UDL is a framework for designing educational environments to enable all learners to gain knowledge and enthusiasm for learning. The main goals of UDL are to break down barriers to the curriculum and provide all students with a rich learning experience by designing curriculums to fit everyone's needs and learning styles. UDL was inspired by universal design in architecture which aims to make buildings accessible to all. UDL incorporates multiple means of representation, expression, and engagement using technology like digital books, media, and tools to reduce barriers and allow all students to achieve success.
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with an equal opportunity to learn by reducing barriers in instruction. It is based on the idea that one standardized approach does not meet the needs of diverse learners. UDL calls for incorporating multiple means of representation, expression, and engagement through the use of technology and flexible instructional methods. Research shows students have varied recognition networks, strategic networks, and affective networks, so UDL aims to accommodate these differences by presenting content in multiple formats and allowing multiple ways for students to demonstrate understanding. UDL also supports cultural, ethnic, and linguistic diversity in classrooms.
The document discusses Universal Design for Learning (UDL), which aims to design educational environments that enable all learners to gain knowledge and enthusiasm for learning. UDL has three main principles: providing multiple means of representation, expression, and engagement. It stems from universal design in architecture, which aims to make buildings accessible to all. UDL incorporates technology in a way that makes learning accessible for all students by addressing different learning styles and needs. Brain research supports UDL's approach of diversifying instruction to engage different networks in the brain. UDL helps meet the needs of diverse classrooms by supporting different cultures, languages, and ways of learning.
This document provides an overview of Universal Design for Learning (UDL). It defines UDL as a framework for designing educational environments to enable all learners to gain knowledge and enthusiasm for learning. The main goal of UDL is to break down barriers to the curriculum and provide all students with a rich learning experience by designing curriculums to fit everyone's needs and learning styles. UDL stems from the concept of universal design used in architecture to make buildings accessible to all. Key principles of UDL include providing multiple means of representation, expression, and engagement through the use of technology tools like computer software, websites, and multimedia presentations.
Universal Design for Learning (UDL) is an educational framework based on principles of universal access that provides flexibility in how students receive and express information in order to reduce barriers in instruction. UDL was inspired by universal design in architecture which aims to provide multiple means of use to accommodate individual abilities. It aims to support all students through flexible materials, techniques, and strategies that address different learning needs. UDL incorporates three principles - providing multiple means of representation, action and expression, and engagement. The framework helps make learning accessible through various formats depending on individual learner needs and styles.
Universal design for learning (UDL) incorporates accessibility, usability, and effective teaching methods into curriculum to allow all students to learn. UDL provides multiple means of presentation, expression, and engagement through varied content formats, alternative assignments, and different participation options. This framework originated from universal design in architecture and aims to design education from the start for people of all abilities. UDL supports diversity in classrooms by addressing varied student needs through a flexible approach rather than a one-size-fits-all model.
Universal Design for Learning & Assistive Technologies: What Do They Have in ...PresenceLearning
The field of Assistive Technology (AT) addresses important principles that help educators create classrooms that serve the needs of all learners. Kathleen Sadao, EdD, and Nancy Robinson, PhD, leading authors and early childhood specialists are experts in AT and Universal Design for Learning. They share practical strategies and affordable solutions that teachers can implement right away.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to provide all students with equal opportunities to learn by providing flexible approaches. UDL is beneficial for students of all abilities by removing barriers and allowing for multiple means of representation, engagement, and expression. The document outlines how UDL has changed expectations in education and the roles of teachers and support staff by promoting more inclusive, collaborative, and technology-supported learning environments.
Universal Design for Learning Presentationmrebecchini
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.
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with an equal opportunity to learn by reducing barriers in instruction. It is based on the idea that one standardized approach does not meet the needs of diverse learners. UDL calls for incorporating multiple means of representation, expression, and engagement through the use of technology and flexible instructional methods. Research shows students have varied recognition networks, strategic networks, and affective networks, so UDL aims to accommodate these differences by presenting content in multiple formats and allowing multiple ways for students to demonstrate understanding. UDL also supports cultural, ethnic, and linguistic diversity in classrooms.
The document discusses Universal Design for Learning (UDL), which aims to design educational environments that enable all learners to gain knowledge and enthusiasm for learning. UDL has three main principles: providing multiple means of representation, expression, and engagement. It stems from universal design in architecture, which aims to make buildings accessible to all. UDL incorporates technology in a way that makes learning accessible for all students by addressing different learning styles and needs. Brain research supports UDL's approach of diversifying instruction to engage different networks in the brain. UDL helps meet the needs of diverse classrooms by supporting different cultures, languages, and ways of learning.
This document provides an overview of Universal Design for Learning (UDL). It defines UDL as a framework for designing educational environments to enable all learners to gain knowledge and enthusiasm for learning. The main goal of UDL is to break down barriers to the curriculum and provide all students with a rich learning experience by designing curriculums to fit everyone's needs and learning styles. UDL stems from the concept of universal design used in architecture to make buildings accessible to all. Key principles of UDL include providing multiple means of representation, expression, and engagement through the use of technology tools like computer software, websites, and multimedia presentations.
Universal Design for Learning (UDL) is an educational framework based on principles of universal access that provides flexibility in how students receive and express information in order to reduce barriers in instruction. UDL was inspired by universal design in architecture which aims to provide multiple means of use to accommodate individual abilities. It aims to support all students through flexible materials, techniques, and strategies that address different learning needs. UDL incorporates three principles - providing multiple means of representation, action and expression, and engagement. The framework helps make learning accessible through various formats depending on individual learner needs and styles.
Universal design for learning (UDL) incorporates accessibility, usability, and effective teaching methods into curriculum to allow all students to learn. UDL provides multiple means of presentation, expression, and engagement through varied content formats, alternative assignments, and different participation options. This framework originated from universal design in architecture and aims to design education from the start for people of all abilities. UDL supports diversity in classrooms by addressing varied student needs through a flexible approach rather than a one-size-fits-all model.
