Transcript UDL Webinar Slides and Script - New York City Department of

Universal
Design for
Learning:
An
Introduction
Division of Students with Disabilities and
English Language Learners
May 2012
What is UDL?
UDL AT A GLANCE
http://cast.org/library/video/udl_at_a_glance/index.html
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How is Universal Design for
Learning (UDL) defined?
The term UDL means a scientifically valid framework for
guiding educational practice that:
a) Provides flexibility in the ways information is presented
(recognition), in the ways students respond or demonstrate
knowledge and skills (action and expression), and in the ways
students are engaged (engagement); and
b) Reduces barriers in instruction, provides appropriate
accommodations, supports, and challenges, and maintains
high achievement expectations for all students, including
students with disabilities and students who are English
Language Learners. (Higher Education Opportunity Act of 2008)
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What Relationship Does the Brain Have to Learning?
Three Primary Brain Networks
Recognition Networks
Strategic Networks
Affective Networks
The "what" of learning…
The "how" of learning…
The "why" of learning…
How we gather facts and
categorize what we see, hear,
and read. Identifying letters,
words, or an author's style are
recognition tasks.
Planning and performing tasks.
How we organize and express
our ideas. Writing an essay or
solving a math problem are
strategic tasks.
How learners get engaged and
stay motivated. How they are
challenged, excited, or
interested. These are affective
dimensions.
http://www.cast.org/udl/index.html
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Recognition Networks: The What of
Learning
Principle 1: Provide Multiple Means of Representation
>How am I going to ensure that key information is equally
perceptible by all students . . .
>How am I going to ensure accessibility, clarity, and
comprehensibility for all students . . .
>How am I going to provide the necessary scaffolds to
ensure that all students have access to knowledge and can
assimilate new information . . .
so that all of my students will be successful?
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Principle 1: Provide Multiple Means of
Representation
Critical Planning Questions to Maximize Learning
Provide options of perception
> Should information be formatted and displayed in a modality that enhances
readability? (e.g., text or graph size, color-contrast options)
Provide options for language, mathematical expressions,
and symbols
> How will I clarify important vocabulary or syntax? (e.g., embedded support,
highlight terms) How will I reduce the barriers for decoding? (e.g., text to
speech, digital text)
Provide options for comprehension
> How might I activate prior knowledge required for assimilating new
information? (e.g., graphic organizers or maps, cross-curricular analogies,
visual imagery)
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Three Primary Brain Networks
Recognition Networks
Strategic Networks
Affective Networks
The "what" of learning…
The "how" of learning …
The "why" of learning…
How we gather facts and
categorize what we see, hear,
and read. Identifying letters,
words, or an author's style are
recognition tasks
Planning and performing tasks.
How we organize and express
our ideas. Writing an essay or
solving a math problem are
strategic tasks
How learners get engaged and
stay motivated. How they are
challenged, excited, or
interested. These are affective
dimensions.
http://www.cast.org/udl/index.html
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Strategic Network: The How of Learning
Principle 2: Provide Multiple Means of Action & Expression
> Have materials been provided with which all students can
interact, navigate, and express what they know . . .
> Have I provided alternative modalities for expression, to level
the playing field and to allow all students the opportunity to
express knowledge, ideas, and concepts in the learning
environment . . .
> How have I provided necessary strategies and scaffolds for
students to be more plan-full and strategic . . .
so that all of my students will be successful?
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Principle 2: Provide Multiple Means of Action &
Expression
Critical Planning Questions to Maximize Learning
Provide options for physical action
> How can I reduce barriers to learning required by motor demands of a
task, response, selection, and composition? (e.g., physical manipulatives and
technologies, marking with pen and pencil, mouse control, joystick, keyboard)
Provide options for expression and communication
> To reduce media-specific barriers to expression, how will I ensure students
have alternative media for expression? (e.g., compose using text, speech,
illustration, music)
Provide options for executive function
> How might I activate prior knowledge required for assimilating new
information? (e.g., graphic organizers or maps, cross-curricular analogies,
visual imagery)
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Three Primary Brain Networks
Recognition Networks
Strategic Networks
Affective Networks
The "what" of learning…
The "how" of learning…
The "why" of learning…
How we gather facts and
categorize what we see, hear,
and read. Identifying letters,
words, or an author's style are
recognition tasks
Planning and performing tasks.
How we organize and express
our ideas. Writing an essay or
solving a math problem are
strategic tasks
How learners get engaged and
stay motivated. How they are
challenged, excited, or
interested. These are affective
dimensions.
http://www.cast.org/udl/index.html
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Affective Network: The Why of Learning
Principle 3: Provide Multiple Means of Engagement
> Have I provided alternative ways to recruit student
interest, ways that reflect inter- and intra- individual
differences amongst students . . .
> Have I provided options for students who differ In
motivation and self-regulation skills . . .
> Have I provided alternatives to support students with
different aptitudes and prior experience to effectively
manage their own engagement and affect . . .
so that all of my students will be successful?
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Principle 3: Provide Multiple Means of Engagement
Critical Planning Questions to Maximize Learning
Provide options for recruiting interest
>
What choices are provided for students to ensure engagement, within
tasks of the lesson or assessment skills? (e.g. level of challenges,
rewards and recognitions, completion of task)
Provide options for sustaining effort and persistence
> What strategies will I employ to foster and sustain student motivation,
effort, and concentration? (e.g., goal formulation, restatement, posting
hand-held or computer-based scheduling tools; prompts or scaffolds)
Provide options for self-regulation
> What will I do to help students self-regulate and effectively deal with
frustration in order amplify and augment motivation? (e.g., selfregulatory goals, frequency of self-reflection and self- reinforcements)
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In Summary:
> UDL seizes the opportunity brought by rapidly evolving
communication technologies to create flexible methods and
materials that can reach diverse learners.
> Instilling flexibility into methods and materials maximizes
learning opportunities not only for students with identified
disabilities but for all students.
> UDL is not just one more thing, it is an integral component
of improving student learning compatible with other
approaches to education reform.
Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for
Learning. Alexandria, VA: ASCD.
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Moving Forward
> Download & Read UDL Guidelines: Version
2.0 http://www.udlcenter.org/aboutudl/udlguidelines
> Explore www.cast.org website
> View CAST videos
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More Questions and Discussion …
If you have any questions, please feel free to email:
[email protected]
Division of Students with Disabilities and English Language Learners
52 Chambers Street ~ Room 220
New York, N.Y. 10007
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