Universal Design for LearningConnections for Implementation

• What is UDL and the role it plays with Differentiated Instruction in today's classroom?

• What role can UDL play in the context of a KSI intervention model?

• Where is UDL most prominent-Tiers 1 and 2.• What shows the most promise instructionally

and pragmatically?• What does research say?• What needs to be done to move forward with

implementation of KSI in a UDL and DI context?

Universal Design for LearningConnections for Implementation

What is UDL?• By definition, Universal Design for Learning (UDL) is the

design of instructional materials and methods that makes learning goals achievable by individuals with wide differences in their abilities. Universal design is attained by means of flexible curricular materials and activities that provide alternatives for students. As much as possible, these "designed-in" alternatives, which include different assistive technologies and cognitive supports, do not have to be added by teachers. However, effective use of the materials requires that the teacher be familiar with the various teaching strategies necessary to reach students of widely varying abilities.

Center for Applied Special Technology

A universally-designed curriculum offers the following:

• Multiple means of representation to give learners various ways of acquiring information and knowledge

• Multiple means of action and expression to provide learners alternatives for demonstrating what they know, and

• Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn

• www.cast.org

The Teacher’s Role in a Differentiated Classroom

“Teachers who differentiate instruction focus on their role as coach or mentor, give students as much responsibility for learning as they can handle and teach them to handle a little more.”

Carol Ann Tomlinson

Universal Design in ArchitectureOslo Opera House

Implications for curriculum design?

Universal Design Principles

Seven Principles from The Center for Universal Design at UNC• •One: Equitable Use • •Two: Flexibility in Use • •Three: Simple and Intuitive • •Four: Perceptible Information • •Five: Tolerance for Error • •Six: Low Physical Effort • •Seven: Size and Space for Approach

and Use

• http://ncsudesign.org/content

Automatic Doors

Implications for Meaningful 21st Century Instruction

Traditional Curriculum Struggles to Meet Student Needs

Instructional Challenges Regularly Faced by Students

• Reading for content knowledge in textbooks

• Deficits in phonemic awareness, fluency, or comprehension

• Limited or no background knowledge• Not reading at grade level • Poor or limited vocabulary• Few life experiences to connect with

content

• Computing simple to complex math equations

• Visualization of the problem• Comprehending the problem• Operational knowledge• Organizing & Analyzing the data• Using correct operation• Calculating for results

• UDL Equivalent

Flexible Display….The summer evenings were long. It was not dark, yet. Presently Tom checked his whistle. A stranger was before him -- Tom Sawyer

….The summer evenings were long. It was not dark,… Tom Sawyer

Example of Scaffolded Digital Curriculum

http://www.windows.ucar.edu/

How Culture & Education are Blending Together

Universal Design & Technology Play a Role in Education

• Learning Style• Abilities & Interests• Team/Individual Work• Technology Preference• School Workstyle• Engaging Curriculum• Real World Experiences• Multimedia• Personalized Instruction

• TV & Music• Life Experiences• Personal Goals• Values & Character• Personal Lifestyle• Jobs/Careers• Games & Interests• Family & Friends

• 250$

The Instructional Application of UDL for Personalized Learning

Content Technology Process Product=

Content

•Traditional

•Digital

•Digital Rights management

•Portable

•Scaffolded-Tiered

•Audio/video

•Ongoing Assessment

Technology.

Teacher Driven

•Classroom Response System

•Digital Smartboards & content software

•Digital video/audio

Student Driven

•Digital/audio books

•Online textbooks

•Online assessment

Process•Use various content entry points•Using choice boards for work assignments•Break assignments into manageable chunks•Using flexible pacing to allow for differences in students’ ability •Use different tools to perform the same task•Encourage independent study on topics of interest•On-going assessment of student readiness•Graduated task- and product-rubrics•Use assessment as a teaching tool to extend versus merely measure instruction.•Provide a balance between teacher-assigned and student-selected tasks

Personalized Learning

Product•Diagram•Map•illustration•graph•cartoon•video•model•music•commercial•rhythm•speech•Performance•Essay•Online quiz

