UDL - Creating effective and efficient learning for everyone
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This document discusses Universal Design for Learning (UDL), which aims to create effective and accessible learning for all students. UDL recognizes there are three networks involved in how people learn - recognition, strategic, and affective networks. It also acknowledges people receive and process information differently depending on whether they are visual, auditory, kinesthetic, or multi-sensory learners. UDL calls for providing multiple means of representation, engagement, and expression to accommodate differences in individual learners and learning styles. When designing curriculum, UDL encourages considering ways to present content through different modalities and provide alternative options for students to demonstrate their understanding.
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Saying no at the right time will also help you work efficiently and productively. For example, when someone asks you to do something which is not your passion or priority, you can say no without hesitance, and come back to your main work.
9. Sleep Enough
Make sure that you sleep enough 8 hours a day to be physically and mentally healthy at work. Lack of sleep makes you tired, and unable to work at 100% of productivity.
10. Get Exercise
Doing exercises makes you strong, and decisive, as well as, confident at work. It also helps you avoid obesity and some other diseases like back pain or shoulder pain due to long sitting hours at work.
11. Have Positive Thoughts
Positive thoughts help create good mood to work. This helps enhance your efficiency and productivity. Therefore, you should always think about the good results you may get
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Universal Design for Learning (UDL) is a framework for curriculum design that fosters access to learning for all students. It aims to identify and remove barriers from teaching methods and curriculum materials to engage each student. UDL addresses unique learner needs, backgrounds, and interests by supporting customized methods, materials, and assessments. The framework is based on research about how the brain functions and learns best. It parallels the three brain networks of recognition, strategic, and affective learning. UDL provides flexibility in instruction and expands access to resources through technology to benefit diverse learners.
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The document discusses Universal Design for Learning (UDL), an educational framework that aims to accommodate diverse learners by providing multiple means of representation, expression, and engagement. It notes the increasing diversity in today's classrooms and calls for more flexible approaches to teaching and curriculum design. UDL principles align with differentiated instruction by recommending flexible content, processes, and products to meet varied student needs along a continuum. The document advocates teacher collaboration and use of technology as ways to effectively reach more students through a universally designed curriculum.
Udl
Universal Design for Learning (UDL) is an educational framework that provides flexibility in how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged. UDL is meant to teach a wide variety of diverse learners by anticipating learner needs and removing barriers. There are three principles of UDL - recognition, strategy, and affect - which address the "what," "how," and "why" of teaching and learning. UDL uses a variety of methods, technologies, and tools to reach all learners regardless of ability.
Udl
Universal Design for Learning (UDL) is an educational framework that provides flexibility in how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged. UDL is meant to teach a wide variety of diverse learners by anticipating learner needs and removing barriers. There are three principles of UDL - recognition, strategy, and affect - which address the "what," "how," and "why" of teaching and learning. UDL uses a variety of methods, technologies and tools to reach all learners regardless of ability.
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The document discusses Universal Design for Learning (UDL), a framework that aims to accommodate all learners by providing multiple means of representation, expression, and engagement. It emphasizes flexibility over uniformity and reducing barriers for those with disabilities while enhancing opportunities for all students. Key aspects of UDL include providing content in various formats, allowing for different modes of expression, and appealing to different interests to increase engagement and motivation to learn. The document argues for retrofitting classrooms and curriculum with these UDL principles in mind rather than only making accommodations after the fact.
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Universal Design for Learning (UDL) is an educational framework that aims to provide flexible approaches that can accommodate all learners. UDL is based on principles of providing multiple means of representation, expression, and engagement. This allows for flexibility in how content is presented, how students demonstrate knowledge, and how students are motivated to learn. UDL aims to remove barriers for learners by anticipating diversity and providing options that support recognition networks, strategic networks and affective networks in the brain. Teachers can incorporate UDL by examining curriculum and instructional strategies to include more flexible methods, materials and assessments.
