EDPD 581EDPD 581What is UDL?What is UDL?

EDPD 581EDPD 581What is UDL?What is UDL?

Day 1Day 1Instructor: Maureen LaFlecheInstructor: Maureen LaFleche

Agenda (3 minutes)• Attendance• Principles of UDL• AT and UDL are they the same• Brain Research

Agenda Con’t• Activity 1: Three Brain Networks• Activity 2: Cooking a Meal• Activity 3: Video – EPIC 2014• Methods and Practical Applications

of UDL• Activity 4: Learning Styles Activity

Resources• Book

– Rose, D.H., & Meyer, A. (2002). Teaching every student in the digital age. Alexandria, VA: Association Supervision and Curriculum Department

• Articles– Sheryl Burgstahler. (2006). Universal Design

Principles, Process and Applications– Smith, F and Leconte, P. (2004-05). Universal Design

for Learning: Assuring Access and Success for All Books

Information from this class on UDL can be located at the CAST

website @http://www.cast.org/

What is UDL? (20 minutes)

• Universal Design for Learning is a theoretical framework developed by CAST to guide the development of curricula that are flexible and supportive of all students (Dolan & Hall, 2001; Meyer & Rose, 1998; Pisha & Coyne, 2001; Rose, 2001; Rose & Dolan, 2000; Rose & Meyer, 2000a, 2000b, 2002; Rose, Sethuraman, & Meo, 2000).

• Concept was inspired by the UD movement in architecture i.e., curb cuts

What is UDL? A combination of recent initiatives

Integrated units

Multi-sensory teaching

Use of assistive technology

Performance-based assessment

Brain Research and Learner Differences

• Learning is distributed along three interconnected networks

Recognition

WHAT we learn

Strategic

HOW we learn

Affective

WHY we learn

Brain Research - Video

The Principles of UDLfrom: Rose and Meyer – Teaching Every Child in the

Digital Age

• Principle 1: To support recognition learning, provide multiple, flexible methods of presentation

• Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

• Principle 3: To support affective learning, provide multiple, flexible options for engagement.

Video - Principles of UDL

UDL and Multiple Modalities Means More Learning for

EVERYONE! • Research is clear—teaching in

multiple modalities increases access for struggling learners and improves learning generally for ALL learners. Increase the level of success for every one of your diverse learners by providing choice and flexibility in the ways you present information using multiple formats and media

by Carol Seibert

Literacy Model speaking

writing

listening

reading

All components of the model are interrelated and learning in one area will positively affect the others.

Adapted from Koppenhaver et al. 1993

Connections to the New IRP

UDL Connections to the New IRP

Multiple Means of

Representation

Multiple Means of Engagement

Multiple Means of Expression

Assistive Technology (AT)

Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. (http://www.washington.edu/accessit/articles?109)

How did it start?• Curb Cuts

Electronic Doors

AT UD

Universal Design for Learning (UDL)

Create products and/or environments that are designed, from the outset, to accommodate individuals with a range of abilities and disabilities.

AT• …any piece of

equipment or product system…that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (IDEA, 2004 P. 108-446)

UDL• To select and use goals,

methods, assessment and materials in a way that will minimize barriers and maximize flexibility so that curricula fully support every student’s access, participation, and progress in essential facets of learning (Joy Zabala, Sept. 2006)

Are AT and UDL the same?

Purpose

• Purpose of AT – To increase, improve or maintain the functional capabilities of individuals with disabilities (Joy Zabala, Sept. 2006)

• Purpose of UDL – to increase the access in the general curriculum for students with and without identified disabilities (Joy Zabala, Sept. 2006)

• Educational Outcome – increased educational participation and achievement of ALL (Joy Zabala, Sept. 2006)

Your Three Brain Networks

Activity 1 – work with a partner for each of the slides (10 minutes)…….

1. Recognition NetworksExercise your recognition networks' processing by quickly listing the individual objects you recognize in this picture. (1 minute)

Activity: Reflecting on Recognition….

