Transcript Document
Universal
Design of
Learning
(UDL) Access to all
Margaret, N. (2011,June). Etips and UDL Relection. Retrieved from http://nicolinamargaret.blogspot.com/2011/06/etips-udl-reflection.html
Presentation
Essential Questions
What
are the 3 principles of UDL?
What impact does UDL have on the
classroom?
What laws are there surrounding the UDL
principles?
Imagine your class...
Wide range of learning preferences
Different degrees of readiness, and rate of skill
acquisition
4 students who have specials needs whose
work needs to be modified
Each student has different interests, different
needs and different motivation to learn
Mix range of abilities and background
knowledge
How do you plan a lesson that
meets the needs of all your
students?
…………By using the UDL principles
The Principles of UDL
“Every child can learn
and every child has
the right to
appropriate
instruction”--CAST
Reaches
every student.
No matter of the students:
Learning
preferences
Degrees of readiness or rate of skill acquisition
Student's disability
Interests, needs and motivation to learn
Range of abilities and background knowledge
Focuses
on 3 main areas that are directly related to
how the brain learns
The 3 Principles
Multiple means of….
Representation- options for how
Action/Expression- how the
Engagement- how the student
students can access the content (audio,
written format, digital format)
students show what they know
connects to the lesson and is motivated
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Why use the principles of UDL
in your lessons?
Allows students to work more independently
Meets the needs of all students not just
students who have special needs
Equal opportunities and meets the needs of
different learning styles
May take less time/money- use highlighter
Increase number of ways students can access
learning
Eliminates the barriers students may face that
are essential to learning
Universal Design for Learning ..
Framework
Is
to increase flexibility and
decrease barriers
Use as a guide for planning
Takes into consideration the needs of
ALL students
Getting out of your comfort zone and
trying new approaches/ideas
Anticipating the supports students
may need in a lesson
Universal Design for Learning ..
is
NOT
Lowering
learning goals or
achievement expectation
Changing the curriculum
A one size fits all approach
Extra Time with planning
Set framework for instruction
Ablett, E. (2013). UDL Principles. Retrieved from https://assistivetechnologytidbits.wikispaces.com/About+UDL
Where did the ideas of UDL
arise from?
Extension of an architectural movement
called ‘universal design’
Started by Ron Mace at North Carolina State
University,
Idea was to create structures that are
designed, and constructed to accommodate
a wide range of users
Instead of waiting to build an elevator for a
person in a wheelchair or a person with a baby
stroller the building was designed
accommodate one
In the 1900’s the CAST staff
started working with
education systems to
incorporate the UDL principle
into the curriculum.
3 Networks and how they
relate to UDL principles
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Recognizing Network activity
What do you see?
Each person may see
something different
Recognition Networks
- Multiple means of Representation
Part
of the brain that
Recognizes and identifies and understand
information idea and concepts
Interpret our senses
Recognition Networks
- Multiple means of
Representation
This
principle focuses on
providing multiple ways for
students to recognize and
identify the information
being presented
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Multiple means of Representation
Checklist
Present the information
different ways (audio,
written)
Use multi-media
approaches- videos,
pictures, interactive
activities
Different modalities ,
hearing, touch, vision
Pre teach vocabulary
and supply
background
knowledge
Use assistive
technologies
Through using Assistive
Technology (low or high tech)
it directly relates to the
implementation of UDL and
making learning accessible to
all learners.
Maryland Learning Links(2013, June). UDL Interactive Activity. Retrieved from
http://marylandlearninglinks.org/3473
To help educators incorporate
Assistive Technology(A.T.) into
lessons and determine what
A.T. devices students might
benefit from the SETT
framework was created by
Joy Zabala.
4 part model
S
Student (special needs), what student needs to do,
student’s ability)
E
Environment(what materials are available, supports that
can be added)
Tasks(how can activity be modified to accommodated,
technology supports)
Tools(low/high technology available, what strategies can
be used to increase independence)
T
T
Why use SETT Framework?
Helps with the development and delivery of
A.T services (QIAT)
Ensures: correct A.T. devices are being used for
the students needs based on data
Administrative Support and Professional
Development
Transition
Evaluates the effectiveness of A.T. devices
currently in use
Helps with the implantation of A.T. devices.
Determines if a student is in needs of A.T.
services
Through using the SETT framework
effective use of assistive
technology can be added to
lessons/ the classroom to meet the
students needs.
Let’s explore the documents
Many checklist that can be used
http://www.joyzabala.com/Documents.h
tml
By using these documents and
the SETT framework, A.T. can
be directly related to the UDL
principles.
