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Technology readiness final
- 1. Technology Readiness Learner Diversity (UDL)
- 2. Why this Topic The purpose of this presentation is to highlight the meaning of UDL (Universal Design for Learning) and it’s critical elements while equipping staff with technology resources to support learning diversity in the classroom.
- 3. Learn about UDL http://www.udlcenter.org/ Form small groups Find three items that describe UDL
- 4. What did you Learn? Write Items about UDL Here:
- 5. Investigate Let’s take a closer look at why UDL is important?
- 6. The Myth of Average https://www.youtube.com/v/4eBmyttcfU4 Designed to Average??
- 7. Misunderstood Minds Misunderstood Minds Website http://www.pbs.org/wgbh/misunderstoodmin ds/intro.html
- 8. Support for UDL ● Need to teach in a way that students have multiple means for engaging in curriculum (Edyburn, 2009). ● Student engagement decreases as students move through educational system (Katz, 2013) o UDL strategies support student engagement o Supports students in poverty (Katz, 2013) o Supports students with disabilities (Katz, 2013)
- 9. Critical Elements of UDL 1. Clear Goals 2. Planning for Learner Variability 3. Flexible Methods and Materials ● Representation (Principle I) ● Expression (Principle II) ● Engagement (Principle III) 4. Timely Progress Monitoring
- 10. Flexible Methods Continued http://www.cast.org/library/UDLguidelines/ve rsion1.html
- 11. UDL Toolkit Toolkit Website http://udltechtoolkit.wikispaces.com/ Staff will be given time to explore content areas on the website. Report ways to use technology focusing on skills, interests and strengths.
- 12. RIT Score Math Games MAP Math practice by RIT score http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/ Design a lesson using the website include how it addresses the Critical Elements of UDL
- 13. RIT Score Reading Games MAP Reading practice by RIT score http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/reading.htm Design a lesson using the website include how it addresses the Critical Elements of UDL
- 14. Resources for UDL These Websites will assist in your implementation of UDL lessons
- 16. Flashcards - Bitsboard http://bitsboard.com/
- 17. Resources Websites: http://www.udlcenter.org/ https://www.youtube.com/v/4eBmyttcfU4 http://www.pbs.org/wgbh/misunderstoodminds/intro.html http://udltechtoolkit.wikispaces.com/ http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/ http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/reading.htm https://www.educreations.com/ http://bitsboard.com/
- 18. Resources Continued Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36(1), 7-27. Edyburn, D. (2009). RTI and UDL interventions. Journal of Special Education Technology, 24(2), 46-47. Retrieved fromhttp://search.proquest.com/docview/228486520?accountid=10269 Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115 Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153-194. Retrieved from http://search.proquest.com/docview/1440186282?accountid=10269
Editor's Notes
- Representation - Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential Expression - Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential. Engagement - Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.