Universal Design For learning

1. Applications for Your Classroom Universal Design For learning

2. UDL Team • Ellen Theloosen • Kelly Meadows • Rhonda Harding • Michael Drachman

3. Kennedy Krieger Institute • "We at the Kennedy Krieger Institute dedicate ourselves to helping children and adolescents with disorders of the brain and spinal cord achieve their potential and participate as fully as possible in family, school and community life.”

4. What is UDL? • Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

5. The Origins of Universal Design • Universal Design originated in the field of architecture • Originated by Ron Mace at North Carolina State University to create structures that are designed from the beginning to accommodate the widest range of users, including those with disabilities. • Ramps, Curb Cuts, Electric Doors, Captions on Television, Easy Grip Tools all represent the ideas of UDL. http://www.cast.org

6. Origins of UDL • CAST – Center for Applied Special Technology • Founded in 1984 to develop innovative, technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL) • Mission = to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.

7. Origins of Universal Design for Learning (UDL) CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. vi http://www.cast.org

8. Origins of Universal Design for Learning (UDL) Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences. http://www.cast.org

9. UDL and the Learning Brain • One must recognize information, ideas and concepts. • One must be able to apply strategies to process the information. • One must be engaged. Lev Vygotsky Russian Psychologist www.CAST.ORG c2003

10. UDL Guidelines Principles of UDL

11. UDL Guidelines - Representation 1. Provide options for perception • Presentation accommodations • Alternatives for visual and auditory information 2. Provide options for language and symbols • Define terms and symbols • Use nonlinguistic means to illustrate concepts • Offer alternative methods for decoding text or mathematical notation 3. Provide options for comprehension • Provide background knowledge • Highlight key information and ideas • Support memory and transfer of information

12. UDL Guidelines - Expression 4. Provide options for physical action • Options for physical response, navigation, and accessing tools and technology 5. Provide options for expressive skills and fluency • Response accommodations • Options in the media for communication, tools for composition and problem solving, and scaffolds for practice and performance 6. Provide options for executive functions • Options to guide goal-setting, support planning, facilitate managing information, and enhance capacity for monitoring progress

13. UDL Guidelines - Engagement 7. Provide options for recruiting interest • Increase individual choice and autonomy, enhance relevance, value, and authenticity, reduce threats and distractions 8. Provide options for sustaining effort and persistence • Make goals and objectives meaningful, vary the levels of challenge and support, and increase mastery-oriented feedback 9. Provide options for self-regulation • Options that guide personal goal-setting and expectations, scaffold coping skills, and develop reflection

14. Teacher challenges • Professional Expectations • Classroom Realities • Time Constraints • Instructional Limitations

15. Supporting the instructional process with UDL UDL can be instrumental in • Setting clear goals • Supporting every student’s learning • Helping teachers more accurately assess student progress

16. Let’s examine the handout!

17. Principles of the UDL framework • PRINCIPLE 1: to support recognition learning, provide multiple, flexible methods of presentation • PRINCIPLE 2: to support strategic learning, provide multiple, flexible methods of expression and apprenticeship • PRICIPLE 3: to support affective learning, provide multiple, flexible options for engagement

18. UDL supports students’ diverse recognition networks by: • Providing multiple examples • Highlighting critical features • Providing multiple media formats • Supporting background context

19. UDL supports students’ diverse strategic networks by: • Providing flexible models of skilled performance • Providing opportunities to practice with supports • Providing ongoing feedback • Offering flexible opportunities for demonstrating skill

20. UDL supports students’ diverse affective networks by: • Offering choices of content and tools • Offering adjustable levels of challenge • Offering choices of rewards • Offering choices of learning context

21. Using Technology to Support UDL

22. Remember! • Technology tools must work for the individual student • Technology tools must work in the context of the classroom and the school

23. Low Tech Resources • Sticky notes • Highlighters • Removable tape • Correction tape • Number lines • Enlarged text/worksheets • Pencil grips • Pocket dictionaries

24. Mid Tech resources • Tape recorders/digital recorders • Portable keyboards • Hand held spell checkers • Electronic dictionaries • Electronic books • Digital text • Calculators • Electronic writing templates

25. High Tech Resources • Concept mapping software • Text to speech software • Screen readers • Word prediction software • Interactive white boards/software • Electronic worksheet software • Voice recognition software

26. Making the Connection • Technology, from low tech to high tech, can be used to support the UDL Learning Guidelines • Multiple Means of Representation (“what”) • Multiple Means of Expression (“how”) • Multiple Means of Engagement (“why”)

