EDPD 584Universal Design for

LearningDay 1

Instructor: Maureen LaFleche

Agenda (3 minutes)

• What is on the wiki– http://at4allspring10.pbworks.com/What+is+U

DL• Differentiating Instruction• IRPs• BC Ministry of Education – Adaptations and

Modifications – August 2009• Videos• Principles of UDL • UDL Activities• Questions

Teaching

• Past – planned lessons

based on the average students needs

– One size fits all

• Present– Teaching to

diversity– Meeting the needs

of ALL learners

Moving from…..

• Sage on the Stage • Guide on the Side

Video – No Future Left Behind - 5:46 minutes

• No Future Left Behind - Students from Sufferin Middle School created this video about education as part of Net Generation Education Project

http://www.youtube.com/watch?v=kra_z9vMnHo

What do you think about the message that is being given? How realistic do you think it is? Do you think students in your classroom are thinking this way?

Activity 1: How do you teach? (2 minutes)

• Take a couple of minutes to fill out the UDL Checklist by Access

• Discuss how you teach with a partner

Video

UDL at a Glance• http://www.youtube.com/watch?v=b

DvKnY0g6e4

The Principles of UDLfrom: Rose and Meyer – Teaching Every Child in the Digital Age – (15

minutes)

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

• 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.

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

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)

What is UDL?

• 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 (Tracey Hall, Nicole Strangman, and Anne Meyer. 2009).

What is UDL? Supports research based approaches

to teaching and learning such as

Integrated units Cooperative learning Theory of Multiple

Intelligences

Multi-sensory or differentiated teaching

Use of assistive technology Performance-based

assessment

How did it start?

• Curb Cuts

Electronic Doors

AT UD

Universal Design (UD)

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

Consider the needs of the broadest possible uses from the beginning. Ron Mace

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?

What would your UDL school look like? (pre-activity)

• Take 2 minutes and brain storm with a partner what your UDL school might look like.

Brief Discussion

UDL Fad or Reality?

UDL

UDL

UDL

UDL

UDLUDL

UDLUDL

UDL

UDL

UDL

British Columbia Ministry of Education

• Today’s classrooms are diverse and inclusive by nature. Differentiation of instruction and assessment and the principles of universal design are now recognized practices for teachers.

Both differentiation and universal design provide systematic approaches to setting goals, choosing or creating flexible materials and media, and assessment. To undertake differentiation and universal design, teachers need to be aware of a range of accommodations (multiple means of representation, of expression, and/or of engagement) that may be necessary to help each student in the classroom succeed. These accommodations may take the form of adaptations and/or modifications.

British Columbia Ministry of Education - A Guide to Adaptations and Modifications August 2009

Some think adaptations are cheating….

• Adaptations do not represent unfair advantages to students. In fact, the opposite could be true. If appropriate adaptations are not used, students could be unfairly penalized for having learning differences, creating serious negative impacts to their achievement and self-concept.

British Columbia Ministry of Education - A Guide to Adaptations and Modificati0ns August 2009

Adaptations and Modifications

Many students with special needs and significant learning challenges will be able to achieve the learningoutcomes for subjects or courses with no or minor adaptations.

Some may be able to achieve the learningoutcomes of some subjects or courses with adaptations.

A small proportion will need to work on Individualized outcomes, goals different than the curriculum; this is referred to as modification.

British Columbia Ministry of Education - A Guide to Adaptations and Modifications August 2009

Adaptations include, but are not limited to:

• audio tapes, electronic texts, or a peer helper to assist with assigned readings

• access to a computer for written assignments (e.g. use of word prediction software, spell‐checker, idea generator)

• alternatives to written assignments to demonstrate knowledge and understanding

• advance organizers/graphic organizers to assist with following classroom presentations

• extended time to complete assignments or tests

• support to develop and practice study skills; for example, in a learning assistance block

• use of computer software which provides text to speech/speech to text capabilities

• pre‐teaching key vocabulary or concepts; multiple exposure to materials

• working on provincial learning outcomes from a lower grade level

British Columbia Ministry of Education - A Guide to Adaptations and Modifications August 2009

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 (Joy Zabala, Sept. 2006)

Brain Research and Learner Differences

• Learning is distributed along three interconnected networks

Recognition

WHAT we learn

Strategic

HOW we learn

Affective

WHY we learn

Methods of Universal Design for Learning

http://louisville.edu/education/ciidl/acms/udl.html

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’t

http://louisville.edu/education/ciidl/acms/udl.html

Goal 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’thttp://louisville.edu/education/ciidl/acms/udl.html

Goal 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’t

Goal 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

Student Barriers to the Curriculum

Barriers Adapted from CAST

If students have problems…..

