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UDL - The Three Principles
- 1. UDL – THE PRINCIPLES David Davis PS/RtI Project University of South Florida
- 2. Getting Started • Introductions • Review Materials & Wiki • Break time • Objectives – Understand the Myth of Average – Understand the Principles of UDL
- 4. Universal Design for Learning
- 5. Universal Design for Learning • The Myth of Average
- 7. History
- 8. History
- 9. History • Breakthrough – The curriculum, rather than the student, was the problem; curriculum being defined as the learning goals, the means of assessment, the teaching methods, and the instructional materials.
- 10. History • In 2004 Universal Design was included in the Individuals with Disabilities Education Act. • In 2008 a definition of Universal Design for Learning (UDL) was included in federal law in the Higher Education Opportunity Act. • In 2010 the USDE National Education Technology Plan included UDL as a framework to benefit all learners. – http://www.cast.org/netp/page/NETP/l28
- 11. History • In 2015 UDL was included in the Every Student Succeeds Act (ESSA) in areas addressing assessment, literacy instruction, and technology. – http://aem-florida.wikispaces.com/ESSA • In 2016 the Florida District K-12 Reading Plans were required to include descriptions of how the principles of UDL would be used to support reading. – http://aem-florida.wikispaces.com/K- 12+Reading+Plan
- 12. Universal Design for Learning • Universal Design for Learning UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. It provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size- fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
- 13. Universal Design for Learning
- 15. Affective Networks • Our brains: – Are goal driven networks – Bias our perceptions and actions – Warp reality & set values on different parts of reality – Determine the emotional and motivational significance of the world around us – Work in conjunction with all other neural networks
- 16. Recognition Networks • Our brains: – Are highly complex in pattern recognition – Run a variety of recognition processes in parallel – Are both input centric and process centric – Are highly variable from person to person
- 17. Strategic Networks • Our brains: – Plan, execute, and monitor all kinds of purposeful acts – Are heterarchical, moving between levels of complexity as needed – Are variable – Are designed to solve problems
- 18. UDL Principles • There are 3 core principles to Universal Design for Learning – Provide multiple means of engagement (the “why” of learning) – Provide multiple means of representation (the “what” of learning) – Provide multiple means of action and expression (the “how” of learning)
- 19. UDL Principles
- 20. Universal Design for Learning • options for perception • options for language and symbols • options for comprehension Flexibility in Representation • options for physical action • options for expressive skills/fluency • options for executive functions (planning/monitoring) Flexibility in Expression • options for recruiting interest • options for sustaining effort/persistence • options for self-regulation Flexibility in Engagement
- 21. Recognition Network • Provide Multiple Means of Representation How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
- 22. Multiple Means of Representation Provide options for perception Provide options for language, mathematical expressions, and symbols Provide options for comprehension
- 23. Multiple Means of Representation • Provide options for perception – Offer ways of customizing the display of information • Size of text, images, graphs, tables, or other visual content – Offer alternatives for auditory information • Captions or automated speech-to-text – Offer alternatives for visual information • Provide descriptions (text or spoken) for all images, graphics, videos, or animations
- 24. Multiple Means of Representation • Provide options for language, mathematical expressions, and symbols – Clarify vocabulary and symbols – Clarify syntax and structure – Support decoding text, mathematical notation, and symbols – Promote understanding across languages – Illustrate through multiple media
- 25. Multiple Means of Representation • Provide options for comprehension – Activate or supply background knowledge – Highlight patterns, critical features, big ideas, and relationships – Guide information processing, visualization, and manipulation – Maximize transfer and generalization
- 26. Strategic Network • Provide Multiple Means of Action and Expression Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
- 27. Provide Multiple Means of Action and Expression Provide options for physical action Provide options for expression and communication Provide options for executive functions
- 28. Provide Multiple Means of Action and Expression • Provide options for physical action – Vary the methods for response and navigation – Optimize access to tools and assistive technologies
- 29. Provide Multiple Means of Action and Expression • Provide options for expression and communication – Use multiple media for communication – Use multiple tools for construction and composition – Build fluencies with graduated levels of support for practice and performance
- 30. Provide Multiple Means of Action and Expression • Provide options for executive functions – Guide appropriate goal-setting – Support planning and strategy development – Facilitate managing information and resources – Enhance capacity for monitoring progress
- 31. Affective Network • Provide Multiple Means of Engagement How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
- 32. Provide Multiple Means of Engagement Provide options recruiting interest Provide options for sustaining effort and persistence Provide options for self regulation
- 33. Provide Multiple Means of Engagement • Provide options for recruiting interest – Optimize individual choice and autonomy – Optimize relevance, value, and authenticity – Minimize threats and distractions
- 34. Provide Multiple Means of Engagement • Provide options for sustaining effort and persistence – Heighten salience of goals and objectives – Vary demands and resources to optimize challenge – Foster collaboration and communication – Increase mastery-oriented feedback
- 35. Provide Multiple Means of Engagement • Provide options for self-regulation – Promote expectations and beliefs that optimize motivation – Facilitate personal coping skills and strategies – Develop self-assessment and reflection
- 36. UDL Principles • Key Ideas – Providing options help students focus on the same learning goal • Print • Large print • Text to speech • Refreshable braille display • Interactive dictionary
- 37. UDL Principles • Key Ideas – Providing options can increase student independence • Old way – students who struggle with reading use peers who can read as scaffolds during comprehension activities • New way – students have options to independently process content and then work collaboratively with peers
- 38. UDL Principles • Key Ideas – Universal design supports students working together
- 39. UDL Principles • Key Ideas – Universal design supports students working together
- 40. UDL Principles Comprehension Sequence Model • Use instructional scaffolding to move from dependence to cooperative learning. • Students are supported so they can work together on the same learning goals.