Universal Design for Learning & Assistive Technologies: What Do They Have in ...PresenceLearning
The field of Assistive Technology (AT) addresses important principles that help educators create classrooms that serve the needs of all learners. Kathleen Sadao, EdD, and Nancy Robinson, PhD, leading authors and early childhood specialists are experts in AT and Universal Design for Learning. They share practical strategies and affordable solutions that teachers can implement right away.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to provide all students with equal opportunities to learn by providing flexible approaches. UDL is beneficial for students of all abilities by removing barriers and allowing for multiple means of representation, engagement, and expression. The document outlines how UDL has changed expectations in education and the roles of teachers and support staff by promoting more inclusive, collaborative, and technology-supported learning environments.
Universal Design for Learning Presentationmrebecchini
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.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of diverse learners by providing multiple means of representation, expression, and engagement. UDL is based on research about how the brain learns and is meant to reduce barriers in education by developing flexible learning environments accommodated for individuals' varied abilities, needs and learning styles. The document outlines the principles of UDL and provides examples of how its guidelines can be applied through technologies, materials, and teaching methods to benefit all students.
UDL originated from universal design in architecture which aimed to make buildings accessible to all. This concept transferred to education to make learning accessible to diverse learners. CAST developed UDL to provide multiple means of representation, engagement, and action/expression through flexible instruction. While technology is not required for UDL, it can enhance learning when used to provide varied representations, engagement options, and assessments through tools like videos, interactive programs, and individualized feedback. UDL addresses the varied needs of learners as revealed by brain research on recognition, strategic, and affective learning networks.
Introduction to Universal Design for Learningbrettssu
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
Professor Alain Senteni is currently the Director of Innovation & Entrepreneurship at Hamdan Bin Mohammed Smart University in Dubai. He previously served as the first Dean of the School of e-Education and was the Director of the Virtual Centre for Innovative Learning Technologies and Chairman of the Lifelong Learning Cluster at the University of Mauritius. Prof Senteni received his engineering degree in computer science and PhD and HDR in artificial intelligence in education from the National Polytechnics Institute in France. His research interests include integrating ICTs in educational systems in developing countries and innovation, creativity, and entrepreneurship.
ILASCD The Key to Technology Integrationdavisbrock
The document discusses keys to infusing technology into teaching 21st century students. It outlines essential conditions for effective technology infusion in schools, including having a shared vision, equitable access, skilled personnel, professional development, and support policies. It contrasts 20th century education models with what is needed for 21st century learning and discusses how technology can be a lever for change if the focus is on students rather than the tools themselves.
TeachNext is a digital learning ecosystem which makes the end-to-end process of teaching and learning easy and more engaging. At the core of TeachNext is a rich multimedia based, pedagogically appropriate content mapped to school curricula.
Apart from digital classroom hardware and content, the TeachNext ecosystem includes various features that make everything from planning a class to evaluating students very effective.
Towards a design thinking mindset in academic staff development - cross cont...Daniela Gachago
This document discusses using design thinking principles in academic staff development for blended learning course design. It presents two case studies of design thinking approaches used at CPUT in South Africa and the Instructional Innovation Incubator (I3) at UNC in the US. Some shared design thinking principles that emerged from both case studies include having a human-centered design focus on the learner, intensive engagement with design processes, experimentation and playfulness, application of skills, ongoing reflection, and developing communities of practice. The document argues that a design thinking mindset can help disrupt traditional teaching approaches and motivate staff to innovate.
This document provides an overview of Universal Design for Learning (UDL). UDL extends principles of universal design to education to increase access to learning by designing flexibility into curriculum and instructional methods. The three principles of UDL are to provide multiple means of presentation, expression, and engagement. Educators are encouraged to use UDL guidelines and a Planning for All Learners process to anticipate learner variability, remove barriers, and support all students in reaching learning goals.
Using Digital Instructional Video in a Blended Classroom Teaching Modelpetermanr22
This document discusses strategies for incorporating digital video into classroom instruction in a way that promotes productive struggle and academic rigor. It argues that most instructional videos simply replicate passive lectures, rather than giving students opportunities to grapple with problems and build their own understandings. To be effective, videos should incorporate sound instructional design principles and introduce elements of productive struggle that require higher-order thinking from students. The goal should be helping students learn to think for themselves, not just demonstrating skills to replicate.
The document discusses heutagogy and the craft of teaching. It defines heutagogy as learner-led education where learners determine their own learning needs and paths. It presents teaching as brokering, where teachers facilitate learner interests and collaborative learning. It also discusses using technology to support new skills like searching, evaluating, and guiding learners. The document proposes a model of learner-generated contexts where learners' motivations lead to agile configurations of learning through open contexts and communities of practice.
Next Education Presentation 09052012 Alt1NextEducation
Next Education is an educational technology company that was founded in 2007. It has created digital learning products that have benefited over 3 million students across 4000+ partner schools in India. Next Education prides itself on its strong in-house research and development center and large technical support team. It aims to create innovative and sustainable learning solutions through a team of over 250 content developers and 25 technology developers. Some of its major products include TeachNext, LearnNext, education labs, and a school administration software.
Next Education is an education technology company founded in 2007 that has helped transform the lives of over 3 million students through its digital learning products. It prides itself on strong in-house research and development and technical support teams. The company's mission is to create innovative and sustainable learning solutions while promoting excellence in education. It offers several digital learning products for K-12 students that provide interactive content to help explain complex topics.
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.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
UDL is a framework for designing educational environments to enable all learners to gain knowledge and enthusiasm for learning. It aims to break down barriers in curriculum by providing multiple means of representation, expression, and engagement. Brain research shows learners have diverse recognition, strategic, and affective networks, and UDL aims to address this diversity through varied instructional methods and use of technology. UDL can help meet the needs of culturally, ethnically, and linguistically diverse classrooms.
