This is an assignment done as partial fulfilment for the course: Reaching and Engaging All Learners Through Technology

1. By
Michelle Rose
Walden University
Reaching and Engaging all Learners Through Technology
Dr. Jacqueline Derby
September 30, 2012

2. What is  Each learner is learning the same thing
but in a different way that is
UDL? accommodating for them.
UDL or the Universal
Design for Learning is a
framework that was
designed for the
improvement of learning
for all students in spite of
challenges they may face.
It encompasses the use of
technology along with
knowledge of brain
research that makes
teaching and learning
more effective.

3. Inspirations for UDL
The inspiration for UDL came about because
of a need for reaching and engaging all
learners in spite of individual differences. It
Use of ramps
arose out of architectural design. Designers
instead of stairs
adapted buildings for better Use of elevator
instead of stairs
accommodations. Therefore, educators
should be able to adapt methods for diverse
learners. Examples of recognition in the
physical environment: is the arrangement of
the learning environment. In the physical
environment there are adjustments made to
accommodate those persons with a handicap.
There are ramps, stairs, lifts and parking
spaces.
Use of escalator
instead of stairs

4. Learning
In Layman’s terms… Goals
Okay… students
need to reach the top
or achieve their
learning goals
therefore the UDL is
there to make
learning accessible
and keep the
students interested.
Each child is
learning using a
medium that caters
to his or her
individuality.
Students on
learning journey

5. Underlying
principles of UDL
This inspired brain research
teams to get behind the
curtains. Once research
started they arrived at the
conclusion that there were
specific areas of the brain
responsible for learning.
They outlined three areas
and the principles
underlying the UDL. Brain
researchers investigated the
various processes of
learning and arrived at three
main processes: strategic,
affective and
recognition. These three
principles govern the
science of learning.

6.  Looking at the experiment and
just seeing what is there.
Recognition Observing the representation.
An example of
recognition is the
your viewing of a
PPT presentation and
just reading the notes.
Recognition seems to
be the knowledge
component of the
Bloom’s Taxonomy.
This is where
students recall and
list facts.

7. He thinks about how he can get the
experiment to work, or how he can
solve a problem. He devises a plan.
Strategic
Strategic involves a
deeper look into the
details and devising a
strategy to find a
solution. Strategic
appears to be the
higher order thinking
skills of the Bloom’s
Taxonomy level
whereby students
begin to comprehend,
apply, evaluate and
synthesize
information.

8. Affective determines how long he
Affective stays on the task or remains
interested.
Affective determines
the intensity in
which the person
takes interest in and
how long they stay
focused on the detail.
Affective seems to be
the attention and
feeling component
and determines how
long the student will
stay interested in the
subject or task at
hand.

9. UDL and  While some students are working with
computers, teacher may give small
Technology group attention.
Technology plays an important role in
the use of UDL to maximize learning for
all learners. Students who are autistic
will benefit from the use of a task
master with minimal changes. In UDL,
lessons may be designed to facilitate
learning of content with the use of
technology to cater to diverse learning
needs. For e.g. assistive/adaptive or
supportive technologies
Using UDL with technology facilitates
differentiation in the classroom.
Multiple means of presentation,
interaction and production based on
various software available.

10. UDL fosters Differentiation

11. Positive Impact of UDL in our School
 Students will be engaged in learning activities because they
are interested and motivated to learn.
 Learning tasks more practical and student centred. Students
get to present learning product of their choice.
 Students feel valued because supportive and assistive
technologies are in place to facilitate learning.
 Alternative and flexible methods of instruction to ensure that
all students can participate and benefit from an all inclusive
classroom.
 Caters to all students and not just those who need assistive
technology. Teachers will present content in several ways.
 All students stand to have increased achievement; thus a
higher standard of learner achievement in the school.

12. Brain Research and Learner
Differences
Brain research tells us that each learner
is unique especially in the affective.
The patterns formed are also unique.
The way people learn may differ as a
result of neurological differences
resulting from previous experiences.
UDL fosters the use of differentiation
to cater to individual differences. Brain
research shows that there are different
areas of the brain that are responsible
for specific functions. The frontal lobe
caters to representation and
recognition. The back section caters to
strategic plan and the central area is
mainly affective. This is so because of
the various functions of each section of
the brain.

13. The Brain and Learning
Recognition Affective Strategic
Networks Networks Networks
The “what” the “why” the “how” of
of learning of learning learning
Teaching must therefore be tailored to fit each network of learning. The
“what”, “how”, and “why” of learning.

14. Brain Research, UDL, Technology and Implications for
Teachers
The central role of technology in UDL to address the brain
research and instructional implications.
 Teachers aught to teach using multiple sources of presentation to allow for
recognition to take place. Use of PPT, interactive whiteboard, blogs, Wikis,
Voice-threads etc.
 Present information and content in different ways using audio, visual, kin-
aesthetic, or a combination of all or some etc.
 Differentiate the ways that students can express what they know: give them
options to choose from
 Stimulate interest and motivation for learning, use incentives and recognize
or reward students for accomplishments
 Provide students with multiple ways of presentation
 Allow students multiple means of action and Expression
 Provide multiple ways of engagement

15. UDL Supports Cultural, Ethnic, Linguistic, and Academic
Diversity
“All educators should
have and know the
class profile to be able
to cater to diverse
needs”.
UDL does not cause or
set up barriers. UDL
breaks down cultural
barriers with the use of
assistive or supportive
technologies.

16. CAST online tools and resources
• CAST is an online resource
that provides additional
information about UDL. I
chose the lesson builder:
http://lessonbuilder.cast.o
rg/explore.php
This is a good resource as I
could use it to plan a good
UDL lesson for my students.
Lesson plan archives
• There are also model
lesson plans to assist in
planning excellent UDL
lessons. We could meet as
a staff and discuss lesson
plan template and design
to restructure our
methodology and use of
materials.

17. More Online Resources CAST
 UDL Class Learning Profile Template:
http://www.cast.org/teachingeverystudent/
One may use this template to discover and analyze the class to be better
able to plan UDL lessons .
 Getting to know the UDL way:
http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=12
This site provides more information for using UDL and could prove a
valuable resource for a staff development workshop. This would
empower classroom teachers to use UDL in teaching and assessing.
 There is also a training kit provided for interested persons.
http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.
cfm?tk_id=61

18. References
CAST Teaching Every Student retrieved from:
http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_2.cfm
http://www.cast.org/teachigeverystudent/ideas/tes/chapter6_3.cfm Sept. 28, 2012
CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/
CAST, Inc. (2005–2011). UDL lesson builder. Retrieved from http://lessonbuilder.cast.org/
National Center for Universal Design for Learning: http://www.udlcenter.org/research/researchevidence
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/

19. Thank You
for Watching