Reading a Textbook

Skills required: Seeing,

Decoding, Comprehending

Written TextProcessing

Visual Materials

Barriers:Vision,

Poor Decoding and Comprehension skills, Deriving Meaning from

Print

UDL Solutions: E-Text – Digital Text e.g. RWG, Kurzweil, Word Talk,

Natural Reader,Adobe Reader,Read Please,

CLiCk’Speak, Graphic Organizers etc.

Digital Text is versatile, flexible, media rich, moveable, changeable, portable, language rich, up-to-date and it talks. These features reduce

frustrations for students who have difficulty reading.

If students have problems with …..

Lectures/Presentations

Skills required: Hearing,

Picking out Key Points, Note Taking

Understanding/Comprehending the

Spoken Word, Focus/Attention

Barriers:Comprehending

Meaning from Words and Concepts,

Easily Distracted

UDL Solutions:Podcasts, Vodcasts,

PowerPoint, SMARTBoard,

Graphic Organizers

Podcasts, Vodcasts, and PowerPoint presentations can be given to the student before/after so that they can view

lecture at their own pace to assist with the comprehension of the lecture.

If students have problems with …..

Oral Reports

Skills required: Confidence

Barriers:Shy, Intimidated,

Activity doesn’t meetstudents strengths

UDL Solutions: Pair student with peer for support, let student

Use other means of presenting i.e., Tape recording, PowerTalk, Video

Pairing students or providing other options for presentation can reduce feelings of anxiety caused from

presenting in front of groups of people.

Researching a Topic

Skills required: Finding relevant

materials,Delineating what

material(s)is/are important,Organizing notes

Barriers:Not knowing where

to search, not knowing what is relevant to

topic, Lacks organization

skills

UDL Solutions: Flow Chart that outlines

steps of the research project, Digital/e- text, Graphic

Organizers that are partially filled in, list of web resources,

Software that has outline capabilities ie.,

Inspiration, Kidspiration, Flow Chart, Kurzweil v. 11 etc.

If students have problems…..

Flow charts, e-text, graphic organizers, list of web resources, software assist with mechanics, written output

(quantity and quality)

If students have problems…..

Writing Reports

Skills required: Expressing

Ideas on Paper,Motor Planning,

Mechanics of Writing, Spelling,

Understanding Writing Process

Barriers:Mechanics of writing, Planning/Organizing

Writing, Spelling, Writing

Process

UDL Solutions: Word Processor, Spell Check,

Grammar Check, Kurzweil v. 11

Writing Supports,Kidspiration, Inspiration,

Co-Writer, Word Q, Voice Notes and Comments etc.

Allowing students to use spell and grammar checkers, word processors, voice notes and software that assist with the writing

process helps to reduce frustrations and help to minimize barriers.

Saskatchewan Schools Learning Styles

• Take a couple of minutes to check out

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

To Kill A Mockingbird

• My attempt at creating a UDL lesson plan for teachers to engage all learners

http://tkamforall.pbwiki.com/

In-Class Activity

UDL - Webquest

“Where there was once an observer, let there now be a participant.”

- Eliot Eisner

What have we learned? (10 minutes)

What would your UDL school look like? (post-activity)

• Think about what you have learned today about UDL and take 2 minutes and brain storm with a partner

what your UDL school might look like.

Brief Discussion

Resources• AccessIT – University of Washington

http://www.washington.edu/accessit/articles?109• ACCESS – Colorado University – How do you Teach? A Quick

UDL Checklist - http://accessproject.colostate.edu/udl/documents/how_do_you_teach_checklist.pdf

• BC Education - A Guide to Adaptations andModifications - http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf

• CAST –Center for Applied Special Technology - http://www.cast.org/

• CAST – What is UDL - http://www.cast.org/publications/ncac/ncac_diffinstructudl.html

• Hall, Tracey, Strangman, Nicole, Meyer, Ann. Differentiated Instruction and Implications for UDL Implementation - http://www.cast.org/publications/ncac/ncac_diffinstructudl.html

Resources con’t• IDEA - Definition of AssistiveTechnolgy. IDEA, 2004 P.

108-446 • University of Louisville - Center for Innovation and

Instruction for Diverse Learners. http://louisville.edu/education/ciidl/acms/udl.html

• Siebart, Carol - Success for All Learners Part II:Providing Multiple Means of Representation http://www.donjohnston.com/research/articles/LLarticleUDL_2.html

• Rose, David, Meyer, Ann. Teaching Every Student in the Digital Age: Universal Design for Learning. 2002

• Zabala, Joy NOTE TAKING GUIDE: AT, UD, UDL: Complementary Strategies for Addressing the Needs of ALL Students in Varying Learning Environments. http://www.doe.state.la.us/Lde/uploads/9910.pdf (Sept. 2006)

Videos

• No Future Left Behind http://www.youtube.com/watch?v=kra_z9vMnHo

• UDL at a Glance http://www.youtube.com/watch?v=bDvKnY0g6e4

Photos

• All photos obtained from Microsoft Clipart