Universal Design for Learning

1. Universal Design for Learning Andrew Haynes Walden University Tom Wolsey Reaching and Engaging All Learners through Technology – EDUC 6714

2. Universal Design for Learning • Universal Design for Learning (UDL) is an instructional approach that opens learning opportunities for all students (Laureate Education Inc., 2010b).

3. Origins of UDL • The origins of UDL can be found in the Universal Design movement in the field of architecture (Laureate Education Inc., 2010b). • The aim was to design buildings with multiple options to access the buildings so that EVERYBODY could get into the building (Laureate Education Inc., 2010b).

4. This included elevators, ramps, and hydraulic lifts for wheelchairs.

5. Origins of UDL • This concept was adapted into education and the focus was on ensuring that ALL students could get into the curriculum and could get to the learning, by removing barriers to student learning (Laureate Education Inc., 2010b). • To get an overview of the UDL process watchthis short video (UDL Center YouTube Channel, 2012a).

6. UDL and Brain Research • UDL is based on research findings on how the brain processes information (Laureate Education Inc., 2010a).

7. UDL and Brain Research • Research has discovered that they are 3 different networks for learning in the brain (Laureate Education Inc., 2010a). • The Recognition Network • The Strategic Network • The Affective Network

8. The Recognition Network • The Recognition Network processes sensory information received from the sense organs and helps us to recognize patterns associated with the senses (Rose & Meyer, 2002).

9. The Recognition Network • For example, it processes the information you see (four legs, a back, and a seat) and helps you to recognize this object is a chair.

10. The Strategic Network • The Strategic Network processes actions and plans (Laureate Education Inc., 2010a). It allows us to plan, organize, and monitor patterns of action (Rose & Meyer, 2002).

11. The Strategic Network • For example, in order to throw the ball accurately, it must be held correctly, the body must be in the correct position, and the eyes must be on the target.

12. The Affective Network • The Affective Network processes emotions and evaluates patterns (Laureate Education Inc., 2010a). It is concerned with what makes us fearful, or excited; what motivates and engages us.

13. The Affective Network • For example, some people prefer to interact with text and reading while others are more interested in sports.

14. Brain Research • All brains share the 3 networks and possess the same general characteristics, but individual brains differ substantially (Rose & Meyer, 2002). • All students have different ways of recognizing information, organizing information, and ways of being engaged (Laureate Education Inc., 2010a). • These differences impact on how students learn.

15. UDL and Diversity • UDL supports student diversity and is a vehicle that can be used to address the needs of ALL students. • For example, UDL can be used to assist an ELL by giving that student access to translation software like Google Translate. • Similarly, UDL supports academic diversity, by providing students access to content that is suitable for their ability level.

16. The 3 Principles of UDL • The three UDL principles correspond to the three networks in the learning brain (CAST, Inc., 2002–2011). • Watch a short video in which Dr. David Rose describes the three UDL principles and what they mean for classroom practice (UDL Center YouTube Channel, 2012c).

17. The 3 Principles of UDL National Center on Universal Design for Learning (2011b)

18. The 3 Principles of UDL National Center on Universal Design for Learning (2011b)

19. The 3 Principles of UDL National Center on Universal Design for Learning (2011b)

20. UDL Instructional Strategies • Students have many ways of learning and use can be made of brain research to add flexibility to teaching methods and curricula (Rose & Meyer, 2002). • Certain instructional techniques are very effective for a particular type of learning. Following are some examples of instructional strategies that are suited for each of the brain networks.

21. UDL Instructional Strategies • Recognition learning instructional techniques include providing multiple examples and highlighting critical features (Rose & Meyer, 2002). • Instructional techniques to support strategic learning include providing ongoing, relevant feedback and providing flexible opportunities for demonstrating skill (Rose & Meyer, 2002). • Instructional techniques to support affective learning include providing adjustable levels of challenge and offering choices of rewards (Rose & Meyer, 2002).

22. UDL Instructional Strategies • This video provides some examples of teaching strategies that exemplify UDL principles and guidelines (UDL Center YouTube Channel, 2012b).

23. Technology in UDL • Technology plays a central role in UDL. • It is not synonymous with UDL, but it plays a critical role in its implementation and conceptualization (National Center on Universal Design for Learning, 2011a).

24. Technology in UDL • Digital media allows the flexibility that is a critical aspect of UDL (Laureate Education Inc., 2010b). • It offers flexibility to display content differently and enhances the ability to individualize and customize the learning experience.