Online learning in k 12 schools presentationJonasMM
Online learning involves instruction and content delivered primarily via the Internet, amounting to distance education without teachers and students being physically together. It aims to expand access to education and provide flexible options. As technology empowers students, educators should use it to establish new learning environments centered around student needs. Online learning allows participatory collaboration, authentic real-world learning, and instruction through multiple media like text and visuals, preparing students with 21st century skills. While an adjustment, online learning modules can engage students, improve retention, offer new opportunities, and benefit students with different learning styles.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Universal Design for Learning (UDL) provides all students equal opportunities to learn by presenting instructional materials in flexible ways that accommodate different learning needs, strengths, and styles. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. UDL draws from findings in neuroscience and cognitive psychology to develop inclusive instructional strategies using technology that support diverse learners.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of diverse learners by providing multiple means of representation, expression, and engagement. UDL is based on research about how the brain learns and is meant to reduce barriers in education by developing flexible learning environments accommodated for individuals' varied abilities, needs and learning styles. The document outlines the principles of UDL and provides examples of how its guidelines can be applied through technologies, materials, and teaching methods to benefit all students.
UDL originated from universal design in architecture which aimed to make buildings accessible to all. This concept transferred to education to make learning accessible to diverse learners. CAST developed UDL to provide multiple means of representation, engagement, and action/expression through flexible instruction. While technology is not required for UDL, it can enhance learning when used to provide varied representations, engagement options, and assessments through tools like videos, interactive programs, and individualized feedback. UDL addresses the varied needs of learners as revealed by brain research on recognition, strategic, and affective learning networks.
Introduction to Universal Design for Learningbrettssu
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
Professor Alain Senteni is currently the Director of Innovation & Entrepreneurship at Hamdan Bin Mohammed Smart University in Dubai. He previously served as the first Dean of the School of e-Education and was the Director of the Virtual Centre for Innovative Learning Technologies and Chairman of the Lifelong Learning Cluster at the University of Mauritius. Prof Senteni received his engineering degree in computer science and PhD and HDR in artificial intelligence in education from the National Polytechnics Institute in France. His research interests include integrating ICTs in educational systems in developing countries and innovation, creativity, and entrepreneurship.
ILASCD The Key to Technology Integrationdavisbrock
The document discusses keys to infusing technology into teaching 21st century students. It outlines essential conditions for effective technology infusion in schools, including having a shared vision, equitable access, skilled personnel, professional development, and support policies. It contrasts 20th century education models with what is needed for 21st century learning and discusses how technology can be a lever for change if the focus is on students rather than the tools themselves.
TeachNext is a digital learning ecosystem which makes the end-to-end process of teaching and learning easy and more engaging. At the core of TeachNext is a rich multimedia based, pedagogically appropriate content mapped to school curricula.
Apart from digital classroom hardware and content, the TeachNext ecosystem includes various features that make everything from planning a class to evaluating students very effective.
Towards a design thinking mindset in academic staff development - cross cont...Daniela Gachago
This document discusses using design thinking principles in academic staff development for blended learning course design. It presents two case studies of design thinking approaches used at CPUT in South Africa and the Instructional Innovation Incubator (I3) at UNC in the US. Some shared design thinking principles that emerged from both case studies include having a human-centered design focus on the learner, intensive engagement with design processes, experimentation and playfulness, application of skills, ongoing reflection, and developing communities of practice. The document argues that a design thinking mindset can help disrupt traditional teaching approaches and motivate staff to innovate.
This document provides an overview of Universal Design for Learning (UDL). UDL extends principles of universal design to education to increase access to learning by designing flexibility into curriculum and instructional methods. The three principles of UDL are to provide multiple means of presentation, expression, and engagement. Educators are encouraged to use UDL guidelines and a Planning for All Learners process to anticipate learner variability, remove barriers, and support all students in reaching learning goals.
Using Digital Instructional Video in a Blended Classroom Teaching Modelpetermanr22
This document discusses strategies for incorporating digital video into classroom instruction in a way that promotes productive struggle and academic rigor. It argues that most instructional videos simply replicate passive lectures, rather than giving students opportunities to grapple with problems and build their own understandings. To be effective, videos should incorporate sound instructional design principles and introduce elements of productive struggle that require higher-order thinking from students. The goal should be helping students learn to think for themselves, not just demonstrating skills to replicate.
The document discusses heutagogy and the craft of teaching. It defines heutagogy as learner-led education where learners determine their own learning needs and paths. It presents teaching as brokering, where teachers facilitate learner interests and collaborative learning. It also discusses using technology to support new skills like searching, evaluating, and guiding learners. The document proposes a model of learner-generated contexts where learners' motivations lead to agile configurations of learning through open contexts and communities of practice.
Next Education Presentation 09052012 Alt1NextEducation
Next Education is an educational technology company that was founded in 2007. It has created digital learning products that have benefited over 3 million students across 4000+ partner schools in India. Next Education prides itself on its strong in-house research and development center and large technical support team. It aims to create innovative and sustainable learning solutions through a team of over 250 content developers and 25 technology developers. Some of its major products include TeachNext, LearnNext, education labs, and a school administration software.
Next Education is an education technology company founded in 2007 that has helped transform the lives of over 3 million students through its digital learning products. It prides itself on strong in-house research and development and technical support teams. The company's mission is to create innovative and sustainable learning solutions while promoting excellence in education. It offers several digital learning products for K-12 students that provide interactive content to help explain complex topics.
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.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
UDL is a framework for designing educational environments to enable all learners to gain knowledge and enthusiasm for learning. It aims to break down barriers in curriculum by providing multiple means of representation, expression, and engagement. Brain research shows learners have diverse recognition, strategic, and affective networks, and UDL aims to address this diversity through varied instructional methods and use of technology. UDL can help meet the needs of culturally, ethnically, and linguistically diverse classrooms.
