2. Brain Research and Learning
Differences
Brain=one network broken down into specialized processing areas
Recognition=takes sense organ info and processes patterns
Strategic=processes actions and plans
Affective=processes emotions (Laureate Education, Inc., 2009b)
Although brains share these general characteristics, individual
brains differ in each area =learning differences (Rose and Meyer, 2002)
3. Implications of Brain Research
There are no “regular” students—don’t miss subtle and
important qualities.
“The modular organization of learning networks mean
that each student brings a unique assortment of
strengths, weaknesses, and preferences to school”
(Rose & Meyer, 2002).
These patterns vary across all three networks, interact
with teaching environment that can bring progress or
frustration (Rose & Meyer, 2002).
4.
5. The Start of UDL
UDL started with UD, architects being taught to make
buildings accessible for all at the design level and the
realization that those options were good for all.
CAST=Center for Applied Special Technology focused
at first on fixing child’s learning differences, but
realized it is sometimes curriculum that has barriers to
be fixed (Laureate Education, Inc., 2009a).
UDL applies universal design principle to curriculum
6. Curriculum Barrier Example=Textbook
My physically disabled student can’t hold book or turn the
pages.
My visually impaired student can’t see text
My dyslexic student can’t read the text.
Can we change any of these students so they can read the
textbook?
Solution? Change the material, not the child. (Laureate
Education, Inc., 2009a)
7.
8. Principles of UDL
UDL =Maximize learning for ALL students based on knowledge of
learning differences (CAST, 2009)
The “What” of Learning: Present information and content in
different ways (assists recognition network)
The “How” of Learning: Differentiate the ways that students can
express what they know (assists strategic network)
The “Why” of Learning: Stimulate interest and motivation for
learning (CAST, 2010). Providing opportunities to engage in
learning that interests your students will motivate them to learn
(Scigliano & Hipsky, 2008, p. 35). (assists affective network)
9. The “What”: Dan is
a seven-year-old
boy with Down
Syndrome.
He has very basic reading
skills. He knows his alphabet
and can decode simple
words. Ms. Lindhall, his
teacher who has a degree in
general education, decides to
have Dan try a universally
designed Digital Picture
Book. Eventually, supports
will be withdrawn so that
Dan can read the book
independently, as many of
his peers do (Advocacy
Institute, 2010).
10. The “How”:In Ms.
Garcia’s 6th-grade
classroom, students
are asked to become
experts on ancient
Mesopotamia and
share their knowledge
with the class
Students work in groups and
individually write newspaper
articles, write, direct and film
television news programs,
perform puppet shows and
plays, create posters or write
research papers, then
presented their work to the
class. Providing choices in
expression gives students
more opportunity and
incentive to develop expert
products, thereby becoming
more active as learners
(Advocacy Institute, 2010).
11. The “Why” of
Learning: Mrs.
Anderson’s interest
inventory
Mrs. Anderson
discovered that many of
her students were
interested in rocket
launching, so for her
nonfiction unit in
English, she picked out
books that would pique
their interest like
Homer Hickam’s
October Sky.
12.
13. Don’t We Already Have RTI?
RTI UDL
makes educational decisions
based on an at-risk student's
success or failure during
specialized intervention
a process for making curriculum
design decisions to maximize
success in the general
curriculum
BOTH AGREE
•poor achievement does not necessarily reflect disability, but rather may
also reflect poor instruction
•curriculum that is effective for one student may not be effective for
another student
•assessment should inform instruction and intervention and consider
once-a-year test scores insufficient
•UDL framework may be able to support more effective decision-making
within RTI, which remains a significant challenge in RTI
(Strangeman, Hitchcock, Hall, & Meo, et al, 2006)
14. How Will This Help Our Students?
All students experience success from curriculum
modifications---curb cuts (Meo, 2008)
Better Grades/Test Scores=Poor performance may reflect
curriculum disability rather than student disability. UDL
helps change the curriculum at the design level.
Identify and minimize barriers in the general education
curriculum that might undermine student performance
and increase the number of students selected for targeted
intervention (Strangeman, Hitchcock, Hall, & Meo, et al,
2006)
15.
16. What Makes UDL Possible?
Digital technology makes UDL curriculum
solutions possible.
Technology offers the flexibility “upfront” that is
needed when addressing students’ diverse learning
needs (Montgomery Schools, 2010).
17. How Can Technology Help with
UDL?
In a book, everything is fixed.
With technology, digital media offers flexibility in the
display of content (Laureate Education, Inc., 2009a).
Digital mediaThe following examples are all FREE!
Example: a digital book allows students to take responsibility
for their own learning by allowing them to highlight words,
enlarge text type
A range of media, formats, and response options are used
so that a student's knowledge and skills are not confounded
by his or her aptitude with the medium (Strangeman,
Hitchcock, Hall, & Meo, et al, 2006).
18. CAST Online Tools
FreeUDL Book Builder ™
Launched: 08/24/2009
Enables educators to develop their own digital books
to support reading instruction literacy learning
Grades: All Grades
UDL Curriculum Self-Check ™
Helps educators build options and flexibility into each
element of the curriculum in order to reach and
engage all students. Grades: All Grades
19. UDL Lesson Builder ™
Helps educators to design lessons/units of study to
meet the diverse learning challenges, skills, and
background of students in today's classrooms. Grades:
All Grades
Science Writer
A web-based writing tool that supports all students in
the science report-writing process
Strategy Tutor ™
Publicized by Google around the world, Strategy Tutor
supports students and teachers doing reading and
research on the Internet. Grades: 5 and up
20. UDL Editions ™
Publicized by Google around the world, UDL Editions
is a model for presenting classic texts from world
literature in a flexible online interface with just-in-
time, individualized supports for struggling and expert
readers alike. Grades: 5 and up
Teaching Every Student
Explains and exemplifies Universal Design for
Learning and its classroom applications. Also provides
activities, model lessons, and toolkits to support
educators. Grades: All Grades (CAST, 2009)
21. References
Advocacy Institute. Universal Design for Learning. Retrieved November 21, 2010, from http://www.advocacyinstitute.org/UDL/
Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved November 21, 2010, from
http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (2009a). Universal design for learning. [Motion Picture]. Reaching and Engaging All Learners Through
Technology. Baltimore: Author.
Laureate Education, Inc. (2009b). Brain research and UDL. [Motion Picture]. Reaching and Engaging All Learners Through
Technology. Baltimore: Author.
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading
comprehension program. Preventing School Failure, 52(2), 21–30.
Montgomery Schools. (2010). Universal Design for Learning (UDL) FAQs. Retrieved November 26, 2010, from
www.montgomeryschoolsmd.org/.../ Universal%20Design%20for%20Learning%20FAQs.doc
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/
Scigliano, D. & Hipsky, S. (2010). Three ring circus of differentiated instruction. Kappa Delta Pi Record. 46(2), 82-86.
Strangeman, Hitchcock, Hall, & Meo, et al. (2006). Response-to-instruction and universal design for learning: How might they
intersect in the general education classroom. LD Online. Retrieved November 21, 2010, from
http://www.ldonline.org/article/13002
22. Turnitin Originality Report
APP4 by Tonia Swinehart
From Week Four (6714D-2)
Processed on 11-26-10 10:13 PM CST
ID: 160836553
Word Count: 1180
Similarity Index
60%
Similarity by Source
Internet Sources: 53%
Publications: 6%
Student Papers: 30%
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