How assistive technology helps with
providing multiple means of
representation?
Guideline 1: Provided options for presentation
Checkpoint 1.1: Offer ways to customizing the
display of information
Guideline 2.3: Provide options for language,
mathematical expressions, and symbols
Check point 3: Decoding Text
Change size, color contrast of text with computer
software (Microsoft word, Kurzweil)
Text to speech software
Guideline 3: Provide options for comprehension
Check point 3.2: Decoding Text
Digital creation of graphic organizers (Kidspiration)
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Let’s watch this video on ways
to include this principle into
your classroom
http://udlonline.cast.org/page/module
1/l165/
Let’s explore this website:
http://www.udlcenter.org/aboutudl/u
dlguidelines/principle1
Additional information:
How to provide multiple means of representation
in relation to each category of UDL checklist
Has
written examples as well as video on
how to correctly implement
Ideas of how to implement assistive
technologies
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:
Author. Retrieved from http://www.udlcenter.org/aboutudl/
udlguidelines/principle1
Strategic Network activity
http://www.youtube.com/watch?v=IG
QmdoK_ZfY
CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield,
MA: Author. Retrieved from
ttp://udlonline.cast.org/page/module1/l153/
How many times was the ball
passed?
Did you see anything else?
Our brain was focused on
seeing how many times the
basketball was passed not the
monkey
If you didn’t catch the monkey your brain was
understanding what was important and the
key aspects
But your brain did not see all the necessary
steps to complete the project
This shows how the recognition and affective
networks work together for learning
Strategic Networks
- Multiple means of Action and Expression
Part of the brain that gives you not only
actions but the plans for actions.
Plans the steps necessary to complete a project
Knowing how to respond to questions on a test
Taking notes (understanding what’s important)
Listening to a lecture (understanding what are
the key elements of the lecture).
Strategic Networks
- Multiple means of Action
and Expression
This
principles focuses on
providing multiple ways for
students to express themselves
and the ways they can
respond to learning
environments
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Multiple means of Action and Expression
Checklist
Options
for
students to
express their
understanding
Options for
physical action
Options for
executive
functions
How assistive technology helps with
providing multiple means of
Action/Expression?
Guideline 4: Provide options for physical actions
Checkpoint 4.2: optimize access to tools and assistive
technology
Guideline 5: Provide options for expression and
communication
Check point 5.2: Use multiple tools for construction
and composition
Click and type software, AIMS sot ware, multiple choice
questions on interactive Smartboard
Calculators, spell checkers, computer aides design
software, wikis, text to speech software
Guideline 6: Provide options for executive functions
Check point 6.2: Support planning and strategy
development
Webspiration, assignment calculator
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Let’s watch this video on ways to include
this principle into your classroom
http://udlonline.cast.org/page/module
1/l170/
CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield,
MA: Author. Retrieved from
ttp://udlonline.cast.org/page/module1/l153/
Additional information:
How to provide multiple means of action and
expression in relation to each category of UDL
checklist
http://www.udlcenter.org/aboutudl/ud
lguidelines/principle2
Has
written examples as well video on
how to correctly implement
Ideas of how to implement assistive
technologies
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:
Author. Retrieved from http://www.udlcenter.org/aboutudl/
udlguidelines/principle1
Affective Network activity
You
are sitting in algebra class. The
teacher is instructing a lesson on
equations.
You are thinking “Why is this important. I
am not going to use this in my field of study.
Who will ask me to prom this year? I
wonder what mom is cooking for dinner.”
Affective Networks
- Multiple means of Engagement
Part
of the brain that engages with tasks
and influence our motivation to learn.
Develops preferences and establishes
priorities and interests
Affective Networks
- Multiple means of
Engagement
This
principle focuses on
engaging the students
and showing them the
real world importance of
learning the content.
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Multiple means of Engagement
Checklist
Gives
the
student choices
Minimizes
distractions
Promotes
motivation and
self reflection
Goal setting
How assistive technology helps with
providing multiple means of
engagement?