Online learning in k 12 schools presentationJonasMM
Online learning involves instruction and content delivered primarily via the Internet, amounting to distance education without teachers and students being physically together. It aims to expand access to education and provide flexible options. As technology empowers students, educators should use it to establish new learning environments centered around student needs. Online learning allows participatory collaboration, authentic real-world learning, and instruction through multiple media like text and visuals, preparing students with 21st century skills. While an adjustment, online learning modules can engage students, improve retention, offer new opportunities, and benefit students with different learning styles.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Universal Design for Learning (UDL) provides all students equal opportunities to learn by presenting instructional materials in flexible ways that accommodate different learning needs, strengths, and styles. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. UDL draws from findings in neuroscience and cognitive psychology to develop inclusive instructional strategies using technology that support diverse learners.
This document summarizes key aspects of universal design for learning (UDL) as discussed in a paper for an education course. It describes UDL as customizing lesson planning to meet the needs of all students, including those with special needs. It provides examples of how UDL principles incorporate multiple means of representation, expression, and engagement to reach diverse learners. Assistive technologies are highlighted as playing an invaluable role in implementing UDL. When done correctly, UDL aims to positively impact student learning by making content more adaptive and increasing student success, confidence, and comfort levels.
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.
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.
Universal Design Learning (UDL) provides flexible curriculum and instructional methods to ensure all students, regardless of disabilities, can learn. UDL focuses on presenting information in multiple formats and allowing varied demonstrations of knowledge. Technology is emphasized as a way to provide flexibility and remove barriers to learning. The goals of UDL align with brain research showing students learn through varied activities stimulating different brain regions. UDL supports diversity by accommodating different languages, cultures, and cognitive abilities through individualized and adaptive teaching using assistive technologies when needed.
Universal Design for Learning (UDL) is a framework for designing curricula that provides multiple means of representation, action and expression, and engagement to give all students equal opportunities to learn. UDL has its roots in accessible architecture and has three principles - providing multiple means of representation through various formats like audio and video; multiple means of action and expression such as presentations and simulations; and multiple means of engagement like relating material to students' lives. Technology supports UDL by allowing various sources for implementing its principles to individualize learning and engage diverse students.
Universal Design for Learning (UDL) is a framework for designing curricula that provides multiple means of representation, action and expression, and engagement to give all students equal opportunities to learn. UDL has its roots in accessible architecture and has three principles - providing multiple means of representation through various formats like audio and video; multiple means of action and expression such as presentations and simulations; and multiple means of engagement like relating material to students' lives. Technology supports UDL by allowing various sources for implementing its principles to individualize learning and engage diverse students.
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.
Universal design for learning (UDL) is a framework that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. It aims to meet the needs of all learners by providing alternatives and removing barriers. For example, adding a ramp to a building with stairs creates accessibility. UDL helps motivate students and allows them to achieve at higher levels by addressing different learning styles. Technology plays a central role in UDL by varying how information is delivered in order to engage all students. UDL has been shown to greatly improve student learning by helping them become expert, strategic, and self-motivated learners.
Universal design for learning (UDL) is a framework that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. It aims to meet the needs of all learners by reducing barriers and providing alternatives and resources. UDL helps make learning accessible through principles like providing multiple means of representation, action and expression, and engagement. The use of technology and online tools allows for greater flexibility in implementing UDL principles.
The document discusses Universal Design for Learning (UDL), which is a framework for designing curricula to enable all students to gain knowledge and skills regardless of individual differences. UDL aims to provide multiple means of representation, expression, and engagement by utilizing various methods, materials and assessments. It was created based on research showing that students have different learning styles, abilities, cultures and backgrounds. The three principles of UDL are to provide multiple ways of presentation, expression and engagement. The document provides examples of how technology can support UDL and notes its potential benefits for increasing student achievement.
Universal Design for Learning (UDL) is an educational approach that uses instructional strategies and technology to support all students' learning needs. UDL aims to provide multiple means of representation, expression, and engagement to accommodate students' diverse recognition networks, strategic networks, and affective networks identified through brain research. Technology plays a central role in UDL by offering options that allow every student to learn in a way that works for them. When implemented successfully, UDL can help all students feel more successful in school and create a more positive learning environment.
Universal Design for Learning (UDL) is a framework for designing curriculum that provides all students equal opportunities to learn. UDL gives students multiple means of representation, expression, and engagement. It encourages teaching methods, materials, and assessments that can be customized to meet individual student needs. When implemented through technology integration and differentiation strategies, UDL has been shown to help students learn by appealing to their strengths and individual ways of understanding content.
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.
Universal Design for Learning (UDL) seeks to provide flexible learning opportunities for all students by offering multiple means of representation, expression, and engagement. UDL utilizes technology and an understanding of the brain's recognition, strategic, and affective networks to create classrooms that accommodate each student's individual needs. The document recommends tools from the Center for Applied Special Technology (CAST) to help teachers implement UDL principles through class profiles, identifying curriculum barriers, and creating lesson plans.
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.
This document discusses Universal Design for Learning (UDL), which seeks to make the learning process adaptable for all people regardless of their abilities or needs. It originated from architectural designs that made buildings universally accessible. UDL principles give all individuals equal opportunities to learn through flexible methods, materials and assessments. Research shows the brain has three networks (recognition, strategic, and affective) that impact learning in different ways. UDL uses diverse tools and flexibility to support these different networks. Advancing technology is also helping to support UDL through tools like speech-to-text.
Universal Design for Learning (UDL) is a framework for curriculum development that provides equal opportunities for all students to learn. UDL principles guide the development of flexible curricula and assessments that accommodate individual learning differences. UDL benefits students with disabilities, learning differences, or other diverse needs by providing multiple means of representation, expression, and engagement through the use of technology, graphic organizers, and other tools during curriculum design, instruction, and assessment.
