Universal Design for Learning

1. Universal Design for Learning Success for ALL

2. What is Universal Design?

3. Universal Design Small group Carousel Activity – Creating an Environment for ALL.

4. Carousel Debrief… • How many modifications were suggested? • Was it easy to generate accessibility ideas? • What were some of your group’s thought processes when you were creating solutions? • Would it be easier to incorporate the ideas generated when the building was built or to go in and make alterations later?

5. Universal Design Legislation Impacting Physical Space • What are some of the drawbacks of retrofitting? • Each retrofit solves only one problem • Retrofitting can be costly • Many retrofits are UGLY!

6. Universal Design Defined… “Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

7. Universal Design Summarized • It’s not one size fits all – but alternatives. • Designed from the beginning, not added on later. • Increases access opportunities What does UD have to do with education besides letting ALL students in the door?

8. What is Universal Design for Learning (UDL) ? UDL is an educational approach to teaching, learning, and assessment. Questions:1. What might Universal Design mean for teaching, learning and assessment? 2. UD in buildings is about access and environment. Is it the same or how might it be different in the learning environment?

9. What does research say about Universal Design for Learning (UDL) ? • UDL is… "scientifically valid framework for guiding educational practice," • UDL facilitates the design and implementation of a flexible, responsive curriculum, UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning. • UDL implementation provides the opportunity for all students to access, participate in, and progress in the education curriculum by reducing barriers to instruction.

10. Barriers? A building barrier might be stairs; a change made to the building might be _______________. A learning barrier might be a textbook; a change made for learning might be_______________. Pair up and plan a few… A learning barrier might be ___________; a change made for learning might be ______________.

11. Universal Design for Learning (UDL) The Center for Applied Special Technology (CAST) believes 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 Dr. David Rose

12. So what do we change?

13. What is Universal Design for Learning? • UDL is not one size fits all – but IS alternatives for everyone. • UDL is not added on later – but IS designed from the beginning. • UDL is not access for some – but IS access for everyone.

14. Collaboratively Defining UDL… • The timer is set for 3 minutes and each person in each group writes their own definition of UDL on an index card. • When everyone has completed their definition, they pass their card clockwise to the next person in their group. • The person who receives the index card underlines what they feel are the most important words in the definition. • The cards are progressively passed, and words underlined until they reach the original writer. • Then, the group uses the underlined words to create a unified definition of UDL. • Finally, each group presents their definition to the large group.

15. Creating a Learning Environment that Challenges and Engages All Students

16. Reflection Questions… • How can teachers at Sycamore Middle School meet the educational needs of all of their students? • To meet the needs of the widest range of students, what should teachers consider when planning their instruction?

17. When does UDL play out? • Before Instruction • During Instruction • After Instruction

18. Let’s play with UDL…BEFORE instruction • Get to know your students’ abilities, special needs, and learning styles • After reviewing standards, determine learning needs • Devise instructional approaches to reach greatest number of students • Recognize individual needs of students • Set curricular goals • Determine learning supports • Adapt methods and materials to individual student needs • Select appropriate UDL strategies, tools, and features to adapt instruction.

19. Let’s play with UDL…DURING instruction • Differentiate instruction to reach students on their own levels • Special educator and general educator consult with one another • Use other methods and ongoing feedback to adjust instruction • Use equitable, flexible, accessible methods to fit instruction to student needs • Special educator and general educator collaborate to resolve residual problems • Use UDL features to determine student progress for feedback and to adjust instruction

20. Let’s play with UDL…AFTER instruction • Employ ongoing or alternate assessments to determine progress, needs, and future direction of class • Repeat planning cycle • Make sure assessments reflect UDL characteristics • Assess continuously through variety of formats to track student progress • Adapt delivery of instruction as needed

21. UDL... When? - SELF-CHECK • Large envelope • Lay out the 3 headings on your table: • Before Instruction • During Instruction • After Instruction • Take the descriptors and put them in the column you think best represents WHEN they would occur.

22. What is wrong with this picture?

23. Where do you stand …with UDL? • Meet the needs of the widest range of students by reducing the number of barriers to learning • Provide challenging, salient, and age-appropriate materials to students with a range of abilities • Allow students to learn in accordance with their dominant learning preferences • Create alternative ways for students to both receive and deliver information

24. To Summarize UDL

25. Growing in a Collaborative Climate Anonymously write to these 2 prompts on two paper strips, then fold and place the strips into 2 piles on your table: • What is one fear you have about utilizing the UDL framework? • What is one thing that excites you about UDL? Now, pull randomly from the piles and discuss openly at your table.

26. Return to your Learning Logs… Previous Prompts… • How can teachers at Sycamore Middle School meet the educational needs of all of their students? • To meet the needs of the widest range of students, what should teachers consider when planning their instruction? With your new or refined understandings about UDL, revise and add to your previous suggestions.

