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Universal Design for Learning in T-560

Universal Design for Learning in T-560. How much variation among Harvard students?. Lectures. Berkowitz. Cox. Goldsmith. Pt 2. Parker. Miranda. Kim. Roberti. Sallen. UDL Principles. 1) Use multiple means for representation. UDL Principles.

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Universal Design for Learning in T-560

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  1. Universal Design for Learning in T-560 How much variation among Harvard students?

  2. Lectures Berkowitz Cox Goldsmith Pt 2 Parker Miranda Kim Roberti Sallen

  3. UDL Principles 1) Use multiple meansforrepresentation

  4. UDL Principles • Use multiple meansforrepresentation to reduce barriers to: • Understanding • Language • Perception

  5. UDL Principles: 2) Use multiple means for action and expression

  6. UDL Principles: 2) Use multiple means for action and expression to provide supports for: a) Organization and planning (Executive functions) b) Skills (especially communication skills) c) Physical action

  7. UDL Principles: 3) Use multiple means for engagement

  8. UDL Principles: 3) Use multiple means for engagement to provide support for a) Self-Determination b) Sustaining Effort c) Recruiting Interest

  9. UDL Guidelines:

  10. Multiple Means of Representation: Consider Two main forms of presenting information: lectures and readings.

  11. Multiple Means of Representation: 1) Lectures How to make Lectures that are more universally designed.

  12. Multiple Means of Representation: 1) Lectures • What are the strengths of lectures? • What are the weaknesses of lectures? • What are the barriers they impose?

  13. Multiple Means: Lectures Strengths: Expressivity voice gesture facial Immediacy live interactive social Variety: image, sound body language

  14. Multiple Means: Lectures Potential Barriers: Representational • 1) Comprehension • Structure is implicit, information is impermanent, sequential, un-reviewable • 2) Language • Requires English fluency, relevant vocabulary, listening skills. • 3) Perceptual • Requires excellent hearing, auditory processing, vision.

  15. Multiple Means: Lectures Reducing Barriers: Providing Multiple Representations 1) Comprehension options explicit structure, concept maps, slide headers printed PowerPoint full video recording Notes, Small Sections 2) Language options captioned video alternative oral language 3) Perceptual options audio amplification live ASL translation image projection, image description PowerPoint Video

  16. Lectures Reducing Barriers: Providing Multiple Means of Interaction 1) Alternative modes of interaction 1) large class interaction 2) small group discussion (live and options) 3) online threaded discussions 4) networked blogs 2) “assigned” note-takers PowerPoint Video

  17. Lectures Reducing Barriers: Providing Multiple Means of Engagement PowerPoint Video

  18. Multiple Means of Representation: Books Potential Barriers 1) Representational 2) Strategic 3) Affective

  19. The virtue of printed books:

  20. The disabilities of printed books:

  21. FMRI Summary -Dyslexia • From Shaywitz et al.

  22. Media: The virtue of Digital Books NFF

  23. Media: A foundation for flexibility

  24. Flexible display

  25. Flexible Display: Multiple Representation Tale of Two Cities …It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of

  26. Multiple representations

  27. Multiple representations

  28. Virtual of Digital: Embedded Strategy Supports

  29. Virtue of Digital Text - Embedding the Supports

  30. Virtue of Digital: Toward images that are more universally designed. TES Interactive Images

  31. Multiple Means of Expression: What are the opportunities for Expression? 1) Oral participation in sections 2) Written participation on Blogs/On-line Discussions 3) Composition through authentic projects

  32. Multiple Means of Expression: Examples of Student Multimedia Projects Smith – on Dyslexia Assignments and Projectshttp://projectsfromudl.blogspot.com/ Snyder – on OCD Tran – on dyscalculia Stynes – on Autism Myers – on Aphasia

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