Universal Design in Learning

1. Universal Design in Learning Social Studies: Culture

2. UDL: Principles and Practices • http://www.youtube.com/watch?v=pGLTJw0GSxk&feature=relmfu

3. What is UDL? An educational framework that guides the development of flexible learning environments that can accommodate individual learning differences.

4. Seven Principles of UDL 1. Equitable use 2. Flexibility in use 3. Simple and intuitive use 4. Perceptible information 5. Tolerance for error 6. Low physical effort 7. Size and space for approach and use

5. Principle 1: Equitable use The design is useful for people with diverse abilities or different cultural backgrounds. Example: - Caters to every child's individual needs - Avoid segregation and stigmatizing each other

6. Principle 2:Flexibility in Use The design accommodates a wide range of individual preferences and abilities. Example: - The environment the art and display showing the different cultures and not only focusing on one culture but all) - The materials accommodate to all children; special materials suitable for children with special needs)

7. Principle 3:Simple and Intuitive Use Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Examples: - Age-appropriate activities - Culturally sensitive

8. Principle 4:Perceptible Information Flexibility in Use The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. Activities: music and movement, visual aid and materials that explores diversity and culture Set clear and specific instructions and boundaries Festive celebrations of the different cultures in Singapore (does not mean that the children should only be educated on culture towards the festive season but all year)

9. Principle 5:Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions Example: - The physical environment of the classroom (Entries and pathways, furniture etc)

10. Principle 6:: Low Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue. Example: - Learning corners (should not contain activities that require a lot of effort, and not overwhelming for the children)

11. Principle 7:Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. Examples: - Set clear pathways and boundaries - Allow room for children with special needs - Ensure that each child has enough space for themselves

12. Implications Children have many different styles of learning (Visual, Auditory, Kinesthetic ). Some children may likely fit into more than a single category. The tools need to be a good fit to further impact the student’s achievement. If the children are more empowered, they would more likely to take control over their learning, making them more independent. Hence teachers need to think of various different ways to present the lesson to the children.

13. 3 Essential Qualities of UDL 1. Representation - Children given flexibility to interpret information : reduces barriers to learning, sensory, perceptual - Teacher presenting information in various modalities (powerpoint, videos, brailles) eg. Auditory : lectures, singing, reading aloud Visual : reading articles, videos Kinesthetic : Field trip, demonstrating, using a braille Affective : role playing, connecting to children’s interest, presenting to large or small groups Technology options : video, DVD, YouTube, Podcasts, online tutorial

14. 2. Engagement - Different and appropriate ways to engage children so they learn and understand better Examples: - Video clips on Chinese New Year/Hari Raya celebrations and get children to identify what colours are mainly seen the video. By adding digital formats, it captures children’s attention and increases engagement. - Have a sharing session and talk about what they did during Chinese New Year/Hari Raya to share their experiences.

15. 3. Expression Having different ways children may respond to the information they have received Examples: - Drawing: Children to draw what they see during Chinese New Year/Hari Raya Celebrations and share to the class. - Storytelling: Stories about different festivals, cultures - Journal writing: Write about their own experiences during festivals - Drama production: Role-playing a celebration of their festivals

16. Components of a UDL Curriculum: 1. Goals 2. Methods 3. Materials 4. Assessment

17. 1. Goals - To educate children about the different cultures in Singapore - To create awareness in children about different cultures - To promote acceptance and understanding in children about the different races - To introduce appropriate terms and words to address the different races

18. 2. Methods - Multiple Intelligences: 1. Verbal/linguistic: Write a short journal about their experiences, show and tell about an object that represents their culture and share with the class 2. Logical/mathematical: Classifying/sorting cultural representations 3. Musical/rhythmic: Learning songs of other languages, folk songs 4. Bodily/kinesthetic: Learning dances from other cultures 5. Visual/spatial: Videos on different cultures, celebrations, festivals 6. Interpersonal: Role-playing 7. Intrapersonal: Write a short journal about their experiences, show and tell about an object that represents their culture

19. 3. Materials - To cater to all the different learners' needs, children may choose to display understanding through various means. - Drawing - Writing a journal - Role-playing a scene - Creating a presentation with the aid of technology - Show-and-tell

20. 4. Assessment - Carrying out follow-up activities to review children's current knowledge - Prompting children with questions - Carrying out observations (anecdotal, running records) - Creating a checklist

21. Culinary Diverse Classroom http://www.youtube.com/watch?v=k--oVQq8x_o&feature=my_liked_videos&list=LL_yU0sSLOJsan4BNX37Z0EA

22. Thank You