27. Multiple Means of Representation • Providing options for: • Perception • Language and symbols • Comprehension BY… • Changing the size or color of text for emphasis • Adding picture symbols or digital pictures to text • Using a variety of graphic organizers • Providing a recording of the reading • Provide lesson notes to students • Using screen reading software to read a digital story

28. Multiple Means of Expression • Providing options for: • Physical action • Expressive skills and fluency • Executive functions BY… • Providing both pencil/paper and electronic formats • Using manipulatives (tangible or electronic) • Providing visual checklists • Allowing students to compose using a variety of media (e.g., speech, text, drawing, music, acting) • Using a spell checker or grammar checker • Providing sentence starters or story webs

29. Multiple Means of Engagement • Provide options for: • Recruiting interest • Sustaining effort and persistence • Self-regulation BY… • Letting students choose the tools used information gathering (e.g., internet, library, electronic database) • Letting students choose graphic designs, colors, layouts of assignments • Using the internet to provide socially relevant examples • Provide schedules, timers, calendars in order to increase student autonomy

30. The World Wide Web • Abundance of free educational tools • Curriculum resources • Templates • PowerPoint • Rubrics • Text to Speech • Voice recognition • Digital text • Internet Support • Videos

31. Questions?

32. A Toolkit for New Students Identifying Student Needs

33. Objectives • Participants will be able to identify 3 important facts to know about learners in order to meet their needs in a classroom • Participants will be able to describe 3 tools that can be used to determine the needs of the learner

34. What do you need to know? • On your own: Brainstorm what information you would need to know about a student in order to plan for them in a classroom? Where can you find that information? How might you be able to learn more about the student? • Use a strategy to brainstorm – make list, talk to a partner, use a web

35. What do you need to know? Categories: • Learning Style/Multiple Intelligences • Present levels of Performance: Reading, Math, Writing, Life Skills, Behavior • Accommodations: Presentation, Response, Timing and Scheduling, and Setting • Assistive Technology: Hardware and Software

36. Learning Styles • Generally 4 categories: Visual, Auditory, Kinesthetic, and Tactile • Multiple Intelligences: More than how you learn, includes a broader idea of how each child is smart and talented

37. Multiple Intelligences • Linguistic intelligence ("word smart") • Logical-mathematical intelligence ("number/reasoning smart") • Spatial intelligence ("picture smart") • Bodily-Kinesthetic intelligence ("body smart") • Musical intelligence ("music smart") • Interpersonal intelligence ("people smart") • Intrapersonal intelligence ("self smart") • Naturalist intelligence ("nature smart")

38. Multiple Intelligences • What kind of learner are you? • Multiple Intelligences Assessments • Great activity for getting to know your students • Varied assessments

39. Present Levels of Performance • Current functioning in reading, writing, math, and behavior • Can be found on IEP for students in Special Ed • Can also be determined using informal assessments, grade level passages, and skills assessments

40. IEP • Important areas on the IEP that can be used for planning: • Present levels of performance: Indicate student’s current functioning in academic areas • Academic goals and objectives: Identify areas of need that should be targeted • Accommodations: Indicate strategies and tools that the student needs for classroom success (aligned with UDL guidelines) • Assistive Technology: Technology tools that the student needs in order to be successful in the classroom

41. Organizing • Student Profile Matrix • One page document that contains key planning information for each student • Maintained electronically and on paper • Provides added area for team discussion of successful and unsuccessful classroom practices

42. Wrap up • Important facts to know about students: • Tools that can be used to locate and/or determine them:

43. PUTTING IT TOGETHER We’ve got the tools, now let’s make something spectacular!

44. What’s in our toolbox? PRINCIPLES OF THE UDL FRAMEWORK: • Recognition Learning – presentation • Strategic Learning – expression & apprenticeship • Affective Learning – engagement

45. What else is in our toolbox? INFORMATION FROM RECORD REVIEWS & OBSERVATIONS • Present levels of performance • Strengths and needs • Accommodations and modifications • Behavioral antecedents • Likes and dislikes

46. What other tools do we have? MULTIPLE INTELLIGENCES & LEARNING STYLES • Verbal/Linguistic • Logical/Mathematical • Visual/Spatial • Bodily/Kinesthetic • Interpersonal • Intrapersonal • Naturalist

47. With whom are we working? ROBERT, CLARICE, KENNETH • Eleventh graders • Have an English class together • Vary widely in areas of ability and interest

48. Let’s get out our tools

49. Here’s our blueprint

50. Let’s get to work LESSON OBJECTIVE Students will compare and contrast the ways in which the themes of love and loss are treated by Shakespeare, (Romeo and Juliet) in Greek mythology, (Orpheus and Eurydice) and in the play, West Side Story.