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Imagine a world where everyone was expected to enter a building in the exact same manner.

Image retrieved from http://eggersindustries.com/blog/wp-content/uploads/2011/06/Full-Lite-Pair.jpg. Imagine a world where everyone was expected to enter a building in the exact same manner.

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Imagine a world where everyone was expected to enter a building in the exact same manner.

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  1. Image retrieved from http://eggersindustries.com/blog/wp-content/uploads/2011/06/Full-Lite-Pair.jpg Imagine a world where everyone was expected to enter a building in the exact same manner.

  2. Image retrieved from http://1.bp.blogspot.com/-UKWLNj8XiMY/UXBYylKZubI/AAAAAAAAABw/dNp0r9xfdVk/s1600/camera+center+018.jpg Universal design provides access to all individuals.

  3. Universal Design for Learning(UDL)Benjamin Pongracz

  4. Universal Design for Learning is a set of principles that focuses on the flexible implementation of goals, methods, materials, and assessments so that teachers can meet the needs of each individual student (CAST, 2012). Three Principles of UDL 1. Provide multiple means of representation (the what of learning)‏ 2. Provide multiple means of action and expression (the how of learning)‏ 3. Provide multiple means of engagement (the why of learning)‏ (Meo, 2008)‏ Overview: What is UDL?

  5. UDL and the Brain Supports what we know about our neural networks. • Recognition networks- sense and identify patterns to help us grow in our understanding • Strategic networks- support mental and motor patters, let us plan, act, and monitor. • Affective networks- evaluate patterns and engage us emotionally Each network in each individual can vary drastically. (Rose & Meyer, 2002)

  6. Our Brains are Unique! • Differences in recognition affect how each of us perceives and decodes information using our senses, and can make reading or visualizing difficult. • Differences in strategic networks affect how we acquire and automate skills like multiplying, problem-solving, checking for errors, or even writing neatly. • Differences in affective networks can affects our motivation, effort, and engagement, and even our esteem. (Rose & Meyer, 2002)‏

  7. Implications • Because each of our brains and thinking patterns and preferences are so unique, universal design for learning is so essential. • Students must have multiple opportunities to perceive, apply, and engage in learning in different ways. • As a result, more needs will be met, and students will gain a deeper understanding of the content in a way that is engaging for them.

  8. Provide students with information through multiple modalities or in a way that the students can adjust the media to meet their own needs. Clarify specific vocabulary and structure and illustrate their meaning in different ways. Increase student comprehension by utilizing or build background knowledge, highlighting patterns and big ideas, and chunking and scaffolding learning. 1. Provide Multiple Means of Representation

  9. Provide physical options for students to navigate through and respond to information. Allow students to choose from different methods and tools to express their knowledge and understanding, using a variety of media to compose and communicate their thoughts. Encourage students to set goals and help them “plan effective strategies for reaching those goals,” deciding what actions to take, monitoring their progress, and evaluating their success (NCUDL, 2012). 2. Provide Multiple Means of Action and Expression

  10. Know your students' interests and use a variety of methods to access those interests. Provide options for sustaining student effort and persistence by encouraging collaboration and challenging each student appropriately. Encourage your students to regulate and assess their own learning by promoting high expectations and giving them opportunities for reflection. 3. Provide Multiple Means of Engagement

  11. Digital learning technology supports UDL because... It is flexible. The content can be displayed in a variety of ways (different sizes, fonts, colors, visually, etc). The content can be highlighted, marked, and manipulated in different ways. (Laureate Education, Inc., 2010)‏ Technology and UDL

  12. Technology and UDL • Technology allows access to learning for all individuals, including those with special needs. • Provides students with a choice of many tools from which to learn • Engages students by allowing them to tap incorporate their interests in an authentic and meaningful way.

  13. Technology and UDL: Examples • Digital texts, power points, and WebQuests, • Digital assessment products, individualized remediation software and games • Adaptive and assistive technologies for students with physical disabilities • Supportive technologies like virtual field trips, virtual manipulators, graphic organizers and mapping software • Collaboration tools such as wikis, blogs, discussion boards, and much more (Bary, Brown, & Green, 2004)‏

  14. CAST Toolswww.cast.org/teachingeverystudent/tools/ • UDL Goal Setter: Helps you create a goal that is based on standards and the core curriculum to meet every students' needs by filling out a template. • UDL Class Profile Maker: Allows you to identify students' strengths, needs, and interests in each area. Merges cells of all students to provide a visual comparison of your students. • UDL Solutions Finder: After selecting a skill or understanding, you select which network the learning barrier lies in, then fill in solutions based on suggestions.

  15. Providing flexible alternatives for learning produces “resourceful, knowledgeable learners.” Providing choices in expression and action produces “strategic, goal-directed learners.” Engaging students in a variety of ways produces “purposeful, motivated learners.” (NCUDL, 2012)‏ Equal access to learning for all students! The Results

  16. Bary, M., Brown, A., and Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press. CAST. (2012). About UDL. Retrieved from http://www.cast.org/udl/index.html Laureate Education, In. (2010). Universal design for learning [Video webcast]. Retrieved from Walden University. Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21–30. Retrieved from the Walden University library using the Education Research Complete database. National Center on Universal Design for Learning. (2012). About UDL: Learn the basics. Retrieved from www.udlcenter.org. 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/ References

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