Universal Design for Learning (UDL) aims to make curriculum more flexible and supportive of all learners by removing barriers that prevent optimal learning experiences. UDL principles involve providing multiple means of representation, expression, and engagement by offering flexible formats, tools, levels of difficulty and rewards to accommodate learner variability. This includes using technology and multimedia, such as videos, audio recordings and graphic organizers, to represent content in various ways, as well as allowing choices in how students can demonstrate their understanding through presentations, writing or other means. The goal is to support learners' recognition of essential concepts, strategic thinking, and affective engagement with the material.

1. Universal Design for Learning

2. Universal Design

3. At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Why UDL? Lack of interest/motivation for student Audio-only Textbook-only UDL Text-only Written Assignments Reading Level Too High/Low

4. Traditional Lesson Design v. UDL

5. Traditional Lesson Design v. UDL

7. Provide opportunities to practice with supports

8. Provide ongoing, relevant feedback

9. Offer flexible opportunities for demonstrating skill.

10. Provide multiple examples

11. Highlight critical features

12. Provide multiple media and formats

13. Support background context.

14. Offer choices of content and tools

15. Offer adjustable levels of challenge

16. Offer choices of rewards

17. Offer choices of learning context. Affective The “Why” of Learning Recognition/Representation The “What” of Learning Strategic/Expression The “How” of Learning

19. Highlight critical features

20. Provide multiple media and formats

21. Support background context.http://www.artifactbox.com/resources.html But often technology and presentation, expression, and motivation intersect…. Recognition/Representation The “What” of Learning

23. Highlight critical features

24. Provide multiple media and formats

25. Support background context.Recognition/Representation The “What” of Learning

27. Highlight critical features

28. Provide multiple media and formats

29. Support background context.Recognition/Representation The “What” of Learning

31. Highlight critical features

32. Provide multiple media and formats

33. Support background context.Recognition/Representation The “What” of Learning

34. Mindmaps and graphic organizers are also other forms of alternative representation… Did I forget to mention… CAST Strategy Tutor Inspiration/Kidspiration InspireData

35. Provide students with options for presenting information (e.g., presentation may be written, oral, video or visual). Provide scaffolds and alternate means of collecting information for audience as students make presentations (e.g. recording, notes, response questions). Provide alternatives for writing (e.g., oral, pictorial, digital). However… If the goal and the method are interdependent… writing a play creating a website conducting an experiment/writing a lab report creating a graph …you may be limited in how much choice you can give the students. In this case, you must be prepared to fully scaffold the technique. Multiple Means for Action and Expression

36. “Why” should students learn this material? If you’re not motivated by the content, question, or materials then why should the students be? How does it connect to life beyond the classroom? Goes to the heart of motivation Connection to student interests Authentic activities Purposeful Student Choice Acknowledges that students have talents/experiences that go beyond the classroom Multiple Means of Engagement