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Developed by CAST Adapted by BCSC 2012

Exploring Universal Design for Learning (UDL): The UDL Guidelines. Developed by CAST Adapted by BCSC 2012. Essential Questions. What is Universal Design for Learning (UDL)? How are the UDL Guidelines structured? How can I use the UDL Guidelines for effective planning?. CAST, March 2012.

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Developed by CAST Adapted by BCSC 2012

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  1. Exploring Universal Design for Learning (UDL): The UDL Guidelines Developed by CAST Adapted by BCSC 2012

  2. Essential Questions • What is Universal Design for Learning (UDL)? • How are the UDL Guidelines structured? • How can I use the UDL Guidelines for effective planning? CAST, March 2012

  3. 1st Question: “What is UDL?” UDL tip: This exercise activates background knowledge and recruits interest. What do I know? How did I learn it? CAST, March 2012

  4. 3 Networks = 3 UDL Principles UDL tip: This graphic offers information in text, visuals, & color.

  5. Universal Design for Learning (UDL) UDL Principles • Multiple Means of Engagement (Affective) • Multiple Means of Representation (Recognition) • Multiple Means of Action and Expression (Strategic) What UDL is http://www.udlcenter.org/aboutudl/whatisudl The UDL Guidelineshttp://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf CAST, March 2012

  6. UDL tip: This video offers information in another medium. http://www.youtube.com/watch?v=bDvKnY0g6e4 CAST, March 2012

  7. What do you know and understand about the three principles?What do you know and understand about the nine guidelines? 2nd Question:“How are the guidelines structured?” UDL tip: Asking key questions, prepares & scaffolds learning. CAST, March 2012

  8. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

  9. Universal Design for Learning • REPRESENTATION • Input • The “What?” of learning • Options to see, hear and perceive information: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • Options to decode language, math, symbols: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • Options to make sense and understand knowledge: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ ACTION/EXPRESSION Output The “How?” of learning Options to do, move and interact: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ Options to differentiate expression of knowledge: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ Options to plan, strategize and initiate action: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ ENGAGEMENT Connection The “Why?” of learning Options to care, value and find relevance: ___________________________________  ___________________________________  ___________________________________  __________________________________  ___________________________________ Options to vary challenge and/or support: ___________________________________ ___________________________________  ___________________________________ ___________________________________ ___________________________________ Options to set goals and self regulate: ___________________________________  ___________________________________  ___________________________________  ___________________________________  ___________________________________ Scaffolding: support for understanding & varies challenge and/or support. Bartholomew Consolidated School Corporation 2012

  10. Universal Design for Learning: Examples ACTION/EXPRESSION Output The “How?” of learning Options to do, move and interact: EXAMPLES: Game, Acting/Role playing, Demonstrate, Lab, Speech, Typing, Recording Options to differentiate expression of knowledge: EXAMPLES: Journaling, Oral expression, Timeline, Worksheet, Exam Options to plan, strategize and initiate action: EXAMPLES: Project, Portfolio, Create a video REPRESENTATION Input The “What?” of learning Options to see, hear and perceive information: EXAMPLES: Video, Lecture, Demonstration, Diagram, Story, Textbook, Website Options to decode language, math, symbols: EXAMPLES: Text to speech, Manipulatives, Pictures Options to make sense and understand knowledge: EXAMPLES: Graphic Organizer, Clues, Prompts, Aided Questions, Models ENGAGEMENT Connection The “Why?” of learning Options to care, value and find relevance:   EXAMPLES: Discussion, Guest speaker, Journaling, Video, Experiment Options to vary challenge and/or support:   EXAMPLES: Learning Center, Small Group Activity, Discrepant Event, Worksheet, Internet Options to set goals and self regulate: EXAMPLES: Interest Inventory, Reflection, Survey, Goal Setting Activity Examples and modeling provide scaffolding. Bartholomew Consolidated School Corporation 2012

  11. Universal Design for Learning: Planning Organizer GOAL: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ESSENTIAL QUESTION(S): ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ METHODS: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ASSESSMENT: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ MATERIALS: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Bartholomew Consolidated School Corporation 2012

  12. What is Curriculum? Curriculum includes: • Goals • Assessment • Methods • Materials/Media CAST, March 2012

  13. A word about Goals Goals aligned with UDL • Are flexible • Allow multiple ways for learners to achieve them • Do NOT embed the means for achieving the goal unnecessarily UDL tip: Highlighting certain words aids comprehension.

  14. 3rd Question: How can I use the UDL Guidelines for effective planning? How do we align the UDL Guidelines with curriculum planning?What questions would you ask of yourself while planning? UDL tip: Asking key questions, prepares & scaffolds learning. CAST, March 2012

  15. UDL tip: Reflection questions foster collaborative learning. What questions would you ask to address action and expression? CAST, March 2012

  16. Summary • UDL is based on what we’ve learned in neuroscience and the learning sciences about HOW we learn. • There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression. • There are 3 Guidelines for each UDL Principle = 9 UDL Guidelines moving from access to comprehension and deep engagement. • We can plan a UDL Curriculum (Goals, Assessment, Methods, Materials/Media) by asking questions based on the UDL Guidelines. CAST, March 2012

  17. Next Steps: • YOU: • Focus on one lesson or unit. • Be self reflective of a previous lesson or unit. • Use the tools and resources. • Design the lesson. • Have FUN!!!! • YOUR SUPPORT: • Evaluate your needs and barriers. • Provide additional support, scaffolding and professional development

  18. Resources • http://cast.org/ • http://bookbuilder.cast.org/ • http://udlexchange.cast.org/home • http://www.udlcenter.org/ • BCSC UDL Website • laswellr@bcsc.k12.in.us

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