3. Learning Objectives
At the end of this workshop you will:
have a better understanding
about UDL.
understand the implications of
UDL in teaching
complete and analyze some of
the CAST tools
5. What is UDL?
is a set of principles for curriculum
development that give all individuals
equal opportunities to learn (CAST,
2012).
6. UDL Inspiration
According to Dr. McLaughlin (Laureate
Education, Inc., 2009), UDL is born from the
need to provide learning opportunities for
students with a wide range of special needs
in one classroom. For instance, individuals
with mobility disabilities will need an
alternative way to access building (e.g.,
ramp or an elevator).
Translated to regular classrooms as it, similarly,
contains a vast range of learning variants.
8. Recognition Network
Is responsible of recognizing
and analyzing patterns
It is the way the student
gathers information through
the senses.
Input
9. Strategic Network
is responsible of planning and
executing actions
It is the way in which the
scholars will interact with their
learning.
Output
10. Affective Network
Is responsible of analyzing
and evaluating the
importance of patters
It is the means in which
scholars keep motivated or
engaged.
11. Networks and Instructional Methods
Teachers ought to plan to provide multiple ways for
scholars to absorb the information through their
senses. Have in mind learning styles (visual,
auditory, kinesthetic, and combination learners).
Teachers need to provide flexibility for scholars to
interact with the knowledge and provide output of
their learning.
Teachers need to know the scholar’s interests,
strengths, weaknesses to provide challenging,
engaging, and motivating tasks regardless their
performance level.
12. Technology in UDL
Technology has the flexibility to address all three neural
networks. Technology provides multiple representation
options; it allows scholars to modify font size, font colors,
audio volume, and provides captions to facilitate
recognition learning processes.
Technology provides multiple ways to express or plan their
actions. It provides alternatives for scholars to interact with
information and provide some sort of output. Example of
that are: keyboard, touch-screens, text-to-speech, speech-
to-text, etc.
Technology maintains engagement by providing a variety
of tools that scholars can select from depending on their
interests (e.g., internet, e-books, input/output data tools,
Edmodo, blogs, wikis).
13. UDL Impact on Student Learning
Due to the diversity present in classrooms, teachers
need to be properly prepared to create a universal
learning environment through the design of lesson
plans that will provide multiple opportunities for all
scholars to succeed.
It requires time to assess scholars at the beginning of
the school year to create a student learning profile.
Teachers then need to create lesson plans that will
address scholar’s needs, plan activities with scholar’s
learning styles and intelligences in mind to promote
successful learning.
14. Learning Differences Brain Research
Individuals perceive, interact, analyze
and view information in a unique way.
Teachers have to provide a wide range
of opportunities for scholars to be
successful learners by “seeking out the
strengths… [and] meet[ing] the
challenges” (Bray, Brown, & Green, 2004
p. 20).
15. Implications
Tomlinson and McTighe 2006) listed nine skills and attitudes that
teachers who help all students have:
establish clear curriculum essentials
self-accountable for scholars learning
respect communities
aware of what works for scholars
possess classroom management skills
help scholars become a learning partner
flexible classroom routines
vast instructional strategies
reflect on progress
16. CAST
UDL Class Profile Maker Tool: Mostly used to create a big picture of
students needs, strengths, and interests.
http://www.cast.org/teachingeverystudent/tools/classprofiletool.cfm
UDL Curriculum Barrier Finder Tool: This tool helps you analyze the
curriculum materials and methods, analyze and plan ahead for
possible barriers.
http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstool.cf
m
UDL Solution Finder Tool: This tool helps you analyze barriers and
possible solution for such barriers.
http://www.cast.org/teachingeverystudent/tools/udlsolutionstool.cfm
17. Assessment
Work with your group on
completing the followings:
UDL Class Profile Maker
UDL Solutions Finder Tool
19. References
Bray, M., Brown, A., & Green, T. D. (2004). Technology and the diverse learner: A guide to
classroom practice. Thousand Oaks, CA: Corwin Press.
CAST (2002-2014). About UDL. Retrieved July 13, 2014, from http://www.cast.org/udl/index.html
CAST. (2002-2014). UDL class learning profile. Retrieved July 13, 2014, from
http://www.cast.org/teachingeverystudent/tools/classprofiletemplate.cfm
CAST. (2002-2014). UDL curriculum barriers finder. Retrieved July 13, 2014, from
http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstool.cfm
CAST. (2002-2014). UDL solutions finder. Retrieved July 13, 2014, from
http://www.cast.org/teachingeverystudent/tools/udlsolutionstool.cfm
CAST. (2002-2014). UDL toolkits: UDL training guide. Retrieved July 13, 2014, from
http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners
through technology: Universal design for learning. Baltimore, MD: Author.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by
design. Alexandria, VA: Association for Supervision and Curriculum Development.