UDL grew out of universal access in architecture and aims to provide access to learning for all students by considering varied learning needs in instructional design. The UDL framework is based on recent brain research showing three networks process information differently. UDL principles call for multiple means of representation, expression, and engagement using various media types to accommodate diverse learners. Technology plays a central role in UDL by allowing multiple representations and expressions of content and ideas.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. UDLUDL
Universal Design for LearningUniversal Design for Learning
Created by: Jonas MehallCreated by: Jonas Mehall
2. What is UDL?What is UDL?
According to the NationalAccording to the National
Universal Design forUniversal Design for
Learning Task Force,Learning Task Force,
UDL is a “framework forUDL is a “framework for
designing educationaldesigning educational
environments that enableenvironments that enable
all learners to gainall learners to gain
knowledge, skills, andknowledge, skills, and
enthusiasm for learning.”enthusiasm for learning.”
(http://www.advocacyinstitute.o(http://www.advocacyinstitute.o
rg/UDL/)rg/UDL/)
3. Goal of UDLGoal of UDL
The main goal of UDL is to break down barriersThe main goal of UDL is to break down barriers
to the curriculum and provideto the curriculum and provide ALLALL students withstudents with
a rich learning experience.a rich learning experience.
It is no secret students have diverse learningIt is no secret students have diverse learning
styles. Like it or not, students are who they are.styles. Like it or not, students are who they are.
Instead of trying to change there preferentialInstead of trying to change there preferential
learning styles, why not design the curriculum tolearning styles, why not design the curriculum to
fit everyone’s needs?fit everyone’s needs?
4. Origins of UDLOrigins of UDL
UDL stems from a movement called theUDL stems from a movement called the
universal design started in the early 1990’suniversal design started in the early 1990’s
where contractors began to build homes,where contractors began to build homes,
buildings, and other structures so they werebuildings, and other structures so they were
accessible to a wider variety of users.accessible to a wider variety of users.
Instead of building only steps to get into aInstead of building only steps to get into a
building, ramps were built too. Elevators werebuilding, ramps were built too. Elevators were
also built inside to allow easy access to differentalso built inside to allow easy access to different
levels.levels.
5. Origins of UDL (cont.)Origins of UDL (cont.)
Pre-Universal Design construction Post-Universal Design construction
6. Origins of UDL (cont.)Origins of UDL (cont.)
UDL is the idea that teachers andUDL is the idea that teachers and
administrators can reduce barriers inadministrators can reduce barriers in
instruction by creating curriculums thatinstruction by creating curriculums that
allow all students to achieve success.allow all students to achieve success.
Ramps = Digital BooksRamps = Digital Books
Elevators = Digital Media and ToolsElevators = Digital Media and Tools
Let’s watch this video to get a better understand of the origins of UDL and what it
entails. http://www.k8accesscenter.org/training_resources/UDL_framework.asp
7. Three Principles of UDLThree Principles of UDL
1.1. Provide Multiple Means of RepresentationProvide Multiple Means of Representation
2.2. Provide Multiple Means of ExpressionProvide Multiple Means of Expression
3.3. Provide Multiple Means of EngagementProvide Multiple Means of Engagement
8. Multiple Means of RepresentationMultiple Means of Representation
All students come into the classroom withAll students come into the classroom with
a preferred learning style.a preferred learning style.
It is important for teachers to presentIt is important for teachers to present
content in a variety of ways to ensure allcontent in a variety of ways to ensure all
students are grasping the concepts.students are grasping the concepts.
What works for one student, may not workWhat works for one student, may not work
for another.for another. (http://www.cast.org/research/udl/)(http://www.cast.org/research/udl/)
9. Multiple Means of ExpressionMultiple Means of Expression
Students may prefer to express theirStudents may prefer to express their
understanding of concepts differently thanunderstanding of concepts differently than
the teacher would like, which is ok!the teacher would like, which is ok!
There is not one true means of expressionThere is not one true means of expression
all students are going to find optimal, soall students are going to find optimal, so
giving options is a good strategy.giving options is a good strategy.
10. Multiple Means of EngagementMultiple Means of Engagement
Students differ in the ways in which they areStudents differ in the ways in which they are
engaged and motivated to learn.engaged and motivated to learn.
Some students prefer a routine, where othersSome students prefer a routine, where others
may need different actions to keep theirmay need different actions to keep their
attention.attention.
Teachers must remember to vary the way inTeachers must remember to vary the way in
which they try to make lessons more engaging.which they try to make lessons more engaging.
(http://www.cast.org/research/udl/)(http://www.cast.org/research/udl/)
11. Technology in UDLTechnology in UDL
A key component ofA key component of
UDL is technology inUDL is technology in
the classroom.the classroom.
As curriculums areAs curriculums are
being developed,being developed,
technology shouldtechnology should
play a central role inplay a central role in
the overall design.the overall design.
12. Why Technology?Why Technology?
““ A single presentation method can proveA single presentation method can prove
limiting.”limiting.”
(http://accessproject.colostate.edu/udl/documents/philos(http://accessproject.colostate.edu/udl/documents/philos
ophy.cfm)ophy.cfm)
To diversify instruction, technology basedTo diversify instruction, technology based
tools such as digital software programs,tools such as digital software programs,
websites, video clips, text-to-speechwebsites, video clips, text-to-speech
software, and other resources should be asoftware, and other resources should be a
fixture in the classroom.fixture in the classroom.
13. Why Technology? (cont.)Why Technology? (cont.)
UDL incorporatesUDL incorporates
technology in atechnology in a
way that makesway that makes
learninglearning
accessible foraccessible for
ALLALL learners.learners.
14. Technology ExamplesTechnology Examples
1.1. Computer SoftwareComputer Software – Enlarges print for– Enlarges print for
visually impairedvisually impaired
2.2. Text-to-SpeechText-to-Speech – Software that reads digital– Software that reads digital
text to struggling readerstext to struggling readers
3.3. Multimedia Presentation SoftwareMultimedia Presentation Software – Gives all– Gives all
students options as to how they want to showstudents options as to how they want to show
comprehensioncomprehension
4.4. WebsitesWebsites – Provide images, audio clips, video– Provide images, audio clips, video
clips, and other resources not found in printedclips, and other resources not found in printed
text for all learnerstext for all learners
The design and implementation of technology in UDL is very similar to buildings that
are built with ramps, elevators, and other features that benefit all people who enter.
