learning can be fun for all with universal design for learning
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Learning can be fun for all with Universal Design for Learning. Mary Tobin, M.Ed Marilyn Rice, M.Ed. How can you hold 15 hands when you only have 2?. Opening Activity. What is Meant by Universal Design?. Define the concept of Universal Design (UD): Promotes equal access - PowerPoint PPT PresentationTRANSCRIPT
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Learning can be fun for all with Universal Design for
Learning
Mary Tobin, M.EdMarilyn Rice, M.Ed
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
How can you hold 15 hands when you only have 2?
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Opening Activity
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
What is Meant by Universal Design?
Define the concept of Universal Design (UD):• Promotes equal access• Levels the playing field• Designed to increase access and participation
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
How does UD benefit you on a daily basis?
Consider this…..
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
What is Universal Design for Learning?
The goal of UDL is not to eliminate challenge, but to reduce extraneous barriers that are not core to the learning goals.
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Our Challenge All children have
different learning needs, abilities and preferences
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
One size does not fit all
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“We have made the building accessible, but the curriculum inside
the building is still unavailable to all
students…..”Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
UDL and AT
Assistive Technology helps students adjusts to the barriers inherent in traditional curriculums.
UDL aims to eliminate barriers at the point of curriculum design
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Asking a different question
How can an activity address the needs of diverse learners?
RATHER THANHow does the activity need to be
modified for a particular child?
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
How do you learn?
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Current Brain research….Recognition NetworksStrategic NetworksAffective Networks
Learning and the Brain
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Recognizing IdentifyingInterpretingSound, light ,
taste, smell, and touch
Recognition Networks:
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Planning ExecutingMonitoring actions
and skills
Strategic Networks
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Engagement MotivationDeveloping preferencesEstablishing priorities and
interests
Affective Networks:
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UDL and Learning Theories
Howard Gardner’s Theory of Multiple Intelligences
Reggio Emilia concept of the “hundred languages of children”
Vygotsky’s work on social constructivism
Authentic Assessment
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
UDL and the Curriculum
Create learning opportunities from the outset that provide:• Multiple means of representation• Multiple means of expression • Multiple means of engagement
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple means of Representation
Supports one’s ability to acquire information,
knowledge, and skills through various and preferred means
of access to achieve a targeted outcome
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Representation Unpacked
Complexity of actions, directions, expectations, materials, processes, steps, supports and/or tasks
– Easier to more difficult– Single to multiple components– Earlier to later developmental skills– Familiar to novel-Supported to independent
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Form • Auditory • Kinesthetic• Tactile• Visual
Multiple Means of Representation Unpacked
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Engagement
The use of a variety of activities and means of active learning that allows students
to participate in various learning processes geared towards the same outcome
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Engagement Unpacked
Child/Student choiceFormat for instructionGroup sizeType of group
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Expression
Allows students to use variety of methods to
express what they know and are able to do in
means appropriate for their ability
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Multiple Means of Expression Unpacked
VerbalNon-verbal
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Curriculum Framework
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Elements of a Curriculum Framework
AssessmentScope and SequenceActivities and InstructionProgress Monitoring
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Assessment• Process of ongoing observations and documentation of children’s performance
•Use is to guide instruction
•Produces a clear understanding of all children’s current skills and abilities to ensure access and participation and also to develop appropriate learning opportunities
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Scope and Sequence
• Scope is the breadth and depth of what will be taught/addressed
•Also refers to what is taught to all, some, and a few (universal, targeted, intensive)
• Sequence is the order in which learning outcomes will be taught/addressed - Developmental sequences
-Pedagogical sequences -Logical sequences
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Activities and Instruction
For younger children the general curriculum is defined as appropriate activities. Activities therefore are where natural learning opportunities arise as well as instruction on targeted skills and concepts outlined by children’s need, local, state, and federal standards
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Progress Monitoring• Recursive/spiral/feedback loop
•Use is for modifying and revising instruction
•Produces a clear understanding of the impact of instruction on children’s access, participation, and progress in the general curriculum
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Activities and Instruction•After ensuring a strong foundation:– Consider two critical aspects of high quality activities and instruction
• Targeting meaningful outcomes for all learners
• Incorporating the principles of universal design for learning
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
Common Outcomes• What all children should learn
• Cover all areas of development and learning
•Can be sequenced in order to guide instruction
• High qualityObservableFunctionalTeachable
•Foundation Blocks for 4 year olds are examples of common outcomes
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Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005
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