Why Does Universal Design for Learning (UDL) Works for All Students?

1. Why Does Universal Design for Learning (UDL) Works for All Students?

2. Making places and things accessible for all people.

3. 3 Principles Of UDL 1. Provides multiple means of representation 2. Provides multiple means of action and expression 3. Provides multiple means of engagement

4. Which do you prefer? Paper/Pencil OR Technology

5. Why add “technology?”

6. Central Role of Technology in UDL In the 21st century our students are coming into our classrooms with lots of knowledge retrieved from their digital society. If we as educators are not willing to allow them to expand their knowledge using technology, they will not be fully prepared to compete in this global society. The ability of teachers to integrate technology into instruction is a major concern. It teachers do not feel competent with using technology, they will not successfully integrate it into instruction. Technology plays a huge role in enhancing learning. It allows all students to become engaged in the learning process. In this digital society, it is imperative that we give students opportunities to be able to compete in the jobs of the future.

7. Tools in our digital world.

8. According to research, there are three ways that our brains process information. a. Recognition network b. Strategic network c. Affective network

9. Meeting the needs of “all” students, is a huge challenge in today’s classrooms.

10. Why UDL & Technology Go Together Hand in Hand As one may say, technology is here to stay. As an educator in the 21st century, we must be willing to compromise on ways to incorporate technology in our daily lessons, if the ultimate goal is to prepare our students to compete in this global society. Technology plays a huge role in enhancing learning. It peeks students’ interest levels and allows them to become actively engaged in the learning process. Research has proven, by incorporating some form of technology, even to our youngest student, that lessons are more engaging and students are willing to participate bounteously. I can acknowledge personally that once I incorporated the UDL principles within a lesson I had previously taught, the students overall performance scores and grades increased. Those students felt ready when the assessment came along. They were better prepared with options when meeting expectations. The “UDL” framework has given me another path in which I could lead my students to success. When they are motivated, interested, and engaged in learning, they are more likely to meet expectations and even surpass some. Teachers across America must agree to incorporate the universal design for learning into lessons, instruction and ultimately the curriculum.

11. CAST online tools and resources 1. Curriculum Barriers Template The template displays three (3) ways an educator can plan to meet students’ needs according to their strengths and weaknesses. The template is downloadable and user friendly. 2. Image Collector This tool collects photographs, drawings, charts, graphs, and maps to enhance, clarify content. It increases options for ideas and encourage participation. Images allows students to share experiences and knowledge in different ways which supports flexibility of the UDL. 3. UDL Systemic Change Planner In this section there are eight (8) components to systemic change for successful implementation of UDL. The two components that we my look at closer are Administrative Support Teacher Training & Support

12. To All Stakeholders Involved in Educating Our Children in the 21st Century

13. References: CAST, Inc. (2002--2011a). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/ Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press. Meo, G. (2008). Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program. Preventing School Failure, 52(2), 21-30 Salend, S. J. (2009). Technology-Based Classroom Assessments. Teaching Exceptional Children, 41(6), 48-58 www.microsoftword.clipart.com all pictures retrieved on November 18, 2013