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Universal Design for Learning
This document discusses Universal Design for Learning (UDL), which aims to provide flexible learning opportunities for all students. UDL originated from universal design in architecture and is based on three principles: providing multiple means of representation, action and expression, and engagement. These principles support recognition, strategic, and affective networks in the brain. The document provides examples of how UDL is implemented at Sunset Ridge School, including differentiating instruction and using technology. It also introduces tools from CAST such as the UDL Curriculum Self-Check, UDL Book Builder, and UDL Exchange that could support UDL implementation.
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Universal Design for Learning
- 1. Universal Design for Learning StacyConstantine Walden University EDUC 6714 2015
- 2. Why Universal Design? Startedwith architecture Allows buildings and environments to be accessible and usable by everyone Ramps Larger doorways Non-slip bathtubs Source: What is Universal Design? (n.d.) Source: NAHB What is Universal Design? (n.d.).
- 3. What is UDL? UniversalDesign for Learning Provides an opportunity to learn Helps ALL children
- 4. Three Principles Provides Flexibilityand Multiple Means of: I. Representation – “resourceful, knowledgeable learners” II. Action and Expression – “strategic, goal-directed learners” III. Engagement – “purposeful, motivated learners” Source: UDL Guidelines (n.d.)
- 5. I. Provide MultipleMeans of Representation The “what” Educators must present information in various ways Real life example: Students can learn about ratios through note taking, watching a video, or participating in a math lab comparing a physical activity with the time it takes. Source: The Three Principles (n.d.).
- 6. II. Provide MultipleMeans of Action and Expression The “how” Allows students opportunity of showing what they know in a variety of ways Written text Verbally Technology Kinesthetically Real life example: Students can share information about a fictional text they are reading through writing a poem or song, pretend to be a character and act out a scene from the book, develop an iMovie, etc. Source: The Three Principles (n.d.).
- 7. III. Multiple Meansof Engagement The “Why” Teachers must find new ways to engage students due to differing student interests Teachers must provide opportunities for student self- regulation – self assessment, reflection, and developing coping skills Real life example: Teachers can utilize videos, webquests, virtual field trips, etc. Source: The Three Principles (n.d.).
- 8. Technology Provides differentiation forall students in the classroom Examples: Text-Speech/ Speech-text SMART technology Google Docs/ Spreadsheets Digital Storytelling Online Graphic Organizers Source: EdTech Solutions (n.d.).
- 9. Student Learning at SunsetRidge School UDL provides differentiation to all students to learn Students become more engaged when content is presented in different ways Students become more successful when they have opportunities to choose how to learn and display their understanding
- 10. Brain Research Recognition Network Locatedin the back of the head Recognizes and analyzes patterns that are experienced Supported by multiple means of representation Strategic Network Located in the front of the brain Processes the muscles and plans actions Allows us to move Supported by multiple means of expression Affective Network Located in the middle of the brain Processes emotion Evaluates patterns, helps to decipher what is important and what actions to take Supported by providing means of engagement Source:TheThreePrinciples(n.d.). Source: Laureate Education, Inc., 2009
- 11. UDL and Diversity Teachersmust get to know students through checklists and surveys Carefully plan lessons around students wants/ needs/ backgrounds Adjust teaching methods as the student changes over time Source: Rose & Meyer, 2002
- 12. Brain Research and Technology TheRecognition Network – Providing multiple examples through digital media and tools (text, image, sound, or video) Highlight critical features using animations, color, highlighting tools, or zoom features The Strategic Network – Provide flexible models of skilled performance – video, speech text, diagrams, animation Provide opportunities to practice with supports – text to speech or calculators Provide ongoing, relevant feedback – speech to speech or blogging Offer flexible opportunities for demonstrating skill – publishing on a class website or blog The Affective Network – Offer choices of content and tools – Software programs such as Quicktime or Write, Camera, Action Provide adjustable levels of challenge – goal setting programs (typing program) Source: Rose & Meyer, 2002
- 13. CAST Non-profit educational researchand development organization since 1984 Focus on Universal Design for Learning Motto – “Until learning has no limits.” Favorite online tools: UDL Curriculum Self-Check UDL Book Builder UDL Exchange Source: About CAST (n.d.).
- 14. UDL Curriculum Self- Check Tooldesigned to assess UDL in teacher’s classroom Utilizes goals, methods, materials, and assessment to grade UDL usage in the classroom Current educator focus at Sunset Ridge is differentiation Could be used at Sunset Ridge to determine the extent UDL is present http://udlselfcheck.cast.org
- 15. UDL Book Builder Toolallows readers to listen to, download, and print off books to read/ review, as well as create and edit own books Sunset Ridge promotes and encourages literacy Students often struggle with fluency – can read/ record books at their level Students will be able to share their works and become published authors http://bookbuilder.cast.org
- 16. UDL Exchange Tool offersresources, lessons, and collections to browse and share that are driven by the UDL principles At Sunset Ridge, the ability to locate and browse resources that support UDL, as well as lesson plans that support all learners would be beneficial to our students http://udlexchange.cast.org/home
- 17. References About CAST. (n.d.).Retrieved March 29, 2015, from http://www.cast.org/about#.VRhuo0K4n-Y EdTech Solutions. Teaching every student: free technology toolkit for udl in all classrooms – spread the word! (n.d.). Retrieved March 29, 2015, from http://teachingeverystudent.blogspot.com/2007/06/free-technology-toolkit-for-udl-in-all.html Laureate Education, Inc. (Executive Producer). (2009). Reaching an engaging all learners through technology: Brain research and Universal Design for Learning. Baltimore, MD: Author. NAHB: What is Universal Design? (n.d.). Retrieved March 29, 2015, from http://www.nahb.org/generic.aspx?genericContentID=89934 Rose, D., & Meyer, A. (2002). Teaching every student in the Digital Age: Universal design for learning. Alexandria, Va: Association for Supervision and Curriculum and Development. The Three Principles. National center on universal design for learning. (n.d.). Retreived March 29, 2015, from http://www.udlcenter.org/aboutudl/whatisudl/3principles UDL Guidelines: Theory & Practice Version. National center on universal design for learning, (n.d.). Retrieved March 29, 2015, from http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice What is Universal Design? Universal design, (n.d.). Retrieved March 29, 2015, from http://www.universaldesign.com/about-universal-design.html