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Segment 1. An Introduction to Universal Design for Learning. Universal Design for Learning in Today’s Classrooms. Denise C. DeCoste, Ed.D. What are you doing digitally in your everyday life?. Taking a picture Sending a card Sending a message Finding out about a topic Paying bills

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  1. Segment 1 An Introduction to Universal Design for Learning

  2. Universal Design for Learning in Today’s Classrooms Denise C. DeCoste, Ed.D

  3. What are you doing digitally in your everyday life? • Taking a picture • Sending a card • Sending a message • Finding out about a topic • Paying bills • Buying a book or music • Listening to music • Paying for gas • Getting directions • Buying plane tickets • Getting cash • Finding a movie • Renting a movie • Finding a zip code • Finding a phone number • Getting the weather • Getting a recipe

  4. What about technology in your teaching life? vegiemince's photostream

  5. Technology Integration FrameworkMcAnear, A. (February 2008). School-wide technology integration. Learning and Leading with Technology, p. 5.

  6. What is UDL? Simply put, UDL is the practice of embedding flexible strategies into curriculum during the planning process so that all students can access a variety of learning solutions. • Universal design for learning (UDL) anticipates the needs of diverse learners.

  7. A National Effort “Universal design for learning (UDL) is a growing practice across the nation, one that is increasingly referenced in education policy briefs, research literature, teacher professional development, and books and articles for educators.” Sopko (April 2009). Universal Design for Learning: Policy Challenges and Recommendations. Project Forum at the National Association of State Directors of Special Education (NASDSE).

  8. “UDL is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student. Drawing upon new knowledge of how the brain works and new technologies and media now available for teaching and learning, UDL frames a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students accurately” Teaching Every Student website, Retrieved April 7, 2009 from:http://www.cast.org/teachingeverystudent/content/mentors/site_mentor/site_mentor_udl_def.cfm)

  9. UDL and Technology • UDL strategies can be no tech, low tech or high tech. We need the flexibility of many strategies. • However, today’s digital technology makes it possible to create flexible materials.

  10. UDL is built on the premise that…. • Learning differs across tasks • Learning differs across development • Learning differs across individuals

  11. UDL strategies for instruction are frontloaded rather than retrofitted. • More efficient in the long run. • Benefits more students • More acceptable to students

  12. Universal design for learning (UDL) is a framework for removing barriers by anticipating the needs of all students

  13. Educational reforms that have set the stage for UDL • Classroom demographic changes • Greater understanding of brain development and learning (multiple pathways for learning) • Understanding that one size does not fit all • Educational legislation: Emphasis on progress for ALL children: • NCLB and AYP • Full inclusion ad IDEA -IA

  14. Is UDL only for students with IEPs? No UDL is a framework to support the range of learners that exist in typical classrooms. This would include gifted students, disengaged students, English language learners, as well as, students with documented disabilities.

  15. Students have: 1. Choices which will engage student interest 2. Options for how they learn 3. Choices for how they demonstrate their learning Teachers provide: Flexible options for student engagement 2. Flexible ways of presenting lesson content 3. Flexible methods of expression, and assessment 3 Major UDL principles…

  16. Flexible strategies for all students are the hallmark of UDL

  17. Segment 2 Engagement

  18. Principle 1: Flexible options for student engagement Examples of options that engage student interest

  19. ENGAGEMENT:Engaging interest in volcanic activity Using models that “erupt”

  20. ENGAGEMENT: Using podcasts to introduce a unit on Fables http://www.learnoutloud.com/Catalog/Literature/World-Classics/Aesops-Fables-Podcast/23064#

  21. ENGAGEMENT: Using Kidspiration with an interactive white board K. Lee & L. String, MCPS MD http://www.inspiration.com/Kidspiration

  22. ENGAGEMENT: All about folktales using Microsoft PhotoStory3 D. Jackson / MCPS MD http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx

  23. ENGAGEMENT: Interactive whiteboard software to discuss vocabulary using aFreyer Model

  24. ENGAGEMENT: Discussing character reactions using Inspiration L. Perkins / MCPS MD http://www.inspiration.com/Kidspiration

  25. ENGAGEMENT:Online game where students classify animals and plants based on characteristics http://www.sciencenetlinks.com/interactives/class.html

  26. ENGAGEMENT:Interactive Game on the systems of the body http://www.quia.com/rr/269891.html

  27. ENGAGEMENT: Interactive website that demonstrates the energy of roller coasters http://static.howstuffworks.com/flash/roller-coaster-diagram1.swf

  28. ENGAGEMENT:Web-based videos on curriculum themes http://www.brainpop.com

  29. ENGAGEMENT:Web-based virtual manipulatives or concept tutorials for mathematics instruction (K-12) http://nlvm.usu.edu/en/nav/topic_t_3.html

  30. ENGAGEMENT: Choices for practicing skills using a textbook publisher’s online resources www.glencoe.com

  31. Segment 3 Presentation

  32. Principle 2: Flexible ways of presenting lesson content Examples of options for how teachers present information and how students receive information.

  33. PRESENTATION: No-tech way to present reading strategies Mr. Mayo Classroom bulletin board

  34. PRESENTATION:Introduction to Historical Fiction using PowerPoint S UlkayMCPS MD

  35. PRESENTATION:Background information from the Internet http://www.kidport.com/RefLib/Science/FoodChain/FoodChain.htm

  36. PRESENTATION:Support materials on the textbook publisher’s website Prentice Hall website http://www.phschool.com

  37. PRESENTATION:Vocabulary Study Guides on American government D. Gentry / MCPS MD

  38. PRESENTATION:Picture key vocabulary study guide in a Microsoft Word table

  39. PRESENTATION: Using Kurzweil with Public Domain E-Text of the Odyssey http://www.gutenberg.org

  40. PRESENTATION:Reading with embedded vocabulary supports using Kurzweil bubble notes

  41. PRESENTATION: Greek Myths at a 4th to 5th grade readability level http://www.donjohnston.com/products/start_to_finish/library/blue/

  42. PRESENTATION: Biodiversity Video Segment with Closed Captions http://streaming.discoveryeducation.com/

  43. PRESENTATION: Video reenactments of history http://www.donjohnston.com/products/incite/index.html

  44. Segment 4 Expression

  45. Principle 3: Flexible methods of expression, and assessment Options for how students demonstrate their learning

  46. EXPRESSION:Alternate way to present a book report Book report diorama

  47. EXPRESSION:Give students a choice of tools to express what they know • Paper and pencil • Word processor • Portable word processors (Alphasmart/NEO/Fusion) • Supported writing software (Clicker, Drafbuilder) • Multimedia tools (PowerPoint, Photostory, Windows Movie Maker) • Webquests

  48. EXPRESSION: Using a Clicker 5 Word Bank to Support Writing L Wilson MCPS MD

  49. EXPRESSION: Spelling and vocabulary support using Clicker 5 D Jackson/MCPS MD

  50. EXPRESSION: Inspiration notes to list main characteristics A. Dentes & R. Briggs /MCPS MD

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