Picture taken from: http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=1

2. Exercise your strategic networks by examining this image for a few different purposes. Notice how you look at the image differently depending on your purpose. (1 minute)

Activity: Reflecting on strategic….

How old do the people in the picture look?

What historical period and geographical location do you think this picture represents? Why?

How might the people be feeling in this picture?

Picture taken from: http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=1

3. Affective NetworksTune into your affective networks by looking at this picture once again, just to see what grabs you. (1 minute)

Activity: Reflecting on Affective….

What in particular strikes you about this picture?

Note something about yourself that might have led you to focus on these particular aspects:

Picture taken from: http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=1

Discussion (report back on Networks – 7 minutes)

Did everyone answer the same? Why?

Different Learning Styles Activity 2

• Cooking a Meal

Think about the ways you would and would not like to learn to do this

Consider the following in regard to the preparing the Indian meal

I would learn best if…

I would not learn very well if …

Think about the three networks when answering these questions.

Activity….Part 1You must learn how to cook this delicious Indian

meal, for 4 people – get into groups of 5 and work together to create a lesson plan – use the chart

paper to outline your lesson - think about what you need to do to teach this lesson. How do you make the experience work for everyone at your table? Think about the three networks and the strengths and weaknesses that you bring to assignment (15

minutes)

Think about the ways you would and would not like to learn to do this

Recognition networks enable us to identify and understand information, ideas, and concepts.

Strategic networks enable us to plan, execute, and monitor actions and skills.

Affective networks enable us to engage with tasks and learning and with the world around us.

Activity Part 2 - Group Discussion (10 Group Discussion (10

minutes)minutes)

• How did you learn best – relate How did you learn best – relate this to the students you will work this to the students you will work with – what strengths and what with – what strengths and what challenges do they bring with challenges do they bring with themthem

Prediction of the Future

• EPIC 2014 - Video – 8:54 minutes

Discussion (10 minutes)

• Do you think that this is far fetched? Why? Why Not?

• What do you think about the move to technology for all?

• After learning what you have today what type of a role do you think technology plays in regards to special needs students?

Methods and Practical

Application of UDL (10 minutes)

Methods of Universal Design for Learning

Goal Strategy What that means?

Recognition Provide Multiple Examples Present patterns using multisensory approaches with many examples and counter examples

Highlight critical features Explicitly identify critical features in examples

Provide multiple media and formats

Provide redundancy of patterns and critical features through a variety of media, formats, organizations, detail, and depth allowing the learner to access information in the way in which it best fits the individual’s learning style

Methods of Universal Design for Learning

con’tGoal Strategy What that means?

Recognition con’t Support background knowledge

Ask learners to relate own experiences to topic being studied, to relate what is already known about topic being studied, and review key vocabulary and concepts prior to studying topic

Strategic Provide flexible models of skilled performance

Present examples and counter examples of expert performance, and allow the learner the choice of how to express knowledge and skills

Provide scaffolding opportunities

Allow learner to become proficient with each step of a task before performing entire task

Methods of Universal Design for Learning

con’tGoal Strategy What that means?

Strategic Provide multiple media and formats

Provide ongoing, relevant feedback

Affective Offer choices of content and tools

Allow for flexibility in learning style as well as areas of interest and ability

Provide adjustable levels of challenge

Assist learners in setting individualized and realistic goals based on level of task difficulty and individual frustration level

Methods of Universal Design for Learning

con’tGoal Strategy What that means?

