Universal Design For Learning

By Courtney DeRosaWalden UniversityInstructor: Evelyn Thompson6714I-3: Reaching and Engaging all Learners Through TechnologyJuly 10, 2010

UDL Inspiration

Retrieved from: www.cast.org

CAST’s Mission – To expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.

Physical Environment

McDonalds & UDL - Provide alternatives to consumer

UDL Accessibility- Automatic opening doors provide access for all (Laureate, 2009).

3 Principles

1. Multiple means of representation, to give diverse learners options for acquiring information and knowledge.

2. Multiple means of action and expression, to provide learners options for demonstrating what they know.

3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

Retrieved from: http://www.cast.org/about/index.html

Brain Research

Recognition NetworksStrategic Networks

Affective Networks Laureate, 2009

Learner Differences

Brain functioning depends on what is being learned and the learners current level of expertise with the topic (Laureate, 2009).

Recognition

Back Half of Brain Sensory Pattern Recognition

– Gather facts and recognize familiarity– Ex: This is what a rose smells like.– Ex: This is what a tree looks like.

Laureate, 2009

Strategic

Front-Half of Brain Coordinates Planning and Muscles

– Tells muscles to move– Plans how to make movements

Ex: How to get dish out of cupboard.

Laureate, 2009

•Organizes Information

Affective

Inner Core of Brain Emotion Feelings, interest, and excitement

– Evaluate what is important – If important brain will actively engage learner

Laureate, 2009

Representation

Recognition part of brain actively working to recognize what information is teaching. This is the opportunity to engage the affective part of learners brain.

Present material in a multimodal fashion to allow auditory, visual, kinesthetic, and combination learners access to material (Laureate, 2009).

Expression

Traditional Paper and Pencil Method.

Work with a partner, illustrate, reorient paper

(Laureate, 2009).

Students can produce a digital project demonstrating their knowledge.

Students can choose a novel idea such as acting out, writing, or directing a play (Laureate, 2009).

Engagement

Individual Learner Needs Differ

Structure and Tradition

Movement and Novelty

Link to OutsideAuthentic Learning

Laureate, 2009

Central Role Of Technology

Provide access to learning environments, materials, and experiences.

Assistive Technology UDL

• Tools to assist learner

• Barrier free learning environment

Combination required for student success

Retrieved from: http://www.cast.org/teachingeverystudent/toolkits/presentations/AIR_Toolkit/HTML/11_UDL_and_AT/slide_11_01.htm

Technologies Role and the Brain

RecognitionMaterials can be presented using a variety of

learning preferences so that everyone can learn. Today's lessons should include multimedia presentations, interactive white board visuals and kinesthetic opportunities, voice threads, and an opportunity for students to view and access materials outside of classroom walls.

StrategicStudents should be provided or allowed option

and flexibility when choosing how to demonstrate their knowledge. Options should be provided from the beginning for students to make alternate choices.

AffectiveWhen students are allowed options, flexibility in

learning style and presentation of material, they will be engaged in the learning process and more successful.

All LearnersAlthough Universal Design for Learning and

CAST focus primarily on students with disabilities, options, flexibility, and alternatives methods or presentation are skills that all learners benefit from and should be included in all classrooms.

TechnologyThere is a variety of low and high tech

assistive devices available to make learning accessible to all students. Some examples include:

Calculators Speech devices Cochlear implants Lap tap computers Enlarged monitors Text to Voice Software

Technology Examples

calculatorswheelchairs

spell check Touch activated speech device

UDL’s Impact On the Classroom

Individualized Education and a barrier free learning environment will help to maximize student success, opportunities for student learning, collaboration amongst peers, and create a positive overall classroom atmosphere.

CAST On-Line Tools

Lesson BuilderThis tools provides an opportunity

for teachers to write, search for, and use online UDL lessons that incorporate flexibility and options for student success.

Curriculum Self-CheckThis site provides teachers with an

opportunity to turn state and national standards into UDL goals without changing the meaning or objective. It provides examples and tutorials on how to make standards successful for all.

Book BuilderRead, create, and share books

published to the site. Books can be read to students, or students can practice recording and hearing themselves read the book. A glossary is provided and students can also convert the language to Spanish. There are cartoon characters that ask the readers to practice the strategies of prediction, questioning, and inferencing as the text is read. Stories can also be printed.

All on-line materials can be found at: http://www.cast.org/learningtools/index.html

References

Center for Applied Special Technologies, CAST, found at http://www.cast.org/

Laureate Education, Inc. (Executive Producer). (2009). Brain Researchand Universal Design for Learning. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). UniversalDesign for Learning.Baltimore: Author.

UDL supported with Assistive Technology http://homepage.mac.com/seilts/udl_at/index.html