15. Impact of UDL at WestmontImpact of UDL at Westmont
Imagine the impact UDL could have on theImagine the impact UDL could have on the
students at our middle school!students at our middle school!
Currently, the different curriculums being usedCurrently, the different curriculums being used
with each grade level are not structured in a waywith each grade level are not structured in a way
that is beneficial to all students.that is beneficial to all students.
We have curriculums that are similar to pre-We have curriculums that are similar to pre-
universal design buildings. We lack ramps,universal design buildings. We lack ramps,
elevators, and other tools that would allow moreelevators, and other tools that would allow more
students the chance to succeed.students the chance to succeed.
16. Impact at WestmontImpact at Westmont
With the right technology tools andWith the right technology tools and
structured classrooms, we couldstructured classrooms, we could
make learning more accessible tomake learning more accessible to
our diverse group of learners.our diverse group of learners.
Instead of allowing students to slipInstead of allowing students to slip
through the cracks and forcingthrough the cracks and forcing
them to learn one certain way,them to learn one certain way,
providing options and differentproviding options and different
avenues of learning would openavenues of learning would open
up a whole new world for manyup a whole new world for many
students.students.
Some students may even surpriseSome students may even surprise
us with the how smart and brightus with the how smart and bright
they truly are if we only give themthey truly are if we only give them
the chance to do so!the chance to do so!
17. PSSA Scores on the Rise?PSSA Scores on the Rise?
With state mandated test in the forefront ofWith state mandated test in the forefront of
many of our minds, UDL would certainly help tomany of our minds, UDL would certainly help to
raise test scores.raise test scores.
With UDL implementation, students whoWith UDL implementation, students who
previously were unable to comprehend andpreviously were unable to comprehend and
perform due to the constraints of the curriculum,perform due to the constraints of the curriculum,
will now have had the proper tools and programswill now have had the proper tools and programs
to prepare them for the end of the year test.to prepare them for the end of the year test.
18. Is UDL really necessary?Is UDL really necessary?
The implementationThe implementation
of UDL in theof UDL in the
classroom may soundclassroom may sound
great, but is theregreat, but is there
proof of its necessity?proof of its necessity?
What does brainWhat does brain
research tell us aboutresearch tell us about
learners and theirlearners and their
ability to succeed?ability to succeed?
19. Brain Research and UDLBrain Research and UDL
According to UDL proponent and brainAccording to UDL proponent and brain
research specialist Dr. David Rose, theresearch specialist Dr. David Rose, the
brain has a way of distributing processesbrain has a way of distributing processes
to different parts of the brain (Laureateto different parts of the brain (Laureate
Education Inc., 2009).Education Inc., 2009).
There are three networks associated withThere are three networks associated with
brain research and UDL. (recognition,brain research and UDL. (recognition,
strategic, and affective)strategic, and affective)
20. Recognition NetworkRecognition Network
The recognition network of theThe recognition network of the
brain is in charge ofbrain is in charge of
processing patterns.processing patterns.
It determines and deciphersIt determines and deciphers
what is coming into the brainwhat is coming into the brain
such as sites, smells, sounds,such as sites, smells, sounds,
and patterns (Laureate, 2009).and patterns (Laureate, 2009).
Due to student differencesDue to student differences
in the way they use theirin the way they use their
recognition network,recognition network,
teachers should deliverteachers should deliver
instruction in a variety ofinstruction in a variety of
ways.ways.
Some students preferSome students prefer
visuals, audio clips, images,visuals, audio clips, images,
and other means of learningand other means of learning
content. If we consistentlycontent. If we consistently
teach using one method,teach using one method,
many students are unablemany students are unable
to properly use theirto properly use their
recognition network.recognition network.
21. Strategic NetworkStrategic Network
Brain research tellsBrain research tells
us that our strategicus that our strategic
network controlsnetwork controls
different functions ofdifferent functions of
our body.our body.
The strategic networkThe strategic network
processes the plansprocesses the plans
and actions one takesand actions one takes
(Laureate, 2009).(Laureate, 2009).
22. Strategic Network (cont.)Strategic Network (cont.)
Students have different ways in which theyStudents have different ways in which they
prefer to carry out actions, which has hugeprefer to carry out actions, which has huge
implications in the classroom.implications in the classroom.
As teachers we need to be providing multipleAs teachers we need to be providing multiple
ways for students to express their understandingways for students to express their understanding
of content.of content.
Asking students to always show theirAsking students to always show their
understanding in the same way is unfair.understanding in the same way is unfair.
23. Multiple Means of Expression IdeasMultiple Means of Expression Ideas
1.1. Project-based assessmentsProject-based assessments
2.2. Digital StoriesDigital Stories
3.3. Multimedia PresentationsMultimedia Presentations
Giving end of the unit tests and quizzes is notGiving end of the unit tests and quizzes is not
an ideal way to truly assess the learning ofan ideal way to truly assess the learning of
ALLALL students. Students need options tostudents. Students need options to
express their learning in a way that suits theirexpress their learning in a way that suits their
personality.personality.
24. Affective NetworkAffective Network
Dr. Rose states that the affective networkDr. Rose states that the affective network
of the brain focuses on emotions and whatof the brain focuses on emotions and what
is and is not important (Laureate, 2009).is and is not important (Laureate, 2009).
No two students are exactly the sameNo two students are exactly the same
academically or emotionally.academically or emotionally.
Teachers must take into account students’Teachers must take into account students’
affective networks when planning lessons.affective networks when planning lessons.
25. Affective Network (cont.)Affective Network (cont.)
Teachers need to provideTeachers need to provide
multiple means of engagementmultiple means of engagement
through instruction.through instruction.
