible way to present information in a
manner that students respond or demonstrate their
knowledge and skills, and how the student is
engaged.
2. Reduces barriers, provides appropriate differentiation to
address accommodations, support, provides rigor, and
establishes and sustains exemplary expectations for all
students.
http://www.udlcenter.org/aboutudl/udldefined

8. • Ramps
• Elevators
• Escalators
• Automatic doors
• Talking signs
• Hand rails
UDL PHYSICAL MODIFICATIONS

9. UDL EDUCATIONAL MODIFICATIONS
• iPads/Tablets
• Specialty Apps
(Dragon Dictation)
• Specialty software
• Voice automated
software
• Web-based
software
• eBooks
• Talk to text
• Digital
stories/movies

10. SUPPLEMENTAL RESOURCES
• http://www.cast.org/index.html
• www.udlcenter.org/aboutudl/udlguidelines
• http://en.wikipedia.org/wiki/Universal_Design_for_Learn
ing
• http://schools.nyc.gov/Academics/CommonCoreLibrary/
ProfessionalLearning/UDL/default.htm
• http://sped.dpi.wi.gov/sped_udl
• http://iris.peabody.vanderbilt.edu/module/udl/

11. UDL INSPIRATION
UDL derived from UD which originated
from architects perspective on creating
building plans that were universally
accessible for everyone (Laureate Education, 2009).

12. BRAIN RESEARCH
“The UDL concept is
based on research in
the fields of
neuroscience,
cognitive psychology,
and learning sciences
. . .”. The results of
this research guided
the principles
generated for
implementing UDL.
(Bastedo & Vargas, 2014, p.2 )

13. NEURAL NETWORKS

14. RECOGNITION NETWORK
(THE “WHAT” OF LEARNING)
The “Recognition Network” is located in the back of the
brain and is responsible for processing. This portion of the
brain enables us to employ our senses in our day to day
lives.
• Recognize and categorize what we see and hear
• Acquisition of facts and other pertinent information
• Ability to identify patterns

15. RECOGNITION EXAMPLES
• Ability to identify letters
• Ability to identify words
• Ability to identify patterns
• Ability to identify sounds
A A B A A B A A B A A B

16. STRATEGIC NETWORK
(THE “HOW” OF LEARNING)
The “Strategic Network” is located in the front half of the
brain. The function of this network is to enable one to
move. This network provides you with action and the
ability to plan actions.
• Plan and execute tasks
• Organize and communicate concepts
• Demonstrate mastery of concepts

17. STRATEGIC EXAMPLES
• Solving
mathematical
equations
• Writing and essay
• Role playing
• Creating a digital
story

18. AFFECTIVE NETWORK
(THE “WHY” OF LEARNING)
The “Affective Network” is located in the center of
the brain. This network is responsible for your
emotions.
• Ability to attach emotions to objects and actions
• Engagement
• Motivation

19. AFFECTIVE EXAMPLES
• Ability to explain feelings and emotions
• Surveys
• Questionnaires

20. THE 3 PRINCIPLES OF UDL
• Multiple means of REPRESENTATION
Increases recognition
• Multiple means of EXPRESSION
Expands strategic output
• Multiple means of ENGAGEMENT
Enhances involvement in learning

21. RECOGNITION NETWORK FOR
REPRESENTATION
Provide students with a
variety of options to
learn new concepts.
This can be done by
presenting the
information in a diverse
manner.

22. STRATEGIC NETWORK FOR
EXPRESSION
Provide students with a
variety of options to
demonstrate their
mastery of the
concepts they are
being taught.

23. AFFECTIVE NETWORK FOR
ENGAGEMENT
Multiple means of
engagement:
• Teach students based
on their interests
• Provide task with rigor
• Motivate and engage
students

24. PRACTICE WHAT YOU’VE LEARNED
ABOUT UDL
• Create a LANGUAGE ARTS lesson that concentrates on the
principles of REPRESENTATION, EXPRESSION, and
ENGAGEMENT while incorporating applicable technology
Group
1
• Create a MATH lesson that concentrates on the principles of
REPRESENTATION, EXPRESSION, and ENGAGEMENT while
incorporating applicable technology
Group
2
• Create a SCIENCE lesson that concentrates on the principles of
REPRESENTATION, EXPRESSION, and ENGAGEMENT while
incorporating applicable technology
Group
3
• Create a SOCIAL STUDIES lesson that concentrates on the
principles of REPRESENTATION, EXPRESSION, and
ENGAGEMENT while incorporating applicable technology
Group
4

25. CENTRAL ROLE
The central role of UDL is to assist all students, able
bodied and special needs, with successfully navigating
their classroom experience.

26. IMPACT
Implementing UDL impacts all learners in
a positive manner because it breaks down
barriers and provides a game plan for
teachers to employ educational tools for
the purpose of differentiation so that
learners with diverse needs are
accommodated.

27. IMPLICATIONS
UDL provides teachers with a model that helps plan and
design differentiated lessons for their students. This
model also provides the teacher with the opportunity to
assess whether their lessons meets the standards and
guidelines needed for all students to be successful in the
classroom through the use of various tools and resources,
technology integration, and differentiated instruction. This
process should eliminate barriers from learning and
provide rigorous learning opportunities that interest and
engage students.

28. CAST ONLINE TOOLS
• CAST UDL CURRICULUM SELF-CHECK
• CAST UDL LESSON BUILDER
• CAST UDL EXCHANGE

29. CAST UDL CURRICULUM SELF-CHECK
This online tool is free and enables the
teacher to perform an in depth assessment
of themselves to evaluate their teaching
practices for proficiency. The tool also
enables the teacher to build options and
flexibility into each element of the
curriculum (goals, methods, materials, and
assessments) in order to reach and
engage all students.
http://udlselfcheck.cast.org/

30. CAST UDL LESSON BUILDER
This free online tool
enables teachers to
customize standards-based
curriculum to meet the
specific individual learning
needs of their students.
http://lessonbuilder.cast.org/

31. CAST UDL
EXCHANGE
This tool allows the instructor to browse and
build resources, lessons and collections. You
can use and share these materials to support
instruction guided by the UDL principles.
http://udlexchange.cast.org/home

32. THINK QUICK QUESTIONS!

33. IMAGE SOURCES
• Slide 3 image blog.jackstechcorner.com
• Slide 5 image cdhpartners.com
• Slide 7 image www.hertssecurity.com
• Slide 8 image www.mamatoga.com
• Slide 11 image thehomesitter.com
• Slide 12, 20-22 image http://www.cast.org/udl/index.html
• Slide 16 image www.teachingenglishgames.com
• Slide 18 image www.fotosearch.com
• Slide 23 image www3.canisius.edu
• Slide 24 image www.trade196.com
• Slide 26 image www.howtofascinate.com
• Slide 30 image blog.dx.com
• Slide 32 image www.clipartlord.com

34. RESOURCES
• Bastedo, K., & Vargas, J. (2014). Universal Design for Learning in
Today’s Diverse Educational Environments. Assistive Technology
Research, Practice, and Theory, 1
• CAST, Inc. 1999-2013.
CAST 40 Harvard Mills Square (map: 40 Foundry Street), Suite 3 |
Wakefield, MA 01880-3233 | TEL (781) 245-2212 | EMAIL
cast@cast.org
• Rose, D. (2009). Evolution of Universal Design Learning. Laureate
Education, [Producer].
• National Center On Universal Design for Learning, at CAST
40 Harvard Mills Square, Suite 3; Wakefield, MA 01880-3233
TEL.: (781) 245-2212, EMAIL: udlcenter@udlcenter.org