- 41. Lesson Planning Elements for Designing Lesson Plans • Clear Goals • Anticipate Variability • Design with UDL Principles – Options for representation – Options for expression – Options for engagement
- 42. Lesson Planning Clear Goals • Are the means embedded? • Goal – To write about the stages of butterfly metamorphosis • New Goal – To demonstrate understanding of the stages of butterfly metamorphosis
- 43. Lesson Planning Clear Goals • Are the means embedded? • Goal – Draw a bar graph that (1) shows scale and (2) shows data • New Goal – Design a bar graph that (1) shows scale and (2) shows data
- 44. UDL – THE PRINCIPLES David Davis PS/RtI Project University of South Florida
Editor's Notes
- Universal design, applied to instructional pedagogy, is called Universal Design for Learning (UDL); a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone; not a single one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. (from http://www.cast.org/udl/index.html) The UDL framework was developed by the Center for Applied Special Technology (CAST), a nonprofit research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. (from http://www.cast.org/about/index.html)
- Universal Design as used in the Individuals with Disability Education Act (IDEA) is based on the definition found in the Assistive Technology Act of 1998. [Section 3(17)] “The term ‘universal design’ means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.” Based in architectural design, universal design refers to design elements that accommodate the needs of most users. For example, a curb cut at a street intersection enables people using wheelchairs to easily move from the sidewalk to the street and from the street to the sidewalk. That curb cut provides similar benefits to people with baby strollers or carts, people jogging, etc. The benefits of a curb cut are universal. The concept of universal design, as used in the IDEA, refers to supporting the participation and progress of students with disabilities in the general curriculum through the use of products and services and are designed to be usable by students with the widest possible range of functional capabilities. Examples include: Physical design – using adaptive layouts for classrooms, media centers, science labs, etc. that support students with the widest range of mobility supports, e.g. wheelchairs. Product design – using classroom and science lab equipment and materials that support students with a wide range of visual support needs. Curriculum design – using digital instructional materials that can be transformed to large print, audio, or sent to a refreshable braille display.
- Page 8 – study on racial achievement gap
- Show the shadow illusion
- Learner variability is systematic and to a large degree predictable.
- The top is the UDL Principles The first section addresses removing barriers The middle section highlights strategies to move towards high-level expertise The bottom section emphasize the learning expertise that is the goal of UDL
- Based on brain research, the UDL framework can guide teachers, instructional designers, and curriculum specialists in the development of flexible instructional materials and activities that support participation and progress in the general curriculum for all students. The phrase “for all students” is key. By providing flexibility, or options, in the areas of representation, expression, and engagement, teachers and instructional staff give every student choices in how to rapidly and effectively engage in the curriculum.
- Recognition Networks (flexibility in representation) – How we recognize information and categorize what we see, hear, and read. For example, students can change the font size of the reading material, use tools to change the format (e.g. from text to audio, or to braille), change the background colors, etc. Online glossaries or dictionaries are available to support vocabulary. Translation tools are provided to support multiple languages. Advance graphic organizers may be used to help students highlight big ideas, concepts, and relationships.
- Strategic Networks (flexibility in expression) – How we organize and express our ideas; plan and perform tasks. For example, students may produce a report in an essay format, a PowerPoint format, an audio format, or a movie format. A variety of support tools may be provided to help students engage in progress monitoring; e.g. setting goals and completing assignments on time.
- Affective Networks (flexibility in engagement) – How we are challenged, excited, or interested. For example, students are able to choose topics and viewpoints to research. Assignments have a level of relevance to each student. Hands-on activities, robotics, simulations, and immersive virtual worlds may be used to support STEM instruction. Collaborative activities are used to help students connect with and work with others. Time is provided for self-assessment and reflection activities.
- Before showing nex
- Providing options is not the same thing as providing accommodations. UDL supports students working together, necessary for 21st Century Skills. This is a big pedagogical shift for many people.