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Universal Design for Learning
(UDL)
Reaching all learners all the time
Tanis Shippy
Walden University
Jacqueline Derby
EDUC- 6714l - 1: Reaching and Engaging All Learners Through Technology
February 1, 2015
Removing Barriers
The UDL model was inspired by architects grappling with how to
improve building accessibility (Laureate Education, 2009).
EXAMPLE: Designing buildings with ramps instead of stairs to
facilitate wheel chair access.
CORRESPONDINGLY: Educators also recognize they must eliminate
inherent barriers in their curriculum to increase learning options for
everyone (Meo, 2008).
Provide Options for Perception
UDL Principle #1 - Provide multiple representations of
information for all types of learners.
EXAMPLES:
- Supplement written text with images/graphics
- Accompany auditory information with written transcripts
- Highlight text to reinforce certain ideas
(National Center on Universal Design for Learning, 2011)
Provide Multiple Means of
Action & Expression
UDL Principle #2 - Learners have different ways of navigating
and expressing their learning.
EXAMPLES:
- Provide expanded keyboards
- Compose in multi-media: storyboarding, video
- Use checklists and guides for note taking
(National Center on Universal Design for Learning, 2011)
Provide Multiple Means of
Engagement
UDL Principle #3 - Factors such as culture, background
knowledge, personal relevance and neurology affect how a
learner responds to information.
EXAMPLES:
- Vary tools used for information gathering
- Offer feedback focusing on self-awareness/efficacy
- Differentiate difficulty within core activities
(National Center on Universal Design for Learning, 2011)
Neurology and Brain Research
- Three neural networks work together – the affective,
recognition, and strategic – to produce learning.
- Although all brains utilize these networks, individual brains
differ significantly in how they recognize, organize, and engage with
information (Laureate Education, 2009).
- These individual differences create classrooms filled with many
different types of learners (CAST, Inc., 2011).
Neurology and Brain Research
- The Recognition network allows people to identify patterns such
as the use of symbols for language or music.
- It enables one to assign meaning to patterns and understand
information, ideas, and concepts (CAST, Inc., 2011).
- It may be thought of as the ‘what’ of learning (Cennamo, Ross, & Ertmer, 2009).
- Students need multiple representations of information (Laureate Education, 2009).
Neurology and Brain Research
- The Strategic network allows people to plan, organize, and
monitor their learning.
- As one becomes more familiar with a process, the more
automatic the strategic network becomes.
- It may be thought of as the ‘how’ of learning (Cennamo, Ross, & Ertmer, 2009).
Neurology and Brain Research
- The Affective network relates to feelings and emotions.
- It influences one’s motivation for and engagement in learning.
- It may be thought of as the ‘why’ of learning (Cennamo, Ross, & Ertmer, 2009).
Using Technology in UDL
REVELATION: Digital media offers teachers flexibility in how
they present and use materials, methods, and assessments for
diverse learners (Cennamo, Ross, & Ertmer, 2009).
Using Technology in UDL
EXAMPLE for MATERIALS:
- All students react differently to instructional events based on their
prior knowledge and past experiences = Affective network.
- Using multi-media tools embedded with hyperlinks allows
students to embellish information in modes or directions
they prefer.
- Offering choice influences motivation and engagement for
the classroom content (Cennamo, Ross, & Ertmer, 2009).
Using Technology in UDL
EXAMPLE for METHODS:
- Students’ recognition networks vary and some struggle to
identify patterns = Recognition network.
- Word-prediction software is based on grammatical arrangements
helps students identify words quickly.
- This software helps students overcome limited language skills
(Cennamo, Ross, & Ertmer, 2009).
Using Technology in UDL
EXAMPLE for ASSESSMENTS:
- Students vary in how they learn information or generate learning patterns =
Strategic network (Laureate Education, 2009). As a result, they need feedback that is
individualized, relevant, and timely.
- Web-based communications such as blogs or threaded discussions allow teachers
to provide instant clarification and constructive critiques.
- Because students learn differently, they also require multiple formats
for expressing this information – again technology aids in this (Laureate Education, , 2009).
Impact
- We can stop being reactive by trying to change our students to fit
our curriculum.
- We can be proactive by changing our curriculum to meet the
needs of our learners.
- We can challenge student apathy and underachievement by
creating lessons that are individualized based on readiness,
interest, and modes of learning.
CAST Online Tools
CAST UDL LESSON BUILDER: Use this site to create, remix, and
share UDL lessons and activities. Found at http://lessonbuilder.cast.org/
This site provides a sound foundation for my colleagues and I to
begin implementing UDL principles into our lessons. Not only that –
we could share our lessons and work more collaboratively on
planning and designing curriculum.
CAST Online Tools
UDL GOAL SETTER TOOL: Use this site to set clear, focused
learning targets that meet the needs of diverse learners while still
maintaining alignment with standards. Found at
http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm
Creating proper learning targets has been an emphasis at my
school. This tool is an appropriate scaffold to ensure the targets are
accessible to all students. It supports the CAST UDL LESSON
BUILDER.
CAST Online Tools
CAST UDL BOOK BUILDER: Use this site to create, share, publish,
and read digital books that can be adapted to meet individual needs,
interests, and skills. Found at http://bookbuilder.cast.org/
Offers students the opportunity to engage with text in a non-linear,
discursive way. Allows teachers to appeal to a variety of learners
while offering practice reading/engaging with a digital medium.
Content area teachers could use this site to supplement their print-
based textbooks.
REFERENCES
CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved
from http://www.cast.org/teachingeverystudent/tools/
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach.
(Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Reaching an engaging all learners through technology: Brain research and
Universal Design for Learning. Baltimore, MD: 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.
