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https://todaysmeet.com/UDLGoucher What do you know about Universal Design for Learning (UDL)?

Creating Curricular Opportunities in the Digital AgeUniversal Design for Learninghttps://todaysmeet.com/UDLGoucher Please ask questions and share comments using the following link:

To get a basic understanding of UDL:Influences and concepts (what)Learning variability (why)Application and use (how)

Understanding the relationship between UDL and the three brain networks (Affective, Strategic, and Recognition)Our goals for today:

Universal design for learning is a scientifically valid framework for guiding educational practice tha(a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; 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 limited English proficient. Higher Education Opportunity Act

UDL: The Definition UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs

a set of principles for curriculum development that give all individuals equal opportunities to learn.

UDL: The FrameworkUDNeuroscienceDigital TechnologyUDL: Influences

One slide for each9CUSTOMIZATION AND INDIVIDUAL DIFFERENCES

an analogy. Customization in medicine is critical: The medicine that is life saving for one individual may cause life-threatening side effects for another. The explosive growth of bioinformatics, with medications increasingly selected on the basis of their match to individual genotypes, is one sign of the increasing role of customization in medicine. Penicillin does not work in general; it works only for specific individuals, and for some, it is poisonous. And that is only half of the picture. The choice of medications must reflect not only differences among individuals but also differences in the goal or purpose of treatment. Penicillin works for bacterial infections but not for viruses or strokes. Some medicines are essential in a crisis, but others are more valuable for prevention. Successful customization depends on knowing the individual (which antibiotic is likely to produce fewer side effects?) and also on knowing the demand or purpose (is an antibiotic or a blood thinner needed?)

Designing a lesson that can be student centered first depends upon recognizing the important variations among students that might make a lesson less accessible or less informative for some students. Second, it depends upon recognizing the important variations in the design and implementation of tasks or lessons. Of particular concern are aspects of the task that are not construct relevantthat is, where aspects of the lesson design interfere with what is being taught. In the civics example above, color is actually construct irrelevant because the lesson is about politics, not color discrimination. The use of a color in the map requires each student to have the same abilities in color discriminationthat is, the color is helpful (i.e., student centered) for most but poses an unacceptable barrier for a few. Yet effective customization also requires paying particular attention to aspects of the tasks that are in fact construct relevant. For example, a civics teacher who wants to develop students persuasive writing skills might assign an essay that asks them to describe their perspectives on the benefits of living in either a Red or Blue state. In this case, developing persuasive writing skills is considered construct relevant, and customizing the assignment by allowing students to make a poster, create a skit, etc. on this same topic would interfere with a students opportunity to learn. Instead, it would be optimal to offer other kinds of customizable supports but only for those aspects of the task that are not essential to the goals of learning. For example, the teacher might offer students the option of utilizing a graphic organizer, speech-to-text technology, or word prediction. With these scaffolds in place, the teacher could customize the assignment for different students, providing options that would allow both student and teacher to focus better on the construct relevant goal: developing the higher-level strategies of persuasive writing. In summary, the result of these advances in the neurosciences is a radical alteration of what it means to be student centered. Any classroom or any process of curriculum design that focuses on addressing the average learner cannot reasonably be thought of as learner centeredthere are simply no average learners to center on. Instead, any learner-centered classroom must focus on meeting the challenge of diversity, providing a curriculum that is as articulated and differentiated as the learners themselves. 10PRINT AND ITS DISABILITIES