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1) Universal design for learning (UDL) aims to provide all students equal access to curriculum by designing flexible instruction that accommodates learner differences. It shifts from a one-size-fits-all approach to teaching diverse learners.
2) UDL is based on three principles - providing multiple means of representation, expression, and engagement. This allows for varying needs across different learning networks in the brain.
3) Implementing UDL and using tools from CAST can increase student engagement and motivation by matching their interests and preferred ways of learning. It also supports teachers in meeting the needs of diverse learners.
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This document provides an overview of Universal Design for Learning (UDL). UDL aims to make curriculum accessible to all learners by incorporating flexibility. It is based on research showing there are three main networks in the brain involved in learning. UDL principles provide multiple ways to present information, allow students to demonstrate knowledge, and engage students. Examples of how to apply UDL principles through tools like graphic organizers and text-to-speech are discussed. Federal legislation regarding assistive technology and accommodations is also addressed.
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This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in the design of instruction and assessment. In essence, UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for all learners. To prepare for this discussion, in addition to reviewing the Required Resources for Week Three, view the CAST (2010) video UDL at a Glance (Links to an external site.)and the Week Three Instructor Guidance where additional assistance for excelling in this discussion and intellectual elaboration about UDL is provided.
Initial Post: Create an initial response that addresses the following areas.
a. Provide a succinct summary, in your own words, of the key concepts that make up UDL.
b. Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning styles, and abilities and thereby create increased opportunities for learning.
c. Discuss the impact that using UDL may have on your current or anticipated teaching or professional role.
d. Share an idea; including what you learned to inform your initial response to this discussion, how might you include what you’ve learned about UDL in your plan for the Week Six Final Project: Community Event?
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Knowledge gained in Weeks One and Two prompted you to consider how technology integration promotes and sustains student motivation. This week, you will learn about the practice and principles of Universal Design for Learning (UDL) as it relates to technology integration into the classroom. Keep reading for intellectual elaboration about UDL and for additional assistance with excelling in the Week Three assessments.
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UDL is a framework to make learning accessible to all students by removing barriers. It provides multiple means of representation, expression, and engagement based on three principles. UDL and universal design aim to make the physical environment and learning accessible to people of all abilities. Technology plays a central role in UDL by allowing flexible presentation of information and meeting different learning styles. UDL helps remove barriers so all students can learn, build flexibility, and give students motivation to learn.
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Universal Design for Learning (UDL) is an educational framework that aims to provide flexible approaches to learning that meet the needs of all students. UDL provides multiple means of representation, action and expression, and engagement through varied techniques, resources and strategies. This framework recognizes individual differences in students and aims to reduce barriers in teaching through inclusive design principles.
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Universal Design for Learning (UDL) aims to make learning accessible to all students by providing multiple, flexible methods for presentation of content, student expression, and student engagement. UDL is supported by brain research showing learning is distributed across recognition, strategic, and affective networks, which vary between individuals. UDL principles include presenting content through various formats, allowing choice in how students demonstrate understanding, and providing options to engage students. Technology supports UDL by making content versatile, transformable, networked and able to be marked. The CAST organization provides resources for implementing UDL including lesson planning tools.
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This document discusses Universal Design for Learning (UDL), which aims to meet the needs of all students through flexible instruction. UDL has three principles: providing multiple means of representation, action and expression, and engagement. It emphasizes using various methods like visuals, audio, and movement to teach concepts, allowing different ways for students to demonstrate understanding, and making lessons interesting through student choice and technology. UDL and technology can boost achievement by engaging more students and enabling success through tailored instruction that develops independent learners. Resources like online lesson builders and strategy tools help apply UDL principles.
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This document discusses Universal Design for Learning (UDL), a framework that helps all students learn. UDL is based on three principles that parallel the three networks in the brain related to recognition, strategy, and affect. The principles are to provide multiple ways of presentation, expression, and engagement. Digital media makes UDL powerful as materials can be easily modified. UDL and technology help meet diverse learners' needs through options like text-to-speech, videos, and graphic organizers. Resources like CAST and online tools can aid applying UDL principles.
