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Universal Design for Learning (UDL)

Universal Design for Learning (UDL). Stacey N. Skoning UW Oshkosh 8/1/2011. Universal Design for Learning. Tier 1 of an RtI model supports the development of differentiated curriculum and instruction up front (for ALL students).

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Universal Design for Learning (UDL)

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  1. Universal Design for Learning (UDL) Stacey N. Skoning UW Oshkosh 8/1/2011

  2. Universal Design for Learning Tier 1 of an RtI model supports the development of differentiated curriculum and instruction up front (for ALL students). This is NOT designing a lesson, then identifying needed accommodations.

  3. Three Areas Accommodations Are Required for Student Success: Reception/representation (principle #1) Engagement/motivation (principle #2) Expression (principle #3) To do these well, you must ask yourself… Who are my students? What must they learn? How can I teach them? How can I assess their learning?

  4. Strategies for Differentiating Curricular goals Instructional arrangement Lesson format Teaching style Classroom environment Materials Support structure Alternate activities (Udvari-Solner, 2005)

  5. Modifying Curricular Goals WI Model Academic Standards WI Extended Grade-band Standards IEP Goals

  6. Instructional Arrangement Large group/whole class instruction Teacher directed small groups Student directed small groups Cooperative learning groups Peer partners One-on-one instruction Independent work

  7. Lesson Format Lecture Demonstration Interdisciplinary/Thematic Units Classroom Workshops Activity-Based Lessons Games Simulations Role-plays Group Investigation or Discovery Learning Experiential Lessons Process Drama Computer Assisted Instruction Community Referenced Lessons Community Based Lessons or Authentic Learning Experiences Representing to Learn Reflective Assessment

  8. Example

  9. Teaching Style What can I do to support a student who has difficulty: Becoming interested Getting started Drawing conclusions and making inferences Remembering Paying attention to the spoken word Following directions Paying attention to printed word Working independently…

  10. Classroom Environment Physical Environment Lighting Noise Smell Temperature Room Arrangement Instructional Positioning Social/Emotional Environment Establishment of a positive school/classroom community/climate Use of conflict resolution procedures Discuss concept of “fair vs. equal”

  11. Modified Materials Same content but… Different size, number, or format Different materials or devices Different mode of input Different mode of output Different level of abstraction

  12. Changing the Support Structure Who needs to provide additional support? When does this support need to be provided?

  13. Alternate Activities A small heterogeneous group pursuing goals that are individualized yet integrally related to the curriculum

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