1 / 54

Universal Design for Learning: A Workshop in Three Parts

Universal Design for Learning: A Workshop in Three Parts. Kathy L. Howery University of Alberta Calgary AT Presentation. Resources. CalgaryATA@ wikispaces. The Series. Day 1 - Introduction to Universal Design for Learning Day 2 - The UDL Guidelines & Tools

jereni
Download Presentation

Universal Design for Learning: A Workshop in Three Parts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Universal Design for Learning:A Workshop in Three Parts Kathy L. Howery University of Alberta Calgary AT Presentation

  2. Resources • CalgaryATA@ wikispaces

  3. The Series • Day 1 - Introduction to Universal Design for Learning • Day 2 - The UDL Guidelines & Tools • Day 3 - Building a UDL Implementation Plan for my district/school/classroom.

  4. Today’s Session • Review from last session • UDL • Learner Profiles • Guidelines • Tools and Resources • Pulling it together… Building a UDL Action Plan

  5. Universal Design for Learning • UDL provides a blueprint (framework) for creating flexible goals, methods, materials, and assessments that accommodate learner differences. CAST, 2002

  6. UDL… • An educational approach that aims to increase access to learning for all students by reducing physical, cognitive, intellectual, organizational and other barriers.

  7. Key Concepts in UDL • Leveraging Diversity • Clearly understood Goals • Teaming • Flexibility • Proactive Approach • Change the Environment not the Learner

  8. Learner Profiles… • Key Resources for today’s session: Making a Difference (Alberta Education, 2010) Teaching in Today’s Inclusive Classroom (Gargiulo & Metcalf, 2010)

  9. What might I need to know about my students:Strengths Challenges Preferences

  10. Using CAST Resources UDL Class Profile Maker • http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

  11. Learner  Class Profile

  12. Table Talk • Developing Learner Profiles • Resources on Wiki

  13. Curriculum? • How do you define curriculum?

  14. The Curriculum Programs of Study Assessment Resources Instruction

  15. Clearly Defined Goals • You need to know what your goal is to understand and set up how this will work!

  16. Clearly defined goals… If teachers and students don’t know what the goal of the lesson is it is just like putting nothing into the GPS and driving around…

  17. Understanding by Design • Big Ideas! • Enduring Understandings! • Backward Design! • Performance Tasks! • Planning!

  18. The Planning Pyramid

  19. Separating the Goal from the Means: Writing Goals and Objectives that Increase Access* * From Gargiulo & Metcalf (2010) p. 270

  20. CAST UDL Goal Setter http://www.cast.org/teachingeverystudent/ http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm

  21. Consider…

  22. Reflecting on UDL Goals?

  23. Materials & Resources

  24. When new technologies move beyond their initial stage of development, innovations in curriculum design, teaching strategies and policies will be driven by the needs of students “at the margins”, those for whom present technologies are least effective- most prominently, students with disabilities. The beneficiaries of these innovations will be ALL students. Rose & Meyer, 2000

  25. Teach Today with Today’s Tools

  26. Technology & Digital Media

  27. Sources of Digital Text • Digital Repository of Textbooks • New Alberta Education Resources • Ebook sites • Project Guttenberg • Scanning…

  28. Universal Design for Learning Using digital materials & “assistive” technologies into the classroom we can create a more accessible and flexible environment for all students.

  29. Last sessions resources: UDL Guidelines - Version 2.0: Examples and Resources http://www.udlcenter.org/implementation/examples Teaching Every Student Blogspot http://teachingeverystudent.blogspot.com/

  30. http://www.techmatrix.org/

  31. Some Alberta Resources

  32. Some others resources

  33. There’s an App for that! • Apple http://www.apple.com/education/why-apple/ • Free Tech 4 Teachers http://www.freetech4teachers.com/2010/10/iphone-ipad-apps-for-special-education.html

  34. From our friends to the West: Resources to Support the BC IRPs http://bccurriculum.pbworks.com/w/page/30099789/FrontPage

  35. Methods: • Student Choice • Differentiated Instruction Content Product Process

  36. Strategies and Scaffolds http://sciencewriter.cast.org/welcome

  37. Strategy Support • http://cst.cast.org/cst/auth-login Cast Strategy Tutor

  38. Engagement… what do we mean? Fredricks, Blumenfeld, & Paris (2004) Synthesis of the research in school engagement • Behavioral • Cognitive • Emotional

  39. Behavioral Engagement: Broadly defined as doing school work and following rules. Examples: • Positive Conduct: Consists of behaviors that illustrate effort, persistence, concentration, attention, asking questions, contributing to class discussion, following rules, studying, completing homework, and participating in school-related activities. • Absence of Disruptive Conduct: Not skipping school and not getting in trouble.

  40. Cognitive Engagement: Essentially defined as motivation, effort and strategy use. This includes a psychological investment in learning, a desire to go beyond the requirements and a preference for challenge. Examples: Flexibility in problem solving, preference for hard work, investment in learning beyond just behavioral engagement, mental effort, and desire to master a task.

  41. Emotional Engagement: In general, this includes interests, values and emotions. Examples: Affective reactions in the classroom, attitudes towards school and teachers, identification with school, feelings of belonging, appreciation of success in school. The antithesis of positive feelings are also emotional engagement items.

  42. The Why of Learning!!

  43. Assessment How do we appropriately assess in a UDL environment? • Reduce construct-irrelevant variance • Performance based assessment • Authentic assessment

  44. Assessment • WNCP resource • http://www.wncp.ca/english/subjectarea/classassessment.aspx

  45. Assessment • http://jfmueller.faculty.noctrl.edu/toolbox/index.htm Authentic Assessment Overview http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html

  46. Assessment - Rubrics http://school.discoveryeducation.com/schrockguide/assess.html http://cte.uwaterloo.ca/teaching_resources/tips/rubrics.html

  47. Assessment • As applied to Large Scale Assessment http://cehd.umn.edu/NCEO/OnlinePubs/Synthesis44.html • What the research says: http://escholarship.bc.edu/jtla/vol4/2/ • University of Kentucky http://www.ihdi.uky.edu/uda/

  48. My UDL Inventory Tools on the Wikispaces: UDL Implementation Rubrics

  49. So where to from here?

More Related