UDL-Universal Design for Learning: Part One

1. UDL-Universal Design for Learning: Part One The Essentials----by: Christina Kohout

2. Inspiration and Examples • *The universal design for learning was first presented with the teachings of architects, as discussed by the video, “Universal Design for Learning”(Laureate Education, Inc., 2011). Dr. David Rose mentions how designs were needed so that buildings could be easily accessible to handicapped persons inside and out. These kinds of designs made it so that an architect did not have to essentially “ruin” his designs to implement these changes after the building had been constructed. • *Physical examples of these universal designs in our everyday environment are everywhere: stairs, elevators, handicapped ramps, curbs with dipped openings for wheelchair access and such, etc. Though not all persons need these kinds of accommodations, they are often useful to persons whom are not handicapped, such as a mother with a stroller using a ramp instead of the stairs, etc.

3. Inspiration and Examples Continued… • *The same principles of the universal design for architectural reasons can be applied to students in our classrooms. Not all students will need accommodations, but the presence of the accommodations gives students the chance to help themselves, and for teachers to make the learning experience more productive and positive for as many students as possible.

4. The 3Principles • The Universal Design for Learning(UDL) has three main principles. Each principle represents a wave of strategies that can help teachers to create a classroom environment that best fosters learning: information retrieved fromhttp://www.udlcenter.org/aboutudl/udlguidelines • Multiple Means of Representation-(Perception; language, expression, and symbols; comprehension) • Multiple Means of Action and Expression-(Physical action; expression and communication; executive function) • Provide Multiple Means of Engagement-(Recruiting interest, sustaining effort and persistence; self regulation)

5. #1: Multiple Means of Representation • Instructional methods to try within the classroom • http://www.udlcenter.org/aboutudl/udlguidelines • PERCEPTION -offer ways of customizing display information such as: the size of text, color, the speed of video, color of posters on walls, etc. -offer alternatives for auditory information: visual diagrams, written transcripts, speech to text software, manipulatives, etc. • LANGUAGE, EXPRESSION & SYMBOLS -clarify vocabulary, support decoding texts, illustrate through media • COMPREHENSION -activate background knowledge, highlight patterns and big ideas, maximize transfer(how this learning can be applied In other areas)

6. #2: Multiple Means of Action and Expression • Strategies to try within the classroom • http://www.udlcenter.org/aboutudl/udlguidelines • Physical Action -vary responses that require physical action, give students much access to assistive tools • Expressive skills and fluency -Use multiple media for presentation, use various types of tools for construction of projects, build fluency with graduated levels of practice with various texts • Executive Function -guide personal goal setting, support planning, facilitate information, helps students to monitor their own progress

7. #3: Provide Multiple Means of Engagement • Strategies to try within the classroom • http://www.udlcenter.org/aboutudl/udlguidelines • Recruiting interest -optimize choice and provide for individualism, optimize relevance of tasks, minimize threats and distractions as much as possible • Sustaining effort and persistence -make goals and objectives clear, optimize challenge and vary resources, foster collaboration, give students feedback towards mastery of a concept • Self Regulation -Promote expectations and beliefs often, teach personal coping skills and strategies, teach self monitoring and reflection

8. Technology & UDL • In the video, “Knowing Your Students,”(Laureate Education, Inc., 2011) Grace Smith and Stephanie Stone discuss that technology appeals to all learners, but that technology is just the hook, what we do with it is what really matters. • -In order to truly support the three principles of UDL, technology is essential. For instance, using the “speech to text” software for students that may be unable to type like their classmates is an assistive technology that can help students reach the same goals and standards as classmates. • -Another example in action is that the UDL model certainly fosters collaboration among students and a push for students to learn how to help themselves. The teacher would take on the role of facilitator of learning instead of the giver of learning. In order to help foster these skills, online resources such as wikis, blogs, presentation software, online chatting software such as “Skype,” and online social networks such as “Facebook,” can help students not only learn valuable and needed skills in technology, but also how to use multiple forms of communication to present information. • For instance, because of the chance that I had to collaborate with my colleagues this week via a “Facebook” live chat, I viewed a resource posted by Julia in the form of a “YouTube” video that shares the inspiration and some key points of UDL.