Guideline 7: Provided options recruiting interests
Checkpoint 7.3: Minimize threats and distractions
Guideline 8: Provide options for sustaining efforts
and persistence
Check point 8.1: Heighten salience of goals and objectives
Pace car
RubiStar
Guideline 9: Provide options for self-regulation
Check point 9.3: Develop self-assessment and reflection
Learner Diaries, Building Wings Readers
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Let’s watch this video on ways to include
this principle into your classroom
http://udlonline.cast.org/page/module
1/l174/
CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield,
MA: Author. Retrieved from
ttp://udlonline.cast.org/page/module1/l153/
Additional information:
How to provide multiple means of engagement in
relation to each category of UDL checklist
http://www.udlcenter.org/aboutudl/ud
lguidelines/principle3
Has
written examples as well video on
how to correctly implement
Ideas of how to implement assistive
technologies
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:
Author. Retrieved from http://www.udlcenter.org/aboutudl/
udlguidelines/principle1
Applying the principles to
scenarios
This
website allows you to practice adding
the UDL principles to your classroom as it
related to each student needs
It allows you to choice a grade level
It gives you 4 students, their needs and
learning preferences, abilities, and
difficulties.
http://marylandlearninglinks.org/3816
To ensure the principles of
UDL are incorporated into
each lesson and the needs
of ALL students are being
met Maryland enacted a
UDL Law (HB 59/SB 467)
About the Bill
State
level bill
Enacted May 4, 2010
Bill that will help place the principles of
UDL into the education systems in
Maryland
TASK Force
Bill creates a TASK Force(a group of selected
people) that explores the incorporation of the
principles UDL into the curriculum
The TASK Force:
Study and make recommendations of the
feasibility of applying and incorporating the
principles of UDL into:
Policies, practices, and curriculum of the education
systems in Maryland
Purchases assistive technology
Plans/enacts staff development
Ensures teacher preparation of the UDL principles
The ensure all students have
access to the use of Assistive
Technology a law was made.
IDEA 2004 (section 602) Law
In
this law it defines assistive technology
devices
This law requires assistive technology to be
offered to students in order to:
“increase,
maintain, or improve functional
capabilities of a child with a disability.”
IDEA 2004 (section 602) Law
(A)
In general.--The term `assistive technology
device' means any item, piece of equipment, or
product system, whether acquired commercially off
the shelf, modified, or customized, that is used to
increase, maintain, or improve functional
capabilities of a child with a disability.
(B) Exception.--The term does not include a medical
device that is surgically implanted, or the
replacement of such device.
Both laws (UDL in Maryland
and IDEA 2004) have made
learning more accessible to all
learners.
UDL vs. Differentiated Instruction
Are
similar concepts
Share many of the same goals, ideas
about learning, and classroom practices
BUT they have their differences.
Similarities and Differences
UDL
•
•
•
Assessing and adjusting
instruction before it
begins
Anticipates what
students will need and
incorporating them
from the onset
Principles of
representation,
engagement, and
expression
Both
•
•
•
Considers each
students needs and
learning styles
Guide for teaching
Each student learns in
different ways
When an architect is designing a building, they don’t wait for
someone in a wheelchair to try to access the building before
installing a ramp. Rather, the architect anticipates that someone in
a wheelchair will need to access the building and includes the
ramp in the original design.
Differentiated Instruction
•
•
Focus on giving
formative assessments
then assessing and
adjusting instruction
Principles of content,
process, and product
Why use both frameworks
works together?
UDL:
Anticipates what students will need
and incorporating them from the onset
Differentiated Instruction: provides
ongoing assessments of the students
learning
Ablett, E. (2013). UDL Principles. Retrieved from https://assistivetechnologytidbits.wikispaces.com/About+UDL
Examples of UDL in my classroom
Multiple means of Representation
Simple few word on
PowerPoint slides (1.1)
Videos (1.2/1.3)
Sound clips (1.3)
Hands on objects (1.3)
Pre-teach vocabulary with
pictures (2.1/2.4)
PowerPoint that use a variety
of multi-media (2.5)
Pictures and diagrams of
topic
Videos/sound clips
Connect unknown ideas to
real life or prior knowledge
(2.2/3.1/3.4)
Reading a book about S.S>
topic in L.A. (3.1)
Concepts maps (3.1/3.2)
Interactive Smartboard
activities/websites (3.3)
Chucking of
information/remove
unnecessary information
(3.3)
Explicit prompts when
modeling and guided
practice (3.13)
Graphic organizer, modified
Cornell notes for note taking
(3.4)
Repetition of materials (3.4)
Share examples of this UDL
principle in your classroom
Examples of UDL in my classroom
Multiple means of Engagement
Interactive Smartboard
activities (7.1)
Visual Timer (7.1)
Virtual field trips (7.2)
Daily visual schedule by
Boardmaker (7.3)
Classroom routine (7.3)
Break Cards (7.3)
Rubrics (8.1)
Challenge activities after
completion of work (7.1)
Different choices of projects
(7.1)
Writing a letter or song
Creating a PowerPoint
Designing a advertisement
CAST (2011). Universal Design for Learning
Guidelines v ersion 2.0. Wakefield, MA: Author.
