Understanding UDL

1. Understanding UDL Nick Zomer Dean Rusk Middle School

2. What Is UDL? • Universal Design for Learning • A set of principles for designing curriculum that allow all students the opportunity to learn (CAST, 1999) • More than simple differentiation • UDL includes “integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance based assessments, and others…” (Rose & Meyer, 2002)

3. Why UDL? • Our students today come into our classrooms with a wide range of background experiences, needs, and strengths. • No longer can teachers teach to the middle of the population. All students must be challenged to grow. • Every student, every day!

4. UDL at a Glance • Let’s see what UDL looks like. UDL at a Glance

5. UDL Versus Differentiation • Active response to your students’ background knowledge, language skills, learning styles and personal interests (CAST, 1999) • Process by which a teacher can create unique learning experiences for all students • “Blueprint for creating instructional goals, methods, materials, and assessments that work for everyone” (CAST, 1999). Differentiation UDL

6. Universal • All students bring their own interests • Designing curriculum that can allow each student to learn and grow in their own unique ways • No more teaching with a one size fits all approach

7. Three Principles of UDL • Principle 1: Provide Multiple Means of Representation • Principle 2: Provide Multiple Means of Action and Expression • Principle 3: Provide Multiple Means of Engagement

8. Principle 1: Provide Multiple Means of Representation • “Present information and content in different ways” (CAST, 1999) • Create learning experiences to meet all three learning styles • Auditory- What will they hear? • Visually- What they see? • Kinesthetic- What will they do?

9. Principle 2: Provide Multiple Means of Action and Expression • “Differentiate the ways that students can express what they know” (CAST, 1999) • Learning from different formats • Textbook, online resources, computer-based • Not all students are able to utilize resources in the same way • Communicating through different formats • Allow your students to show you what they have learned through whatever means works best for them

10. Principle 3: Provide Multiple Means of Engagement • “Stimulate interest and motivation for learning” (CAST, 1999) • Find ways to connect your students with what they are learning • Make it relevant and meaningful to their lives (Schlechty, 2002) • Engagement is key to student learning and content mastery

11. Adding Technology • Simply adding technology to a lesson does not result in proper utilization of UDL • Technology should be planned and utilized to best increase achievement and learning of all learners • Just as in any lesson creation, technology should be used as a resource and not the center of a lesson • It should assist with learning, not be the learning

12. Brain Research and UDL

13. http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_graphical.cfmhttp://www.cast.org/teachingeverystudent/ideas/tes/chapter6_graphical.cfm

14. What the Research Shows • When in a classroom environment, not every brain will focus on the same aspects • Some students will focus on patterns, while others will required a more advanced challenge than their peers • Three major brain networks • Recognition • Strategic • Affective

15. Recognition Networks • Designed to find patterns among familiar objects (Laureate Education, Inc., 2010) • What is happening in the content? • How teachers can help reach this network: • Providing multiple opportunities and examples • Identifying key components • Support background knowledge • Provide multiple media and formats (CAST, 1999)

16. Strategic Networks • Takes information and processes for actions and plans (Laureate Education, Inc., 2010) • What are you going to do with what you know? • How teachers can help reach this network: • Provide multiple means for expression • Flexibility in expression • Scaffolding and support • Various means of media for information expression

17. Affective Networks • Determines what information should be focused on and what plan to take (Laureate Education, Inc., 2010) • Now that I know this, now what? • How teachers can help reach this network: • Provide multiple means of engagement • Choices that are relevant to the learner • Adjustable challenges

18. So What Does This Mean for Me? • By utilizing the components of UDL, teachers are better able to meet the needs of all learners in their classroom, not just those that fit into certain criteria or groups • Differentiation becomes more meaningful and relevant for all • Students with diverse backgrounds (linguistic, cultural, academic) are able to have their unique needs met in a way that is truly relevant

19. Technology resources allow for all three brain networks to be reached • Adaptive technology • Digital storytelling software • Print and online formatting of reading material • Highlighting and magnifying • Written expression (including spelling & grammar)

20. Tool 1: UDL Goal Setter • http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm • Assists the teacher in creating meaningful and measurable goals based on the content standard • Allows the teacher to learn what is essential to a goal and how a particular goal can be adjusted to meet the needs of specific learners

21. Tool 2: Classroom Barriers Finder • http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm • Since all students have various strengths and interests, there are numerous barriers that may hamper students from learning. • Eliminates teaching to the middle of the pack by identifying specific areas that students may struggle with or have strengths in

22. Tool 3: Systemic Change Planner • http://www.cast.org/teachingeverystudent/tools/systemicchange.cfm • Beginning and ensuring change can be difficult to maintain once teachers leave the faculty meetings where it is being discussed. • This tool allows teachers and administrators the ability to ensure the proper resources are present to ensure proper utilization for all.

23. Questions?

24. References • CAST: Center for Applied Special Technology. (1999). CAST: Center for Applied Special Technology. Retrieved July 15, 2011, from http://www.cast.org/index.html • Laureate Education, Inc. (Executive Producer). (2010). Brain research and udl [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author. • Rose, D., & Meyer, A. (2002). Teaching every student in the Digital Age: universal design for learning. Alexandria, Va.: Association for Supervision and Curriculum Development. • Schlechty, P. C. (2002). Working on the work: an action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass.