Universal Design for Learning: Making a difference for every student

1. Universal Design for Learning:Making a difference for every student Dr. Patricia K Ralabate, UDL Fellow – The Center for Applied Special Technology (CAST) and Boston College Dr. Fran Smith, Coordinator of Technology – VDOE’s Training & Technical Assistance Center, School of Education, Virginia Commonwealth University AFT TEACH Conference 2011: Making a difference every day Washington, DC | July 11-13, 2011

2. Essential Questions • Why learn about Universal Design for Learning (UDL) ? • How can I use UDL to teach all learners? • What does UDL look like? • How can you engage in the national UDL conversation?

3. Perspectives

4. Facts 13% of public school students receive special education services White students scored 30 points higher than black students, 23 points higher than Hispanic students Course load is no guarantee Students attend class more often when they see relevancy 90% of brain develops by age 3 9.9 million school-age children speak a language other than English

5. Why UDL? • Current instructional practices are not appropriate for all learners • Existence of academic achievement gaps • Proactively reaching and teaching all learners

6. Universal design for learning (UDL)

7. Universal Design “Consider the needs of the broadest possible range of users from the beginning” - Ron Mace, Architect -

8. AFTER Universal Design Universal Design Solutions BEFORE Universal Design

9. Examples of Universal Design • Ramps • Curb cuts • Electric doors • Captions on television • Easy-grip tools

10. Making a difference... • Different learning styles • Different ways of knowing • Differing/multiple intelligences

11. Universal design for learning Combines new insights from brain research about the nature of learner differences … … with a century of best practices in progressive education.

12. UDL and Recognition Brain Networks Recognition networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch Everyday examples: • identifying ingredients for recipes • telling the difference between shampoo and shaving cream • identifying the smell of freshly cut grass • recognizing the sound of pain or joy

13. UDL and Strategic Brain Networks Strategic networks: “the how of learning” plan, execute, and monitor actions and skills In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture

14. UDL and Affective Brain Networks Affective networks: “the why of learning” The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn. • Responsible for developing preferences and establishing priorities and interests. • Essential to wanting to learn.

16. The 3 Principles Multiple means of representation Multiple means of action and expression Multiple means of engagement

17. How does UDL improve access and student success?A videohttp://www.udlcenter.org/resource_library/videos/udlcenter/guidelines

18. UDL in Higher Education Opportunity Act [HEOA] 2008 • ``(24) Universal design for learning.--The term `universal design for learning' means a scientifically valid framework for guiding educational practice that-- ``(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and ``(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.''

19. Momentum in the States

20. UDL & Curriculum Goals and Milestones Media & Materials Means of Assessment Instructional Methods

21. Setting Clear Goals Designed from the outset to meet the needs of all students

22. UDL Goals Traditional Learning goals may get skewed by the inflexible ways and means of achieving them. Learning goals areattained in manyindividualized waysby many customized means.

23. UDL Materials Traditional Mostly print and everyone gets the same materials. Few options Variety of materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well.

24. UDL Methods Traditional Teacher-centered (lecture) Homogeneous grouping Burden on student to adapt to “get it” Interactivity Heterogeneous grouping Rich supports for understanding, independent learning

25. UDL Assessment Traditional Confuse goals with means Summative – when it’s too late to adjust instruction! Many possible means as long as they measure learning! Supports instructional improvement

27. Multiple Means ofRepresentation Examples • Read aloud • Highlight phrases • Listen to audiotape • Text-to-speech • Built-in talking glossary • Built-in language translation

28. One book, many options • Text to speech supports • Embedded glossary • Links to support/activate background knowledge

29. One book: Many options • Digital/print access • Sectioned chapters • Embedded structural supports • Links to support background knowledge • Links to media, web to activate interests

30. Figurative Language Literary devices

31. Multiple Means of Action and Expression Written response Verbal response Visual art project Dramatic response iMovie (Macintosh) Multimedia: Power Point, Hyperstudio

32. What does it look like? Options that offer tools for composition and problem-solving Spellcheckers, grammar checks, word prediction software Speech to text, audio recording Sentence starters, sentence strips Story webs, outlining tools, concept maps Computer-Aided-Design (CAD)

33. What does it look like? I’m a coach. Options that offer tools for planning and strategy development • Embedded prompts • Checklists and project planning templates • Schedules of steps • Embedded coaches or mentors • Guides for breaking long-term goals into reachable short-term objectives

34. Multiple Means of Engagement • Keep ongoing personal journal • Use archived resources • Flexibility in use of tools to access information • Choice in means of expression • Flexible grouping strategies

35. What does it look like? Choices - Options Digital tools that motivate and engage the learner Flexible Classroom Approaches

36. What does it look like in a college classroom? http://elixr.merlot.org/case-stories/understanding--meeting-students-needs/universal-design-for-learning-udl

37. The National Conversation

38. The growth of UDL..

39. Resources • The National Center on Universal Design for Learning • http://www.udlcenter.org/ • Center for Applied Special Technology • http://www.cast.org • National Task Force on UDL • http://www.udl4all.org • IDEA Partnership Community of Practice - UDL • http://www.sharedwork.org • NEA Research Spotlight on UDL • http://www.nea.org/tools/29111.htm

40. PrintResources • A Policy Reader in Universal Design for Learning, Edited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009) • Universal Design for Learning (UDL): Making learning accessible and engaging for all students, (NEA, 2008) • A Practical Reader in Universal Design for Learning, Edited by David H. Rose and Anne Meyer (Harvard Education Press, 2006) • The Universally Designed Classroom: Accessible Curriculum and Digital Technologies, Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005) • Teaching Every Student in the Digital Age: Universal Design for Learning, David H. Rose and Anne Meyer (ASCD, 2002)

41. Comments …Questions ???Ahas !!!Takeaways???