THE PROMISE OF NEW TECHNOLOGIES

What do these have in common?Fixed, cant changeIn most contemporary classrooms, print remains the primary technology for communication and instruction. Print assumed this position because of its obvious advantages: It is an ideal storage and display medium for information that can be encoded in text or in static images. Thanks to Johannes Gutenberg, print is an inexpensive and portable way to convey the narratives and knowledge of our culture. As a platform for student-centered learning, however, print is far from ideal. It is a fixed, inert, standardized, one size fits all mediumperfect for any classroom in which students are essentially alike. Unfortunately, no classroom is like that. Moreover, the challenge (and opportunity!) of diversity is increasing in the modern era because our culture has demanded education that is more equitable and inclusivereformed to include not only wealthy white males but women, minorities, people who do not own land, individuals with disabilities, and English language learners. For some individuals, however, prints weaknesses have always been much more obvious. As alternatives began to emerge (e.g., voice recordings; refreshable Braille devices; digital talking books), prints weaknesses became apparent. As these alternatives became more common, the inaccessibility of print was eventually recognized as an injustice. Laws were enacted to ensure that every student with print disabilities could have an accessible alternative. These requirements, which apply to every public school in America, represent an important shift in responsibility for providing materials that are, indeed, student centered. However, the laws apply only to students with print disabilities. Advances in educational technologies far beyond Braille and audio books foreshadow a much broader shift in what it means to be student centered. Braille, films, and so forth, share a common DNA with print. Each physically embeds (prints) information (in text, sound, or images) in a medium (paper, vinyl, film) to make that information permanent so it can be reviewed, replayed, or projected. New mediadigital computers, televisions, cell phones, video, iPodsdiffer fundamentally: They store information as numbers (digitized) rather than physically print or embed them in any particular medium. From numbers, those representations can be recreated as needed. The old media printed or embedded information physically in the display medium (a piece of paper or page in a book); the new media store information in a medium that is completely separate from its display. As a result, information is always transformed from one format to anotherfrom an image to digits to store it or from digits to a printed image to view it. In these transformations, new media take on a very different character, with much greater flexibility as well as other significant advantages over analog or print media. Recognizing these abilities of new media is critical to understanding their potential for student-centered learning. Typically, four advantages of digital media are emphasized, all of them linked to increased flexibility or malleability:VersatileTransformableDynamicManipulated

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the myth of average

Individuals are continually shifting.

Individuals exist in relationship to the environment including the classroom.

Variability is the rule, not the exception.Individual qualities or abilities are not static and fixed.Variability and difference constitutes the norm from student to student even among those who seem to share similar characteristics of age, culture, level or success, race.(Hall, Meyer, Rose, 2012)

Learner VariabilityA quick variability example ...

Watch VideoAnd another why

Myth of the average learner15National Instructional Materials Accessibility StandardHigher Education Opportunity ActCommon Core State Standards InitiativeNational Educational Technology PlanUDL BillCOMAR UDL PolicyOSEP UDL ToolkitUDL in 2007 draft House NCLB billHigher Education Act of 2008House/Senate LEARN ACTGuidance on ARRA National Educational Technology PlanAdministrations Blue print for ESEAOSEP Personnel Preparation Grants

Where is UDL in Federal Policy and Legislation?

The UDL Framework

LINK TO UDL EXCERPT FROM TECH PLAN!!