9. UDL & Technology Continued… • * Without technology, a student could not share, gather, and participate with information nearly as productively as they should. • * Feel free to view the YouTube video entitled “Our Future,” located on this wiki page. This video highlights that our students futures will not be like our own. It is our responsibility to make sure that our students are literate in the 21st century; and part of that literacy is certainly technology. The UDL model highlights this kind of 21st century learning.

10. Impact of UDL On Student Learning • UDL is often the best way to reach students where they are and to help them achieve higher levels of success. As it is stated on the CAST website, “Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.” • This means that the three principles of UDL can help teachers to move from trying to force students to correct themselves and more towards helping students to help themselves. Students may feel less of a need to “act out” in class when they feel that they have choice and flexibility in their learning. http://www.cast.org/udl/index.html

11. UDL Essentials: Part Two • What Does Brain Research Tell Us?

12. 3 Brain Networks • Dr. David Rose discusses in the video, “Brain Research and UDL,” (Laureate Education, Inc., 2011) that the three networks of the brain are: • 1. Recognition- helps us to analyze and recognize patterns • 2. Strategic- helps us to make a plan of action • 3. Affective- helps us to identify what things are important

13. How Do These Networks Affect Learning Differences? • Students abilities in each network of the brain hold different strengths and weaknesses • The UDL model respects that students learn at different paces and with different perspectives. The three areas of the brain need flexibility in how information is processed; hence, the three UDL principles. • Students tend to process in two different ways, “top-down”(higher level to lower level thinking) and “bottom up”(lower level thinking to higher level thinking). Depending on the task at hand, these two types of processing could be used simultaneously, such as in reading a new text. Both processes would be used as students bring what they know to help create an understanding of what they do not know. 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/

14. Learning Differences Continued… • Teachers can use their knowledge of the brain networks and the two types of processing to create a learning profile for certain students that seem to be struggling in order to help them to better succeed. 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/

15. Learning Tools • The CAST website offers many tools and resources to aid teachers in integrating these strategies in to the classroom. • http://www.cast.org/learningtools/index.html • For instance, three tools that teachers many find useful include: • UDL Curriculum Self-Check • UDL Lesson Builder • Thinking Reader

16. Tool # 1: UDL Curriculum Self Check • This tool, which I have used for my own personal refection on the UDL principles in place within my classroom, a teacher can take a survey that describes how they are integrating the three principles of UDL. • Upon completion of the survey, the tool will generate a summary which shows your current level of performance in the UDL model and where you might add some improvements. This is a great place to start in order to retrieve some baseline data about your current classroom practices.

17. Tool #2: UDL Lesson Builder • In this online, interactive lesson planner, teachers can receive direct help in integrating UDL principles and strategies directly in to the lesson or unit at hand. • You can easily create an online account to get started building your own lessons and even saving them via the website. Lesson examples are also provided for extra support here!

18. Tool #3: Thinking Reader • This tool provides middle school students with specific activities to help improve critical reading strategies. • Once clicking on the “Thinking Reader” link, you will be taken to part of the Scholastic website located at: http://www.tomsnyder.com/ * This site is presented by Tom Snyder and provides multiple resources to help engage students in literacy, but also other content areas as well.

19. How Does UDL Fit With Academic and School Wide Goals? • As teachers, lets face it, we are all required to make sure that our teaching is data driven, based on state standards, and aligned with school and district goals for learning. This is no easy task! • The principles of UDL can help educators to provide the data needed to show why students need the type of instruction that they do and also how they are receiving that instruction. • As teachers sit down to decide on state standards and classroom goals, they need not re-arrange entire units or lessons, they need only to incorporate those few things within a unit that students might need most.

20. Other UDL Tools to Consider… http://www.osepideasthatwork.org/udl/intro.asp (this site provides and online “tool kit” to help teachers with the UDL process including: articles, lesson builders, introductory videos, and step by step guides) http://udltechtoolkit.wikispaces.com/ (an awesome tool! This wiki provides much needed help in an instant with the implementation of UDL including: graphic organizers, writing tools, research tools, collaboration tools, etc.)