Universal Design for Learning (UDL) is a framework for designing curriculum that provides access and removes barriers for all learners. UDL promotes using multiple means of representation, expression, and engagement to accommodate different learning styles. This is based on research showing there are three primary brain networks involved in recognition, strategic thinking, and affective engagement. UDL principles include providing options for perception, physical action, and engaging interests. Technology supports UDL through tools like electronic whiteboards, laptops, and software that enhance representation, participation, and motivation for diverse learners.

1. Universal Design For Learning UDL By Evelia Benoit Walden MSED 6714 Dr. Jaqueline Derby

2. What is UDL? Designing curriculum that works for all, Universal Design for Learning is a research-based framework to enable learners gain knowledge, skills, and enthusiasm for learning. UDL promotes the use of learning strategies that allow for the design of accessibility for all learners.

3. What is UDL? (cont) UDL provides students with increased access to materials and practices that support learning and reduces barriers to accommodate individual learning styles. UDL characteristics include physical access, delivery methods, feedback, interaction, webpages, assessment and inclusiveness

4. Who’s Idea was this?! Ronald Mace coined the phrase “Universal Design.” The idea was that all things in this world could be and would be made accessible and usable by all. His inspirational view was based in architecture and has had a profound impact in Education. *Image from http://www.naspa.org/kc/dckc/resources/ud.cfm

5. How do see UDL in Our World? One of the biggest ideas behind UDL is providing access to a variety of things to a the most people. A real world example could be a ramp, stairs, and an elevator. These are three items that ultimately have the same goal, but are approached in different manners. It only matters which manner is chosen by the individual to reach that goal. Other real world examples include closed captioning, graphing calculators, voice recognition software, etc. Images from Google Image

6. Brain Networks Supporting UDL Three Primary Brain Networks Recognition Network Strategic Network Affective Network The WHAT of learning The HOW of learning The WHY of learning Through Multiple Means of Representation Through Multiple Means of Expression Through Multiple Means of Engagement

7. Principle I – Multiple means of Representation Parietal Lobe: Recognition Network of the Brain *Image from http://www.cast.org/udl/ Differentiated instruction provides learners options for acquiring information and knowledge. Some examples include: Search engines Graphic Organizers Manpulatives Science Labs Imovie www.unitedstreaming.com

8. Principle II – Multiple means of Action and Expression Frontal Lobe: Strategic Network of the Brain *Image from http://www.cast.org/udl/ Various presentation methods allow students to demonstrate what they have learned. Examples include: Voice recordings PowerPoint presentations Poetry www.voicethread.com www.slideshare.net

9. Principle III – Multiple means of Engagement Temporal Lobe: Affective Network of the Brain *Image from http://www.cast.org/udl/ Effective tool utilization taps into learners interests, offering appropriate challenges, and increases motivation. Such as: Compass Odyssey Music MultiMedia presentations Electronic Whiteboard Interactive games Interactive experiments

10. How does technology support UDL in the classroom? Here my second grade students practice their fraction facts using and electronic whiteboard. They also use laptops to enhance lessons learned (Click photo to view video)

11. Other examples of my students using technology to add onto their knowledge in Math.

12. Other Technology Tools that support UDL Graphing calculator Remote pads E-readers Wikis Blogs Audacity Imovie YouTube

13. Why is UDL so important? UDL offers a chance to embrace learning differences. Students and teachers can now use a wider range of materials such as internet, media, online glossaries, etc. Teaching methods become more flexible and differentiated for learners. Learning opportunities are maximized by reducing the number of barriers.

14. Resources: Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice . Thousand Oaks, CA: Corwin Press. http://fame.oln.org/udl/f2_17_160.html http://www.cast.org/udl/ http:// bookbuilder.cast.org/view_print.php?book =38339 http://r4udl.wikispaces.com/ http://castudlresources.wordpress.com/curriculum-subject-area/math-resources/