Some students prefer noveltySome students prefer novelty
and find it engaging, whileand find it engaging, while
others find it to be off puttingothers find it to be off putting
(Laureate, 2009).(Laureate, 2009).
Striking a balance and varyingStriking a balance and varying
instructional methods isinstructional methods is
extremely important.extremely important.
26. UDL Meets a Variety of NeedsUDL Meets a Variety of Needs
UDL not only meets the academic needsUDL not only meets the academic needs
of all students, it also supports the cultural,of all students, it also supports the cultural,
ethnic, and linguistic diversity in aethnic, and linguistic diversity in a
classroom.classroom.
Today’s classrooms are becoming moreToday’s classrooms are becoming more
and more diverse, with a variety of needsand more diverse, with a variety of needs
that need to be met.that need to be met.
27. Cultural and Ethnic DiversityCultural and Ethnic Diversity
The UDL framework calls forThe UDL framework calls for
technology in the classroom.technology in the classroom.
With the Internet and otherWith the Internet and other
multimedia tools, all races,multimedia tools, all races,
genders, and culturalgenders, and cultural
backgrounds can be easilybackgrounds can be easily
incorporated into lessons.incorporated into lessons.
Classes can study differentClasses can study different
cultures with ease. They cancultures with ease. They can
view images and artifacts fromview images and artifacts from
different cultures.different cultures.
Different cultures learn andDifferent cultures learn and
apply their learning differently.apply their learning differently.
UDL can help students ofUDL can help students of
varying cultural and ethnicvarying cultural and ethnic
backgrounds express theirbackgrounds express their
learning in a way that theylearning in a way that they
prefer.prefer.
Some cultures rely heavily onSome cultures rely heavily on
problem solving, while otherproblem solving, while other
cultures may focus on writingcultures may focus on writing
or presentation skills. Noor presentation skills. No
matter the culture, UDL andmatter the culture, UDL and
technology help to make thetechnology help to make the
curriculum accessible to allcurriculum accessible to all
students.students.
28. Linguistic DiversityLinguistic Diversity
With diverse classrooms comes linguisticWith diverse classrooms comes linguistic
diversity.diversity.
There are an increasing number of ELLThere are an increasing number of ELL
students in public education classroomstudents in public education classroom
today than ever before.today than ever before.
As teachers, it is our job to successfullyAs teachers, it is our job to successfully
meet their needs.meet their needs.
29. Linguistic Diversity (cont.)Linguistic Diversity (cont.)
There are numerousThere are numerous
technology toolstechnology tools
available to helpavailable to help
accommodateaccommodate
language differences.language differences.
ExamplesExamples::
1.1. Text-to-SpeechText-to-Speech
SoftwareSoftware
2.2. Websites that translateWebsites that translate
words into otherwords into other
languageslanguages
3.3. Teacher providedTeacher provided
images and audio toimages and audio to
help with visualizationhelp with visualization
30. Technology is the KeyTechnology is the Key
Classrooms in the U.S. have always beenClassrooms in the U.S. have always been
diverse.diverse.
In the past, there were fewer resources andIn the past, there were fewer resources and
tools to help accommodate the variety oftools to help accommodate the variety of
educational needs.educational needs.
In today’s technology driven society, teachersIn today’s technology driven society, teachers
have access to a multitude of tools and gadgetshave access to a multitude of tools and gadgets
to help implement UDL.to help implement UDL.
31. Technology and Brain ResearchTechnology and Brain Research
““Individuals bring a huge variety of skills,Individuals bring a huge variety of skills,
needs, and interests to learning.needs, and interests to learning.
Neuroscience reveals that theseNeuroscience reveals that these
differences are as varied and unique asdifferences are as varied and unique as
our DNA or fingerprints.”our DNA or fingerprints.”
((http://www.cast.org/teachingeverystudent/tools/)http://www.cast.org/teachingeverystudent/tools/)
32. Meeting DifferencesMeeting Differences
Technology tools and gadgetsTechnology tools and gadgets
can greatly aid in meeting thecan greatly aid in meeting the
diverse needs of students.diverse needs of students.
Teachers can present contentTeachers can present content
via PowerPoints, havevia PowerPoints, have
students work with digitalstudents work with digital
storytelling software,storytelling software,
incorporate videos, images,incorporate videos, images,
sounds, and differentsounds, and different
resources that were notresources that were not
available until technologyavailable until technology
became part of education.became part of education.
Technology also providesTechnology also provides
students with options as tostudents with options as to
how they prefer to displayhow they prefer to display
comprehension.comprehension.
Technology in theTechnology in the
UDL framework is asUDL framework is as
necessary as ramps,necessary as ramps,
elevators, and otherelevators, and other
structural designs arestructural designs are
necessary in modernnecessary in modern
day buildings.day buildings.
33. No Child Left BehindNo Child Left Behind
With government mandated standardsWith government mandated standards
and benchmark levels that need to be hit,and benchmark levels that need to be hit,
UDL is a fantastic program that provides aUDL is a fantastic program that provides a
sound education for all students.sound education for all students.
Technology must be a central componentTechnology must be a central component
of UDL to ensure all children are reachingof UDL to ensure all children are reaching
their greatest academic potential.their greatest academic potential.
34. UDL Tools forUDL Tools for
Educators/AdministratorsEducators/Administrators
There are a variety of tools and resourcesThere are a variety of tools and resources
available to help a school district in theavailable to help a school district in the
implementation process of UDL.implementation process of UDL.
However, before implementing UDL, aHowever, before implementing UDL, a
district must first determine the barriersdistrict must first determine the barriers
that currently exist in the curriculum.that currently exist in the curriculum.
35. Curriculum Barriers FinderCurriculum Barriers Finder
““We know that each learner brings unique strengths,We know that each learner brings unique strengths,
challenges, and interests to learning tasks, and that thechallenges, and interests to learning tasks, and that the
idea of a homogeneous group of ‘typical’ learners isidea of a homogeneous group of ‘typical’ learners is
really a myth. Yet most curriculum is designed as ifreally a myth. Yet most curriculum is designed as if
learners were all the same.”learners were all the same.”