25. Technology in UDL • It allows flexibility in marking content. It can make content different for each student, because of the ability to tag it or mark itthen display it appropriate just to the needs of the individual (Laureate Education Inc., 2010b).

26. Technology in UDL • Technology also provides flexible ways for students to demonstrate what they know and can do including the use of Web 2.0 tools like blogs, wikis, WebQuests, and Digital Stories.

27. Technology in UDL • Technology can also be used to address brain research. For example if students have difficulty decoding words (recognition), technology supports like text-to- speech software, voice recognition, and on-screen text and image enlargement can be used to help these students access content (Rose & Meyer, 2002).

28. Technology in UDL • Using technology to conduct online research can provide the support necessary to help students practice and develop strategic skills such as seeking, locating, and saving information (Rose & Meyer, 2002).

29. Technology in UDL • Technology offers students multiple options with respect to engagement. Students can be presented with digital options to demonstrate what they know. Based on their interest, they can use word processing software to create a brochure; they can work collaboratively to create a wiki; or they can prepare a multi media presentation using PowerPoint software.

30. UDL in My School • Student’s reading skills at my school are generally below what is acceptable. • This affects student performance in other areas of the curriculum. • UDL can be used to help students overcome some of these deficiencies.

31. UDL in my School • Decoding words is an easily identifiable area of weakness. • Students will be provided with multiple representations instead of just the regular text. • Students will use e-readers which highlight the words as they are being read. • Information in the text will be recorded and students will follow the words with their fingers as they are being read.

32. UDL in my School • The students will be given opportunities to self monitor. • For example, their reading will be recorded at different points in time and they will listen to the recordings and self-evaluate. • Their peers will also listen to the recordings and provide feedback.

33. UDL in my School • Students will be given the freedom to select reading materials. • Reading materials will be varied so that they are relevant to the students and age and ability appropriate. • Students will also be provided with options with respect to rewards and recognition.

34. UDL in my School • Using UDL in the school will help us to address the individual needs of our students. • This will positively impact student learning, but students will also be more motivated and engaged, and hence happier. • It will create a learning environment that places students at the center of the teaching/learning process.

35. CAST Online Tools • The UDL Class Profile Makeris designed to help teachers understand students' strengths, needs, and interests as individuals and as a group (CAST, Inc., 2002–2011). • It is used to develop a learning profile of a class, based on the strengths, needs and interests of students according to the three brain networks (CAST, Inc., 2002–2011). • This tool could be used to create a learning profile for individual students and then merge each profile to create a learning profile of the entire class. • This/These profiles could be used to design instruction to meet the needs of the individual students but also design differentiated instruction to meet the needs of all the students in the class.

36. CAST Online Tools • The Curriculum Barriers Finder facilitates the analysis of barriers in the curriculum with respect to students' strengths, needs, and interests (CAST, Inc., 2002–2011). • Once the barriers that prevent a student from accessing the curriculum have been identified, then the learning activities that eradicate these barriers can be designed. • For example, for the students who writes slowly and therefore has a hard time taking notes, the lesson can be recorded and saved so that he can access it another time.

37. CAST Online Tools • The UDL Solutions Finder Tool provides assistance in using the three UDL principles to develop UDL solutions to barriers in the curriculum (CAST, Inc., 2002–2011). • Once a barrier has been identified, this tool can be used to find a solution for the removal of the barrier based on UDL principles. • For example, if a student has difficulty accessing content because of poor vision, then he or she can be presented with the content in a digital format where it can be enlargened.

38. References • CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/ • Laureate Education, Inc. (Executive Producer). (2010a). Brain Research and Universal Design for Learning. Baltimore, MD: Author • Laureate Education, Inc. (Executive Producer). (2010b). Universal Design for Learning. Baltimore, MD: Author • National Center on Universal Design for Learning (2011a). UDL and Technology Retrieved from http://www.udlcenter.org/aboutudl/udltechnology • National Center on Universal Design for Learning. (2011b). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

39. References • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/ • UDL Center YouTube Channel. (2012a).UDL at a glance. Retrieved from http://www.youtube.com/watch?feature=player_profilepage&v=bDvKnY0g6e4 • UDL Center YouTube Channel. (2012b). UDL guidelines in practice: Grade 1 Mathematics. Retrieved from http://www.youtube.com/watch?v=KuTJJQWnMaQ • UDL Center YouTube Channel. (2012c). UDL: Principles and practice. Retrieved from http://www.youtube.com/watch?feature=player_detailpage&v=pGLTJw0GSxk