An Introduction to UDL (Universal Design for Learning)

1. An Introduction to UDL(Universal Design for Learning) Teacher Induction Week July 22 – July 31, 2013

2. Session Goals Identifythe concepts of Universal Design for Learning Identify the concepts of Universal Design for Learning in the TAP rubric Usethe concepts of Universal Design for Learning to create a class profile

3. What is UDL? Take 2 minutes to share with your shoulder buddy about what you have heard or know about UDL.

4. Our Challenge • Current challenges include increased diversity in classrooms; high expectations for all students; high stakes testing; accountability for all students. • Assess your current comfort level with this challenge in your own classroom. Which aspect of this challenge are you the most comfortable with? The least? Why?

5. The Origins of UDL • UDL originated in the 1980s with Ron Mace – an architect who designed buildings . • Before the UD movement, architects rarely addressed the mobility and communication needs of people with disabilities. • Thus, buildings were inaccessible to many. • Changes in legislation led to extensive retrofitting with ramps, elevators, talking signs, and other access devices. • But retrofitting is expensive, aesthetically displeasing and inadequate. *UD believes that built-in accessibility for everyone is superior to retrofitting.

6. Classroom Implications “the design of products and environments to be usable by all people, to the greatest extent possible, without the need of adaptation or specialized design.” – Mace Reflect upon the above quote. What are potential classroom implications of UD?

7. The Origins of UDL UDL is based on the premises that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” • Teaching Every Student in the Digital Age, p. vi Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

8. Basic Elements of UDL • Flexible • Success-oriented • Inclusive/Equitable • Features foresight in anticipating needs • Encompasses physical space as well as optimal learning opportunities • Helps all – not just those it was intended for • Removes barriers, which benefits many, not just those with expressed need

9. Real-World Application When information is presented to all learners with a single form of representation, inequalities arise • Vocabulary may be inaccessible to some • Symbols may not be understood • Pictures may carry different meanings depending on cultural or familial backgrounds

10. Brain Research • To reach all learners, we must activate each area of the brain: • The Recognition Network • “input” from our senses is processed • The Strategic Network • organizing and carrying out tasks • The Affective Network • engagement and motivation *There are no “typical” learners *Curriculum is designed to address diversity

11. The Recognition Networks • The “what” of the learning • Identify and interpret patterns of sound, light, taste, smell, and touch • Everyday examples: • identifying ingredients for recipes • telling the difference between shampoo and shaving cream so you can wash your hair • recognizing the sound of joy, pain, etc. • Classroom examples: • students identify letters, formulas, maps, ideas, cause/effect relationships, etc.

12. Recognition Activity

13. The Strategic Networks • Everyday examples: • cooking a meal • planning an outing • executing a golf swing • driving a car • Classroom examples: • doing a project • taking a test • taking notes • listening to a lecture The “how” of learning Plan, execute, and monitor actions and skills

14. The Affective Networks • One must recognize information, ideas, and concepts • One must be able to apply strategies to process the information • One must be engaged -Lev Vygotsky(1896-1934) Russian Psychologist responsible for development of the concept of the “zone of proximal development”

15. The Zone of Proximal Development Task too difficult • Zone of proximal development Task too easy

16. The ZPD in the Classroom • Vygotsky's "zone of proximal development" (ZPD) suggests that learning occurs when there is an appropriate level of challenge and support to learn the task. • In classroom learning situations, this means providing learning tasks that are too difficult to do independently, but are within reach with support. The task should stretch the learner past his current level of knowledge. • Visualize your own personal encounters in learning situations and think about one where you were bored, inattentive or distracted: Was your inattention due to lack of challenge or inadequate support to understand the content? In either case, you were not learning in your “zone.”

17. The Takeaway All learners are unique and universal does not mean “one size fits all”

18. Incorporating UDL:Your Task First Step: Use what you have learned about the networks of the brain to create a class profile. When used for cross-referencing alongside your lesson planning, you’ll be able to determine the necessary elements to include for: • Presenting instructional content • Many ways students can demonstrate what they know and can do (Assessment) • Consideration for motivating students • All demonstrate TEACHER KNOWLEDGE OF STUDENTS and implications for the LEARNING ENVIRONMENT

19. UDL Class Profile Maker http://www.cast.org/teachingeverystudent/tools/classprofile.cfm • Utilize this site to: • practice making a class profile through a tutorial • use the online class profile maker tool • download a class profile template Class Profiles are due on Monday, August 12th by 3:00 PM.