Universal Design for Learning Rachel McBroom Heather Stewart

1. Universal Design for LearningRachel McBroomHeather Stewart

2. Objectives • Review the Summer Institute 2012 theme of “Addressing Student Needs in an Era of New Content Standards” • Teaching the whole child allows us to address student needs in the context of new standards. • By thinking about the purpose and role of each content area, how it connects to other areas of learning, and how students’ needs are met, we are able to ensure that students receive the appropriate instruction to allow them to be successful.

3. Introductions

4. By the time many students hit middle school, disengagement has become a learned behavior Keely Potter, Reading Specialist

5. Region 4 Wiki http://rt3region4.ncdpi.wikispaces.net

6. Why it Matters • In general, it’s true that no one has bars that all the same height • Some people are good at some things and not so terrific at other things • What does FAIR mean? Everyone doesn’t always get the same. Everyone gets what he or she needs! • One size fits all instruction does not address the needs of many students • Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels

13. Universal Design

14. UniversalDesignfor Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners

15. A Different Way http://www.youtube.com/watch?v=bDvKnY0g6e4

16. Meeting the Needs of ALL Learners

17. Summer Institute 2012 • How does this content area prepare students to be future ready? • How does this area connect to other content areas? • What are the implications for meeting the needs of all learners as related to this content area?

18. Universal Design

19. UDL UDL Principles

21. Principle I: Multiple Means of Representation: The what of learning • To give diverse learners options for acquiring information and knowledge • Present content in a variety of formats and modalities

22. UDL requires:Multiple Means of Representation Artifacts Videos Music Movement Text Readers Multiple Means of Representation Examples: Manipulatives Visual Displays Anticipatory Guides Graphic Organizers

23. Principle II: Multiple Means of Action and Expression: Judy Augatti

24. UDL requires:Multiple Means of Action and Expression and Examples: Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups

25. Principle III: Multiple Means of Engagement Taps into learners’ interests, offers appropriate challenges, and increases

26. UDL requires:Multiple Means of Engagement Examples: Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations

27. With UDL more students are: Achieving Motivated • Engaged • Learning

28. Summarize Learning Work with a partner to summarize what you have learned for the group: • Poster • Skit • Tech Tool – Go Animate - http://goanimate.com http://goanimate.com/videos/0GGwDItW90iE?utm_source=linkshare

29. Take a Break

30. What child in your building/classroom comes to mind?

31. Differentiated Instruction Discover your learning style Complete the online survey: http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html Learning Styles Inventory Test: http://www.berghuis.co.nz/abiator/lsi/lsitest2.html Learning Styles Test: http://faculty.ucc.edu/business-greenbaum/LearningStlyes.htm Multiple Intelligences: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

32. Differentiated Instruction

33. Multiple Means of Representation for ELLs Non-verbal Language Support Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames • Modeling • Pictures • Realia/Concrete objects • Gestures • Manipulatives • Demonstrations • Hands-on • Picture dictionaries

34. Multiple Means of Expressing for ELLs • Role-play • Illustrations/ Drawings / Visuals • Gestures • First language

35. Multiple Means of Engagement • Student Interaction • Oral comprehension supports reading and writing development • Differentiate Collaborative Activities

36. Learning about Language • What does it say? • What does it mean? • What does it matter?

37. Implications for the Classroomexplicit teaching of language • Create a language-sensitive classroom • Deconstruct/reconstruct complex text • View other languages as assets

38. Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

39. Gifted Education and new NCSCOS • An opportunity for growth and collaboration with regular education and within the field of gifted. • Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day. • A rising tide raises all ships. • CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

40. Why Gifted Students Need Differentiated Learning For most.… • Faster pace of learning (2-3 repetitions) • Precocity for information • Ability to synthesize information within and across disciplines (conceptual understanding) • Intensity of learning in area of interest • Asynchronous development

41. What do gifted learners need in order to maximize their learning?

42. Learning Needs of Gifted: Some, Not All • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies • Depth: Higher levels of thinking, concepts • Creativity: Open-endedness, choice • Acceleration: Rapid pacing, Focus on Growth • Relevance: Personal interest, Real-world problems and audiences, Connections

43. What does this mean for my classroom? • Enrich, extend and accelerate the SCOS. • Differentiate through content, process and product.

44. Tools and Strategies for Challenging Gifted Learners • Concept-Based Teaching • Tiered Assignments • Project-Based Learning • Curriculum Compacting • Independent Study with Rubrics • Seminars Other: All with appropriate challenge!

45. Non–Negotiables for Gifted Learners • Gifted Children Vary in Needs and Strengths • Mindset of Differentiation in Class, School, LEA • Pre-assessment to understand needs and strengths; Flexible Grouping • Social and Emotional Needs Addressed • Academic and Cognitive Growth Addressed AIG: ALL DAY, EVERY DAY

46. Best Practices Brain Dump • Grab a marker • ‘Dump’ your best ideas on charts • Put your initials next to the one you will describe for the group • Optional – http://linoit.com/users/hezstewart/canvases/Brain%20Dump%20UDL

47. Lunch

48. Serving All is a Process NCDPI Arts Education Literacy Institute 2004

49. Individualized Instruction

50. Discussion: Read the quote below: “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”--Wright (2005) Do you agree or disagree with this statement? Why? Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.