Affective Offer choice of rewards Identify individualized intrinsic and extrinsic rewards for each learner

Offer choice of learning context

Allow learners to choose the amount of structure and types of materials needed to complete an assignment

Practical ApplicationBeginners Guide to Implementing Universally

Designed Classroom Content

By Michael Abell Topic Low Tech

UDLIntermediate UDL

High Tech UDL

Study Guides *Type lesson notes in Word to share with students as a study guide

*Teacher created graphic organizers

*Email lesson/study notes to students or post on class Website

•Students use study guide as hardcopy printout and have computer using text to speech software read it to them.•e.g., Kurzweil

Scaffolding Instructional Content

*Highlight important facts, equations, or concepts on study sheets. *Summarize concepts*Use real-life examples to support classroom learning

*Provide examples using manipulatives maps, flow charts and video clips. *Provide websites for extra student supports

*Use accessible digital content with built in content scaffolding

provided by publishers

Practical Application con’t

Topic Low Tech UDL

Intermediate UDL

High Tech UDL

Visually Present Lesson

Content

*Develop lessons in PowerPoint using interesting pictures and graphics. Print as a handout or use an LCD Projector to display to class.*Use charts/graphs as handouts

*Develop lessons in PowerPoint using pictures from Internet or digital camera

*Search for video clips on the Internet and play in class or insert into PowerPoint. Search on Google.com using key words “Mpeg” or “video clips” and your topic

of interest. Notetaking *Have a student

scribe take notes to share with others as needed*Graphic organizers with fill in the banks

*Record lessons using a digital tape recorder for students to check out/take home

*Create class notes in Word and email to students using Kurzweil which will allow it to be read to them

Practical Application con’t

Topic Low Tech UDL

Intermediate UDL

High Tech UDL

Testing *Type class tests into Word allowing you to easily modify for students either by shortening or adding different questions*Allow various ways to demonstrate skill*Provide models (visual/text) of important content or correct approach to answering Q’s.*Present items in predictable hierarchy*Simplify language*Read test orally*Use errors to modify instruction*Offer optional test/quizzes *Provide feedback/Rubrics so students know what to correct

*Allow students to use text reader software to read the test questions as needed.*Us a Palm (PDA) for students to check out and take test/quizzes you have created*Provide different assessment methods (student created PowerPoint, video clip, or project)

*Create online practice tests using websites like quizstar.4teachers.org*Create MP3 audio file of test by converting Word Doc. containing text using Kurzweil.

Practical Application con’t

Topic Low Tech UDL

Intermediate UDL

High Tech UDL

Reading *Use pre-packaged (K-4) reading software such as Reader Rabbit or Broderbund Living Books. *List on paper/board main themes before reading*Use interest surveys to guide reading activities & content

*Use Text Reader software such as RWG to access high interest content from the Internet or free content found at www.bartelby.com

*Use Text Reader software with Accessible Digital Textbooks either on CD Rom or the Internet offered by major textbook publishers

Practical Application con’t

Topic Low Tech UDL

Intermediate UDL

High Tech UDL

Writing *Provide word lists or manipulatives to help students generate topics and ideas*Use digital camera pictures or Internet to help students generate ideas

*Allow students to use word processing software such as MS Word to create review and edit writing samples*Build graphic organizers to represent ideas and writing concepts (paper or Inspiration software)

*Use word prediction software such as RWG, with audio feedback for editing & revising*Use online journals for research and story generation

How Can We Make Education Functional In

Our Classroom?

• TKAM (5 minutes)

Activity 4• In groups of three create a UDL project

that you think you would like to do in your class. If you have one in mind great otherwise select one from the activities from the Saskatchewan Schools. (10 minutes)

• http://www.saskschools.ca/~qvss/curriculum/michart.pdf

UDL Project Example• Subject: English – Harry Potter – Philosopher’s Stone – or generic

novel• Learning Style: Visual/Spatial• Activity: Create a Digital Portfolio – Using the computer create a

resumé or an autobiography of a character in the novel. Remember to include some or all of the following:

– Personal Information– Family & Friends– Pets or Trips or Parties– School Work and involvements (Yearbook, sports, etc.)– Clubs [such as Boy/Girl Scouts, Chorus, 4-H, etc.]– Awards– Hobbies

• Present your final project using PowerPoint, HyperStudio, KidPix, Clicker 5 or other electronic presentation showing off your collection

• Digital Portfolio Activity

“Where there was once an observer, let there now be

a participant.”- Eliot Eisner

What have we learned?

(10 minutes)