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This document provides an overview of Universal Design for Learning (UDL), a framework for ensuring access and equity in education. It discusses UDL's foundations in universal design principles and brain research. The document explains the three networks in the brain and how UDL addresses each through multiple means of representation, engagement, and action/expression. It highlights how technology can support UDL and discusses benefits for all learners. Resources from CAST, the leading organization in UDL, are also referenced.
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UDL - Creating effective and efficient learning for everyone
- 1. Universal Design for Learning Creating effective and efficient learning for everyone Betty Nelson, Ph.D. Jenelle Hodges, M.S. University of Alabama at Birmingham College of Arts and Sciences
- 2. But Do we all learn the same? The world is full of many different people..
- 3. Recognition Networks Recognition networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch
- 4. Strategic Networks Strategic networks: “the how of learning” plan, execute, and monitor actions and skills
- 5. Affective Networks Affective networks: “the why of learning” evaluate and set priorities
- 6. Learning and the Brain Recognition networks (what) Strategic networks (how) Affective networks (why)
- 8. Functional Magnetic Resonance Images (fMRI) Blue = low to moderate level of activity Red = high level of activity Yellow = extremely high level of activity
- 9. Today’s Learner So if we all receive information differently… What does today’s classroom look like? How does learning take place? Where does learning today take place?
- 10. Kinesthetic Learner Visual Learner Auditory Learner Multi-Sensory Learner
- 11. Did you know? 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.
- 12. We Must Avoid “One Size Fits All”
- 13. The Issue Facing Educators Teachers look for ways to… Adapt curriculum Modify instructional strategies Assess students in ways that permit them to demonstrate their mastery of what they’ve been taught One answer? UDL or Universal Design for Learning 13
- 14. Universal Design Originally developed for architects and consumer product designers, the principles of Universal Design have been adapted to the field of education. 14
- 15. Universal Design 15 © U.S. Dept. of Justice http://www.usdoj.gov/crt/ada/images/handles.gif
- 16. Universal Design for Learning(UDL) One concise description is… The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, and disabilities in widely varied learning contexts. The universal in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, create learning experiences that suit the learner, and maximizes his or her ability to progress. (Rose & Meyer, 2002, page 70) 16
- 17. Why is it so important… Capturing the global cognitive talents of our students– maximizing students’ potential Student recruitment Student retention Teaching using methods that promote retention of what is learned Global competition 17
- 18. Multiple Means X 3 There are three essential qualities of UDL that must be considered when designing curriculum to meet the needs of all learners. 1. Multiple Means of Representation 2. Multiple Means of Engagement 3. Multiple Means of Expression 18 3 3 3
- 19. Lets think about it… What are multiple ways to present lesson content? What are multiple ways to engage students? What are multiple ways students can express themselves? *Auditory learners? *Visual learners? *Tactile or kinesthetic learners? *What are your affective options? *What are your technology options?
- 20. Different combinations of course content present different management skill demands for students
- 21. Innovations to Implement UDL in Higher Education
- 24. Meeting the Challenge All too often we are digital immigrants teaching in a digital native’s world. We must find a way to bridge the gap. UDL is the answer to reaching all of our different types of learners. This is a PBS Special on Digital Media: New Learners of the 21st Century. It has interviews with John SeelyBrown, James Gee, and several other prominent people in the field of Instructional Design and Education. http://video.pbs.org/video/1797357384/
- 25. Unlock the potential of new technologies To podcast or not to podcast… That is the question !
- 26. Thank you! Any questions, comments, or for further information please feel free to contact us at: Dr. Nelson - benelson@uab.edu Jenelle Hodges – jmhodges@uab.edu
Editor's Notes
- With the grwing movement towards swerving all learners in the general education classroom coupled with legislative mandates that pupils with disabilities be involved with and progress in the general education curriculum, it is not uncommon to find teachers searching for ways to do three things.Adapt curriculumModify instructional strategiesAssess students in ways that permit them to demonstrate their mastery of what they’ve been taught