2010UDL Bill- Maryland, 2010On May 4, 2010, Maryland's Governor Martin OMalley signed the Universal Design for Learning bill (HB 59/SB 467) into law. This bill establishes a state-level UDL Task Force to explore the incorporation of UDL principles into the State's education systems. Marylands HB 59/SB 467 marks the first state level UDL bill in the nation.Read the UDL BillWatch a video of the bill signingGo to the UDL in Maryland websiteNational Educational Technology Plan - U.S. Dept. of Education, 2010The U.S. Department of Education has released a new National Educational Technology Plan that guides the use of information and communication technologies in transforming American education. The Plan provides a set of concrete goals that can inform state and local educational technology plans as well as inspire research, development, and innovation.Universal Design for Learning (UDL), a framework for reducing barriers and maximizing learning opportunities for all students, is referred to throughout that Plan to ensure that technology be used to optimize the diversity of learners. In an effort to model UDL, a UDL excerpt of the National Educational Technology Plan has been created. The excerpt uses pages 14 through 18 of the report to demonstrate many UDL features.Read the National Education Technology PlanGo to the UDL ExcerptCommon Core State Standards Initiative - 2010Though early drafts of the Common Core Standards explicitly endorsed UDL (and cited the statutory definition from the Higher Education Act), the final draft does not use the term. The authors removed this reference presumably because certain critics of early drafts argued that the Standards should not prescribe the means of instruction, only the goals of instruction. CAST had argued that it would be counter-productive to issue Standards meant for all learners without an explicit reminder of the need for those implementing the Standards to take all learners into consideration from the outset (i.e., to "universally design curriculum for learning"). However, the principles of UDL are still supported in the standards, and that--more than the nomenclature--is most important. In particular, the introduction to the ELA standards states:"...all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their posthigh school lives. ... The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset ...."Read the Common Core Standards2008Higher Education Opportunity Act (HEOA) - U.S. Congress, 2008The Higher Education Opportunity Act (HEOA) of 2008, passed with strong bipartisan support, established the statutory definition for universal design for learning. This definition incorporates the three principles of UDL-representation, expression, and engagement-and emphasizes reducing barriers with appropriate supports and challenges built into instruction. In addition to defining UDL, HEOA emphasized that pre-service training through teacher education programs incorporate instruction on strategies consistent with UDL. If future teachers are taught the principles of UDL, they will be able to better meet the diverse needs of their future students. The National UDL Task Force-representing more than two dozen general education, special education, and civil rights organizations-led the effort to include an additional definition of UDL and specific provisions for its implementation in the statute. In doing so, the Task Force made the convincing case that UDL was more than just UD applied to educational materials-that the emphasis on learning required considerations encompassing instructional goals, assessments, and methods as well as materials. Furthermore, the Task Force emphasized that more than just physical access to educational environments and materials were at stake-that fair and equal opportunities for learning are owed to those with learning disabilities, cognitive and intellectual challenges, English language learners, learners from disadvantaged backgrounds, and others who might otherwise be marginalized in the one-size-fits-all classroom.The inclusion of UDL in HEOA indicates a federal recognition of the potential for UDL to improve practice in classrooms and provide opportunities for students to succeed. With NCLB and IDEA up for reauthorization, the inclusion of UDL in HEOA establishes a strong foundation for UDL to be incorporated in these K-12 policies.Full Version of the Higher Education Opportunity ActSummary of References to UDL2006National Instructional Materials Accessibility Standard (NIMAS) - U.S. Congress, 2006In a landmark announcement for students with sensory and other print disabilities, the U.S. Department of Education endorsed the National Instructional Materials Accessibility Standard (NIMAS), version 1.0, on July 27th, 2004. This version was developed in 20022004 by the National File Format Technical Panel, which was comprised of forty technology specialists, educators, disability advocates, and publishers, and is based on the DAISY/NISO Z39.86 (DAISY 3) specification. This voluntary standard guides the production and electronic distribution of flexible digital instructional materials, such as textbooks, so that they can be more easily converted to Braille, text-to-speech, and other accessible formats.The final NIMAS was published on July 19, 2006 (71 FR 41084) and was included as Appendix C to Part 300National Instructional Materials Accessibility Standardpublished on August 14, 2006

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The UDL GuidelinesWhat the PHYSICAL SPACE looks likeWhat the TEACHERIs doingWhat the STUDENT is doingBIG IDEA:

Three Core Principles

Low-tech, mid-tech, high-techMultiple Representations of the GuidelinesNational UDL Center - Examples and Resources

UDL Interactive Wheel

Low Tech Wheel

UDLinks app (onandroidorappledevice)

The Brain NetworksComplete Your Three Brain Networks.

UDL Tools: CAST UDL Exchange MSHA, October 2012

UDL Tools: CAST e-Books MSHA, October 2012http://readwithme.cast.org/

UDL Tools: CAST BookBuilder MSHA, October 2012

UDL Tools: CAST UDL Studio MSHA, October 2012

UDL Tools: iSolveIt App MSHA, October 2012

http://isolveit.cast.org/homehttp://www.youtube.com/watch?v=QpbpRMkoNuYUDL Tools: Science Writer MSHA, October 2012http://sciencewriter.cast.org/welcome;jsessionid=49AC32D0EA01E49264116FBEAB389068

UDL Tools: AT Match-Up Tool MSHA, October 2012http://marylandlearninglinks.org/3815

Start with the goal and the content. What do you want to teach?- David Rose, CAST

UDL is not an all or nothing propositionIn response to question on getting started w common coreTalk about assessment! 33Ultimately, what will separate new curricula from old is that they will reflect a new ecology for learning. That new ecology will put students at the center of the learning environment. And all students will not only learn, each in their own way; they also will teach. Every curriculum will not only teach, it will learn. In so doing, we will create an optimal ecology for learning, one in which the paths to learning are rich and diverse enough for all our students.-Rose and Gravel, 2012Meet Dr. Katie Novak!

FUTURE DIRECTIONS

THINKING ABOUT NEXT STEPS/APPLICATION4:30 to 7:30 CONSIDER MATERIALS35Reflection

What the PHYSICAL SPACE looks likeWhat the TEACHERIs doingWhat the STUDENT is doing

http://cast.org/http://udltheorypractice.cast.org/login http://bookbuilder.cast.org/http://udlexchange.cast.org/homehttp://www.udlcenter.org/

joakley@bcps.org

Resources