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Unlocking Universal Design for Learning (UDL)

Delve into the UDL guidelines developed by CAST and adapted by BCSC in 2012. Understand what UDL is, how the guidelines are structured, and how to effectively plan using them. Activate your background knowledge and learn about the three UDL principles and nine guidelines through text, visuals, color, and videos. Explore the multiple means of engagement, representation, and action and expression in UDL for inclusive learning practices.

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Unlocking Universal Design for Learning (UDL)

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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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