27. What do we mean by Learning? Recognition Multiple representations of information WHAT …of learning Strategic Multiple optionsfor expression and action HOW… of learning Affective Multiple meansof engagement WHY… of learning

28. Connecting to 3 Principles of UDL… WHAT? Principle 1 • Multiple Means of Representation – The educator provides flexibility in the ways information is presented, HOW? Principle 2 • Multiple Means of Action & Expression – inthe ways students respond or demonstrate knowledge and skills, and WHY? Principle 3 • Multiple Means of Engagement – in the ways students are engaged.

29. TIME FOR A POP Quiz!!! • Take out a piece of paper, put your name on it and number 1-3. • Move all materials off your work area. • Find a piece of paper to cover your answers. What alternatives are there for more UDL friendly assessments?

30. RepresentationPrinciple 1 Action and ExpressionPrinciple 2 EngagementPrinciple 3 • Presenting information and course content in multiple formats so that all students can access it • Allowing students alternatives to express or demonstrate their learning • Stimulating students' interests and motivation for learning in a variety of ways Examples: • Provide alternatives for accessing information (e.g., visual, auditory) • Provide or activate background knowledge in multiple ways (e.g., pre-teaching concepts, using advanced organizers) Examples: • Provide options for responding (e.g., keyboard instead of pen to complete a writing assignment) • Provide options for completing assignments using different media (e.g., text, speech, film, music) Examples: • Provide options that increase the relevance and authenticity of instructional activities (e.g., using money to teach math) • Provide options that encourage collaboration and communication (e.g., peer tutoring)

31. RepresentationPrinciple 1 Action and ExpressionPrinciple 2 EngagementPrinciple 3 • Educators present information and course content in multiple formats so that all students can access it • Educators allow students alternatives to express or demonstrate their learning • Educators stimulate students' interests and motivation for learning in a variety of ways Perception Language, expression and symbols Comprehension Physical action Expression and Communication Executive Function Recruiting and interest Sustaining effort and persistence Self-regulation UDL Guidelines 2.0

32. UDL Guidelines 2.0 The UDL Guidelines were designed to assist anyone planning lessons or developing curricula to… • Reduce barriers • Optimize levels of challenge and support • Meet the needs of ALL learners from the start For More Information: http://www.udlcenter.org/aboutudl/udlguidelines

33. From Theory to Practice… What does it look like to implement the UDL framework into my daily teaching environment?

34. DIRECTIONS: Critiquing the model lesson • 3 people per group • Choose one of the model lessons. • Each person, looking through the lens of 1 UDL principle, reads the model lesson. • Use the UDL Guidelines Checklist to critique the lesson through the lens of your assigned UDL principle. • Discuss with your group your observations of the lesson relative to the UDL checkpoints. • Consider, what these checkpoints would they look like implemented in one of your lessons?

35. UDL in Practice… Grade 1 Grade 6 • View the video and watch for UDL actions you could try. • Reflect in your learning log on one practice that appeals to you. • Share with your small group the practice you have chosen and describe how it will benefit your students.

36. How do I apply the UDL Guidelines in my lessons? Use the UDL Guidelines to critique your own lesson: • How many checkpoints are represented by your lesson plan? • What’s the evidence? • What changes will you make to your lesson plan ?

37. Digging Deeper through More Practice & Implementation Opportunities

38. Will it work for Johnny? Station 1: Collaborate to decide if one of the analyzed lessons will work for Johnny and/or the other students described on the cards in your envelope. After you choose a lesson, read the student descriptions and consider: • Will the lesson hold up? • Why or why not ? • What UDL changes could you make to reduce barriers for these students ?

39. MD DOE Website Station 2: • http://marylandlearninglinks.org/1021

40. Lesson Plan - Peer Review Station 3: • Exchange your revised lesson plan with a partner • Peer review the lesson plan using the UDL guidelines • Provide feedback, (2 strengths and 2 recommendations)

41. What technology tools can I use?http://udltechtoolkit.wikispaces.com/

42. For More information on UDL……. Top 4 UDL Websites What online resources are available?

43. US Dept of Ed Office of Special Education Programs http://www.osepideasthatwork.org/udl/instrpract.asp

44. National Center on UDL http://www.udlcenter.org/

45. CAST http://www.cast.org/udl/

46. IRIS Center http://iris.peabody.vanderbilt.edu/index.html

47. So, what is UDL to you NOW? Table groups craft a representation (pictorial, demonstration, graphic) of your current/collective concept of UDL to accompany your definition of UDL. Time to leap of the Blooms Ladder; be CREATIVE!!!!!!!!!!!!!

48. Popcorn Be ready to pop up and answer the questions. #1 – What is UDL? #2 – What students need AND benefit from UDL? #3 – What time do we start tomorrow?