Short length of activities (7.3)
Monthly/daily goal setting
leading to long term goal
(8.1)
Differentiate the degree of
difficulty or complexity
through different activities
depending on students
abilities (8.2)
Cooperative learning
groups (8.3)
Frequent feedback on work
(8.4)
Social skills training (9.2)
Individualized behavior
management systems
(7.1/9.2)
Share examples of this UDL
principle in your classroom
Examples of UDL in my classroom
Multiple means of Action and Expression
Hands-on learning(4.0)
Verbal vs. written test (4.1)
Access to assistive technologies --computers, text to speech software,
graphic organizers (4.2)
Manipulatives ---Base 10 blocks.
Counters (5.1)
Alternatives for paper/pencil
assignments (4.1)
“When given choices of
instructional materials,
the level of
engagement
increases”-CAST
Calculators (5.2)
Graphic Organizers (5.2)
Conferences/Feedback(5.3)
KWL charts for goal setting
(6.1)
Scaffolding –modeling,
guided practice with think
allowed (6.2), independence
practice(5.3)
Goals/objectives at
beginning of lesson as well as
displayed in the front of the
room (6.1)
Outlines for notes (6.3)
Learning Checks throughout
lesson (6.4)
Student own grading of work
(self reflection) (6.4)
Share examples of this UDL
principle in your classroom
Impact of UDL in my classroom
Students :
Are engaged
Are taking ownership of their
learning
Needs, abilities and learning
styles of ALL students are
being meet
Confidence levels are
increased
Students feel they all are
receiving the same
accommodations and no
special treatment
Are being provided with
more opportunities to learn
that better meets their needs
Are monitoring their learning
Teachers are:
Contently assessing/analyzing
student’s learning and how they
are progressing with the essential
questions/learning objectives
and modify the lessons to meet
the students needs
Eliminating barriers that students
face
Providing frequent feedback for
student based off their work so
that they succeed.
Providing a variety of delivery
methods for each lesson that
meets students needs
Ensuring all students equal
access to the curriculum so that
students can learn to their fullest
What impact does UDL have
on your classroom?
See what UDL principles you
have in your classroom
with this UDL checklist
http://udlonline.cast.org/page/module1/l
153/
CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield,
MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/
Link to UDL Guidelines
http://www.udlcenter.org/sites/udlcenter.
org/files/updateguidelines2_0.pdf
CAST (2011). Universal Design for Learning Guidelines Overview version 2.0. Wakefield,
MA: Author. Retrieved fromhttp://www.udlcenter.org/sites/udlcenter.
org/files/updateguidelines2_0.pdf
Resources and References
Ablett, E. (2013). UDL Principles. Retrieved from
https://assistivetechnologytidbits.wikispaces.com/About+UDL
CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield,
MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:
Author. Retrieved from http://www.udlcenter.org/aboutudl/
udlguidelines/principle1
CAST (2011). Universal Design for Learning Guidelines Overview version 2.0.Wakefield,
MA: Author. Retrieved from http://www.udlcenter.org/sites/udlcenter.
org/files/updateguidelines2_0.pdf
Church, G., & Glennen, S. (1992). The handbook of assistive technology. San Diego,
CA: Singular Publishing Group, Inc.
Maryland Learning Links(2013, June). UDL Interactive Activity. Retrieved from
http://marylandlearninglinks.org/3473
Margaret, N. (2011,June). Etips and UDL Reflection. Retrieved from
http://nicolinamargaret.blogspot.com/2011/06/etips-udl-reflection.html
Maryland Down syndrome Advocacy Coalition (MDAC), (2009). Universal Design for
Learning In Maryland. Retrieved From http://udl4maryland.webs.com/
Peters, K. (2013, February). Similarities and differences between Universal Design for Learning and
Differentiated Instruction. Retrieved from http://kristinspe322.wordpress.com/2013/02/12/similaritiesand-differences-between-universal-design-for-learning-and-differentiated-instruction/
Simon, D. (2010, April). Monkey Business. Retrieved from http://www.youtube.com/
watch?v=IGQmdoK_ZfY
Zabala, J. (2010). SETT Framework Documents. Retrieved from
http://www.joyzabala.com/Documents.html.