Personalized Learning

Instruction In a UDL/Differentiated Classroom

Not Differentiated Fully Differentiated

Reactive Proactive Fixed Fluid Closed Open

– Ongoing Assessment & Diagnosis– Use of Technology------------

– Independent Study/Work– Adjusting of Questions

– Use of the Internet– Flexible Grouping

– Tiered Activities– Anchor Activities

– Learning Contracts– Curriculum Compacting

– Differentiated Centers/Groups– Learning Centers/Learning Orbits

– Graduated Tasks, Products, and Rubrics– Use of Multiple Texts and Supplementary Materials

MONTGOMERY COUNTY PUBLIC SCHOOLS. Instructional and Management Practices

UDL & Teaching TodayCurriculum Materials

• Digitally enhanced instruction-now– Smartboards & preloaded software– Intervention programs supported with interactive digital software

focusing on core content (Read180, Thinking Reader)– Digital video, animation, graphics– Differentiated instruction (Content, Process, product)– Online/Classroom Response System (CRS) for immediate feedback

and assessment of class • Digitally enhanced personal learning-now/coming soon

– Interactive Digital books/reading devices– Interactive dialogue online c peers/teachers (blogs and wikis)

• How to move forward– Planning for future that incorporates instructional approaches such

as UDL, technology, and digital content– Teacher & student training– Technology support by dedicated technology coaches (not IT techs)

Classroom Response SystemMultiple Means of Expressing Content knowledge

Highly VisualInteractiveInstant FeedbackInteractive TemplatesPowerPoint CompatibleAutomatic Scoring

Digital SmartboardsMultiple Means of Representing Digital Content

• Geometry-Measuring Angles

• Spelling using Spin & Spell

Smartboard Screens

Read180 by Scholastic

Thinking Reader by Scholastic

• Product Features:

• Research-based and validated

• The only software program to include the unabridged text of award-winning core literature

• Provides instruction on 7 reading comprehension strategies: summarizing, questioning, clarifying, predicting, visualizing, feeling, and reflecting

• 5 levels of embedded reading comprehension support for differentiated instruction

• Quizzes within the literature test recall, inference, and vocabulary skills

Titles: A Wrinkle in Time, Bridge to Terabithia Bud, not Buddy, Dragonwings Esperanza Rising, The Giver, My Brother Sam is Dead, Roll of Thunder-Hear My Cry, Tuck Everlasting

Research on Differentiated Instruction

• Beecher & Sweeny, 2008. Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School’s Story. Journal of Advanced Academics, Vol. 19, 3.

• Key Findings• Low performing Elem. School• Moved from Remedial Model to

Enrichment & Differentiated Instruction Apporach

• Results-Lowered achievement gap b/t rich & poor students and ethnic groups

• Main Components Examined– Analysis of school strengths &

weeknesses of curriculum & instruction

– New strategic plan, school mission, specific learning objectives, action plans

– Teacher training, lesson modeling, coaching, planning time.

• School Improvement Planning Team monitors and reports results.

Beecher & Sweeny, 2008.

Beecher & Sweeny, 2008.

Beecher & Sweeny, 2008.

Universal Design for LearningConnections for Implementation

DIContentProcessProduct

DIContentProcessProduct

StudentInterest Profiles

StudentInterest Profiles

InstructionalPlanning

Design/Align

InstructionalPlanning

Design/Align

Teacher Engagement

& Training

Teacher Engagement

& Training

School&Student

Data Analysis

School&Student

Data Analysis

UDLMulti-MeansRecognitionExpression

Engagement

UDLMulti-MeansRecognitionExpression

Engagement

Tier One School Planning

KSI Linkages to UDL

UDL Implications for KSI/RTI• Tier One

– Content, Process, Product, Technology=Personalized Learning

– CRS (Clickers)=Better data collection/engagement

– Digital Smartboards & Content Software

– Digital Video/Audio

• Tier Two– Reading/Math Intervention with

technology (Read 180, Voyager Math) – Computerized Tutoring Programs

• Tier Three– More time intensive interventions