UDL

1. UDL Universal Design for Learning By Krista Zade July 22, 2011

2. UDL "is an instructional approach that opens learning opportunities for all students” (Laureate Education, Inc., 2010b).

3. 2 (National Center on Universal Design for Learning, 2011, April 22b)

4. Everyone is different . . . ★ think of the man who can’t enter a building by simply walking up the stairs ★ think of the boy who doesn’t do well in history because he can’t decode the words in his book ★ think of the student with Asperger’s who doesn’t do well on his book report speech because he has a hard time communicating ★ think of the girl who can’t focus on school because she is worried about her missing kitten

5. UDL Guidelines help us FOCUSon how we can best serve ALL of our students.

6. Guideline #1 • Provide multiple means of representation. • Perception • Give the same information using multiple modalities • Give students the option of Seeing Hearing Touching (National Center on Universal Design for Learning, 2011, April 22a)

7. Guideline #2 1+1=2 1 plus 1 is the same as 2 1 and 1 is 2 + = • Provide multiple means of representation. • Language, Expression, and Symbols • Express things such as math problems in multiple ways (National Center on Universal Design for Learning, 2011, April 22a)

8. Guideline #3 • Provide multiple means of representation. • Comprehension • Scaffold instruction with multiple methods (National Center on Universal Design for Learning, 2011, April 22a)

9. Guideline #4 • Provide multiple means of action and expression. • Physical Action • Give choices to students with physical disabilities (National Center on Universal Design for Learning, 2011, April 22a)

10. Guideline #5 • Provide multiple means of action and expression. • Expression and Communication • Give students choices in how they express their learning (National Center on Universal Design for Learning, 2011, April 22a)

11. Guideline #6 • Provide multiple means of action and expression. • Executive Function • Have students set goals, plan and modify strategies for meeting their goals, and monitor progress • Help students develop lower skills so they can focus on meeting their goals • Give students choices in setting goals (National Center on Universal Design for Learning, 2011, April 22a)

12. Guideline #7 • Provide multiple means of engagement. • Recruiting interest • Give students options so they are ALL interested in what they are doing (National Center on Universal Design for Learning, 2011, April 22a)

13. Guideline #8 vs. • Provide multiple means of engagement. • Sustaining effort and persistence • Students differ in motivation, self-regulation, etc. • Give students options so they are challenged, but not overwhelmed (National Center on Universal Design for Learning, 2011, April 22a)

14. Guideline #9 • Provide multiple means of engagement. • Self-regulation • EXPLICITLY teach and model intrinsic motivation (National Center on Universal Design for Learning, 2011, April 22a)

15. Where does technology fit in? Computers, and other technology, can open doors to students and give them the flexibility that is not otherwise available. (Laureate Education, Inc, 2010b)

16. Graphic Organizers “If you want to apply the principles of universal design you need to begin to use and design digital organizers. Digital organizers take the best of graphic organizers and recreate (and expand upon) them” (Grant, 2009).

17. Choices, Choices, Choices Hearing vs. Reading Text Typing on a BigKeys keyboard vs. Writing Creating a picture-based slideshow vs. Writing a paper Reading text that can be manipulated (highlighted, expanded, read aloud, etc.) (Bray, Brown, & Green, 2004)

18. UDL’s Impact on Our School With UDL, “teachers can reduce or eliminate barriers that may impede students' learning or interfere with their ability to demonstrate their learning” (The Iris Center, 2011).

19. UDL and Brain Research

20. Brain Networks • Recognition • Recognizes patterns • Strategic • Processes actions • Processes plans • Affective(inside the brain) • Processes emotions (Laureate Education, Inc, 2010a)

21. Brain Networks and Learning • Recognition • Who, What, When, Where students learn • Students learn the names of the state capitols • Strategic • Howstudents learn • Students write alliterations in order to memorize the state capitols • Affective • Whystudents learn • Students want to learn because they will compete in a virtual “Geography-Off” at the end of the unit (Rose & Meyer, 2002)

22. UDL Reaches All Students • Culturally and Ethnically Diverse • Recognition candiffer widely from one culture to the next. • Different scaffolding is needed based on students’ backgrounds (Consider that all students may have different experiences or prior knowledge when studying holidays like MLK Jr. Day)

23. UDL Reaches All Students • Culturally and Ethnically Diverse • Strategies can differ widely from one culture to the next. • Different ways of doing tasks must be considered for students because not everyone does everything the same way (Consider that the algorithm for addition changes from country to country)

24. UDL Reaches All Students • Culturally and Ethnically Diverse • Engagement candiffer widely from one culture to the next • Different options must be provided for students because their interests may vary based on their background (Consider how one student, interested in technology, may differ from another, who has had no exposure to technology in his culture)

25. UDL Reaches All Students • Linguistically Diverse • ESOL innately follows the principals of UDL • Visual Representations for words • Charts to link concepts with pictures and words • Connections to cultural background • Choices for ELLs • Listening to vs. Reading books • Orally recorded responses vs. Written responses (Advocacy Institute, 2010)

26. UDL Reaches All Students bored. • Academically Diverse • Students have different needs based on their levels of learning. • Writing 3 sentences may be just right for one student, but another may be up for the challenge of writing a few paragraphs. • When students aren’t challenged, they get

27. More Technology Technology can provide additional scaffolding and means for recognition Technology can provide alternate strategies and methods for learning Technology increases engagement, activating the brain’s affective network

28. Tools UDL Curriculum Self-Check How well are you already practicing UDL in YOUR classroom? http://udlselfcheck.cast.org/

29. Tools • UDL Book Builder • Students read or listen to digital books • Students create digital books with words, pictures, or both http://bookbuilder.cast.org/

30. Tools • UDL Lesson Builder • Explore a wide range of pre-created UDL lessons • Create your own UDL lessons http://lessonbuilder.cast.org/

31. References Advocacy Institute, the. (2010) English language learners and Universal Design for Learning. Retrieved July 17, 2011 from http://www.advocacyinstitute.org/UDL/ELLfaqs.shtml. Bray, M., Brown, A., Green, T.D. (2004). Technology and the diverse learner: A guide to classroom practice. Corwin Press, Inc.: Thousand Oaks, CA. CAST. (2011). Learning tools. Retrieved July 16, 2011 from http://www.cast.org/learningtools/index.html. Grant, K. (2009). Beyond graphic organizers: Why Inspiration is a quintessential UDL tool. Special Education Technology Practice, 11(1), 28-37. Retrieved from the Walden University Library using the Education Research Complete database. Iris Center, the. (2011). Star legacy modules: Module: Universal design for learning: Creating a learning environment that challenges and engages all students. Retrieved July 18, 2011 from http://iris.peabody.vanderbilt.edu/udl/cwrap.htm. Laureate Education, Inc. (Producer). (2010a). Program thirteen: Brain Research and Universal Design for Learning [DVD]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010b). Program twelve: Universal Design for Learning [DVD]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.

32. References (cont.) • National Center on Universal Design for Learning. (2011, April 22a). UDL guidelines-Version 2.0. Retrieved July 9, 2011 from http://www.udlcenter.org/aboutudl/udlguidelines. • National Center on Universal Design for Learning. (2011, April 22b). Videos about UDL. Retrieved July 11, 2011 from http://www.udlcenter.org/resource_library/videos/udlcenter/udl#1. • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved fromhttp://www.cast.org/teachingeverystudent/ideas/tes/  • **All pictures were taken from www.clcker.com or www.flckr.com with permission • from the creators for unlimited reuse and/or editing.