National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved
fromhttp://www.udlcenter.org/aboutudl/udlguidelines

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Universal design for learning

  • 1. Universal Design for Learning (UDL) Reaching all learners all the time Tanis Shippy Walden University Jacqueline Derby EDUC- 6714l - 1: Reaching and Engaging All Learners Through Technology February 1, 2015
  • 2. Removing Barriers The UDL model was inspired by architects grappling with how to improve building accessibility (Laureate Education, 2009). EXAMPLE: Designing buildings with ramps instead of stairs to facilitate wheel chair access. CORRESPONDINGLY: Educators also recognize they must eliminate inherent barriers in their curriculum to increase learning options for everyone (Meo, 2008).
  • 3. Provide Options for Perception UDL Principle #1 - Provide multiple representations of information for all types of learners. EXAMPLES: - Supplement written text with images/graphics - Accompany auditory information with written transcripts - Highlight text to reinforce certain ideas (National Center on Universal Design for Learning, 2011)
  • 4. Provide Multiple Means of Action & Expression UDL Principle #2 - Learners have different ways of navigating and expressing their learning. EXAMPLES: - Provide expanded keyboards - Compose in multi-media: storyboarding, video - Use checklists and guides for note taking (National Center on Universal Design for Learning, 2011)
  • 5. Provide Multiple Means of Engagement UDL Principle #3 - Factors such as culture, background knowledge, personal relevance and neurology affect how a learner responds to information. EXAMPLES: - Vary tools used for information gathering - Offer feedback focusing on self-awareness/efficacy - Differentiate difficulty within core activities (National Center on Universal Design for Learning, 2011)
  • 6. Neurology and Brain Research - Three neural networks work together – the affective, recognition, and strategic – to produce learning. - Although all brains utilize these networks, individual brains differ significantly in how they recognize, organize, and engage with information (Laureate Education, 2009). - These individual differences create classrooms filled with many different types of learners (CAST, Inc., 2011).
  • 7. Neurology and Brain Research - The Recognition network allows people to identify patterns such as the use of symbols for language or music. - It enables one to assign meaning to patterns and understand information, ideas, and concepts (CAST, Inc., 2011). - It may be thought of as the ‘what’ of learning (Cennamo, Ross, & Ertmer, 2009). - Students need multiple representations of information (Laureate Education, 2009).
  • 8. Neurology and Brain Research - The Strategic network allows people to plan, organize, and monitor their learning. - As one becomes more familiar with a process, the more automatic the strategic network becomes. - It may be thought of as the ‘how’ of learning (Cennamo, Ross, & Ertmer, 2009).
  • 9. Neurology and Brain Research - The Affective network relates to feelings and emotions. - It influences one’s motivation for and engagement in learning. - It may be thought of as the ‘why’ of learning (Cennamo, Ross, & Ertmer, 2009).
  • 10. Using Technology in UDL REVELATION: Digital media offers teachers flexibility in how they present and use materials, methods, and assessments for diverse learners (Cennamo, Ross, & Ertmer, 2009).
  • 11. Using Technology in UDL EXAMPLE for MATERIALS: - All students react differently to instructional events based on their prior knowledge and past experiences = Affective network. - Using multi-media tools embedded with hyperlinks allows students to embellish information in modes or directions they prefer. - Offering choice influences motivation and engagement for the classroom content (Cennamo, Ross, & Ertmer, 2009).
  • 12. Using Technology in UDL EXAMPLE for METHODS: - Students’ recognition networks vary and some struggle to identify patterns = Recognition network. - Word-prediction software is based on grammatical arrangements helps students identify words quickly. - This software helps students overcome limited language skills (Cennamo, Ross, & Ertmer, 2009).
  • 13. Using Technology in UDL EXAMPLE for ASSESSMENTS: - Students vary in how they learn information or generate learning patterns = Strategic network (Laureate Education, 2009). As a result, they need feedback that is individualized, relevant, and timely. - Web-based communications such as blogs or threaded discussions allow teachers to provide instant clarification and constructive critiques. - Because students learn differently, they also require multiple formats for expressing this information – again technology aids in this (Laureate Education, , 2009).
  • 14. Impact - We can stop being reactive by trying to change our students to fit our curriculum. - We can be proactive by changing our curriculum to meet the needs of our learners. - We can challenge student apathy and underachievement by creating lessons that are individualized based on readiness, interest, and modes of learning.
  • 15. CAST Online Tools CAST UDL LESSON BUILDER: Use this site to create, remix, and share UDL lessons and activities. Found at http://lessonbuilder.cast.org/ This site provides a sound foundation for my colleagues and I to begin implementing UDL principles into our lessons. Not only that – we could share our lessons and work more collaboratively on planning and designing curriculum.
  • 16. CAST Online Tools UDL GOAL SETTER TOOL: Use this site to set clear, focused learning targets that meet the needs of diverse learners while still maintaining alignment with standards. Found at http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm Creating proper learning targets has been an emphasis at my school. This tool is an appropriate scaffold to ensure the targets are accessible to all students. It supports the CAST UDL LESSON BUILDER.
  • 17. CAST Online Tools CAST UDL BOOK BUILDER: Use this site to create, share, publish, and read digital books that can be adapted to meet individual needs, interests, and skills. Found at http://bookbuilder.cast.org/ Offers students the opportunity to engage with text in a non-linear, discursive way. Allows teachers to appeal to a variety of learners while offering practice reading/engaging with a digital medium. Content area teachers could use this site to supplement their print- based textbooks.
  • 18. REFERENCES CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/ Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Laureate Education, Inc. (Executive Producer). (2009). Reaching an engaging all learners through technology: Brain research and Universal Design for Learning. Baltimore, MD: 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. National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved fromhttp://www.udlcenter.org/aboutudl/udlguidelines