((http://www.cast.org/teachingeverystudent/tools/)http://www.cast.org/teachingeverystudent/tools/)
The idea behind the Curriculum Barrier Finder isThe idea behind the Curriculum Barrier Finder is
that it allows for the practice of using the UDLthat it allows for the practice of using the UDL
framework to discover any obstacles that mayframework to discover any obstacles that may
be hindering the learning of all students.be hindering the learning of all students.
36. Curriculum Barriers Finder (cont.)Curriculum Barriers Finder (cont.)
During this process, teachersDuring this process, teachers
closely analyze the materials,closely analyze the materials,
texts, and other resourcestexts, and other resources
used in the classroom andused in the classroom and
compare the data to thecompare the data to the
strengths and needs ofstrengths and needs of
students.students.
If a teacher is aware of theIf a teacher is aware of the
needs of his/her students andneeds of his/her students and
discovers that there arediscovers that there are
multiple barriers that aremultiple barriers that are
hindering a child from reachinghindering a child from reaching
their full potential, thentheir full potential, then
something needs to be done tosomething needs to be done to
fix the problem.fix the problem.
The CAST website offers tutorials and outlines to help with the analysis process.
37. UDL Class Profile MakerUDL Class Profile Maker
Another tool outlined by CAST is the UDLAnother tool outlined by CAST is the UDL
Class Profile Maker.Class Profile Maker.
““Most classrooms contain as manyMost classrooms contain as many
different kinds of learners as there aredifferent kinds of learners as there are
students.”students.”
((http://www.cast.org/teachingeverystudent/tools/)http://www.cast.org/teachingeverystudent/tools/)
38. UDL Classroom Profile MakerUDL Classroom Profile Maker
This tool helps teachers to understand theThis tool helps teachers to understand the
different learning styles and preferences ofdifferent learning styles and preferences of
students by implementing phases of the UDLstudents by implementing phases of the UDL
framework.framework.
““Instead of grouping students into broadInstead of grouping students into broad
categories, we can maximize learning bycategories, we can maximize learning by
becoming aware of subtle and variedbecoming aware of subtle and varied
combinations of strengths, needs, and interestscombinations of strengths, needs, and interests
that each student brings to the classroom.”that each student brings to the classroom.”
(http://www.cast.org/teachingeverystudent/)(http://www.cast.org/teachingeverystudent/)
This tool helps teachers to understand theThis tool helps teachers to understand the
different learning styles and preferences ofdifferent learning styles and preferences of
students by implementing phases of the UDLstudents by implementing phases of the UDL
framework.framework.
““Instead of grouping students into broadInstead of grouping students into broad
categories, we can maximize learning bycategories, we can maximize learning by
becoming aware of subtle and variedbecoming aware of subtle and varied
combinations of strengths, needs, and interestscombinations of strengths, needs, and interests
that each student brings to the classroomthat each student brings to the classroom
39. UDL Classroom Profile MakerUDL Classroom Profile Maker
The CAST site provides a template andThe CAST site provides a template and
the strategies for carrying out thethe strategies for carrying out the
classroom profile.classroom profile.
Once teachers better understand theirOnce teachers better understand their
students and how they learn moststudents and how they learn most
efficiently, true learning and retention canefficiently, true learning and retention can
take place.take place.
40. UDL Systematic Change PlannerUDL Systematic Change Planner
Though UDL can be a universal concept,Though UDL can be a universal concept,
there are different ways and strategies forthere are different ways and strategies for
implementing the framework into a schoolimplementing the framework into a school
district.district.
The Systematic Change Planner allowsThe Systematic Change Planner allows
teachers and administrators to becometeachers and administrators to become
familiar with different facets that are key infamiliar with different facets that are key in
making UDL happen.making UDL happen.
41. UDL Systematic Change PlannerUDL Systematic Change Planner
The Systematic Change Planner outlinesThe Systematic Change Planner outlines
the way in which a school can revamp thethe way in which a school can revamp the
curriculum.curriculum.
It also provides models to help clarify andIt also provides models to help clarify and
demonstrate the proper way to implementdemonstrate the proper way to implement
UDL.UDL.
42. ReferencesReferences
CAST, Teaching Every Student. (2010).CAST, Teaching Every Student. (2010). Tools and activitiesTools and activities. Retrieved. Retrieved
November 25, 2010 from http://www.cast.org/teachingeverystudent/tools/November 25, 2010 from http://www.cast.org/teachingeverystudent/tools/
Center for Applied Special Technology. (2009).Center for Applied Special Technology. (2009). UDL guidelines, version 1.0.UDL guidelines, version 1.0.
Retrieved November 13, 2010 fromRetrieved November 13, 2010 from
http://www.udlcenter.org/aboutudl/udlguidelines/principle1http://www.udlcenter.org/aboutudl/udlguidelines/principle1
Colorado State University. (2010).Colorado State University. (2010). The history and philosophy of UDLThe history and philosophy of UDL..
Retrieved November 18, 2010 fromRetrieved November 18, 2010 from
http://accessproject.colostate.edu/udl/documents/philosophy.cfmhttp://accessproject.colostate.edu/udl/documents/philosophy.cfm
Laureate Education, Inc. (Executive Producer). (2009).Laureate Education, Inc. (Executive Producer). (2009). Brain research andBrain research and
universal design for learninguniversal design for learning. Reaching and engaging all learners through. Reaching and engaging all learners through
technology. Baltimore: Author.technology. Baltimore: Author.
National Universal Design for Learning Task Force. (2007).National Universal Design for Learning Task Force. (2007). UniversalUniversal
design for learning.design for learning. Retrieved November 18, 2010 fromRetrieved November 18, 2010 from
http://www.advocacyinstitute.org/UDL/http://www.advocacyinstitute.org/UDL/