Christine A. Christle, Ed.D . University of South Carolina christle@mailbox.sc

1. Universal Design for Learning and Curriculum StandardsDesigning and implementing curricula to meet the needs of ALL learners Christine A. Christle, Ed.D. University of South Carolina christle@mailbox.sc.edu

2. Overview • Universal Design for Learning (UDL) • UDL and Curriculum Standards • The process of planning for ALL learners • Lesson evaluation • Lesson planning • Discussion & questions

3. What is UDL? • UDL is an approach to teaching, learning, and assessmentthat is • drawn from brain research and media technologies • responsive to individual learner differences and supports learning for all students

4. UDL at a Glance

5. Big Ideas • Digital materials • Critical to successfully implementing UDL • have an inherent flexibility • UDL is a framework for good instructional practice • UDL is not simply the incorporation of technology in the classroom • The "universal" in UDL means flexibility and alternatives; not “one size fits all.”

7. Learning • Recognition: How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style • Strategic: Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem • Affective: How learners get engaged and stay motivated. How they are challenged, excited, or interested. Making a model

8. Universal Design for Learning 1. Maintain high expectations for ALL learners 2. Address recognition, strategic & affective brain networks Principle I. Provide Multiple Means of Representation Principle II. Provide Multiple Means of Action and Expression Principle III. Provide Multiple Means of Engagement 3. Design curriculum to eliminate barriers fromthestart

9. Universal Design for Learning Address recognition, strategic & affective brain networks Principle I. Multiple means of representation 1: Provide options for perception 2: Provide options for language, mathematical expressions, and symbols 3: Provide options for comprehension

10. Universal Design for Learning Address recognition, strategic & affective brain networks Principle II. Provide Multiple Means of Action and Expression 4: Provide options for physical action 5: Provide options for expression and communication 6: Provide options for executive functions

11. Universal Design for Learning Address recognition, strategic & affective brain networks Principle III. Provide Multiple Means of Engagement 7: Provide options for recruiting interest 8: Provide options for sustaining effort and persistence 9: Provide options for self-regulation

12. Example MokoJumbie • A mokojumbieis a stilts walker or dancer. The origin of the term may come from "Moko" (a possible reference to an African god) and "jumbi", a West Indian term for a ghost or spirit that may have been derived from the Kongo language word zumbi. The MokoJumbies are thought to originate from West African tradition brought to the Caribbean. • A MokoJumbie character may wear colorful garb and carnival masks. They also frequent festivals and celebrations From wikipedia

14. Presenting Information Use many formats • Verbal • Written • Pictures • Music • Video • http://flocabulary.com/ • http://pbskids.org/lions/ • http://teachertube.com/

15. How does UDL align with Curriculum Standards?

16. Curriculum Standards & UDL Standards (the WHAT of learning) + UDL (the HOW of learning) High Quality Instruction

17. UDL and Curriculum Standards • Curriculum Standards - the "What" - the goals & expectations • UDL - the "How" - the instructional framework teachers use to plan their lessons • UDL provides the means to maximize student attainment of the standards http://www.udlcenter.org/implementation/udl_ccss

18. Planning for ALL Learners http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21

19. Set Goal (Examples) • Start with Curriculum Standard • Establish context • Make lesson goals flexible to allow learners multiple way to successfully meet them. • K.CC.3.Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). • 4.OA.4.Find all factor pairs for a whole number in the range 1-100.

20. Analyze Status • Identify methods, materials, assessments • Identify barriers - “jagged profiles” • UDL Class Profile Maker – http://www.cast.org/teachingeverystudent/tools/classprofile.cfm • Curriculum Barriers Finder – http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm

21. Some Areas to Consider • Cognitive skills: processing • Vision & visual skills & print disabilities • Motor skills & physical stamina • Expressive & receptive language skills • Listening ability • English language learners • Memory: short term & long term • Attention http://aim.cast.org/navigator/help/tellmemore/l28?wicket:pageMapName=tellmemore

22. Apply UDL • Identify UDL materials & methods • UDL Guidelines http://www.udlcenter.org/aboutudl/udlguidelines/downloads • UDL Solutions Finder http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm • UDL Toolkit http://udltechtoolkit.wikispaces.com/ • Write UDL plan

23. Teach • Teach Lesson • Reflect and Evaluate • Teacher procedures • Students’ success • Revise

24. Example: Teach-Evaluate-Revise http://www.montgomeryschoolsmd.org/departments/hiat/udl/examples/examp020.shtm • teacher provided students choices in products and research methods as part of a Native American research project • teacher surveyed and analyzed student responses for future

25. Practice: Class Profile http://marylandlearninglinks.org/3816

26. Activity: Evaluate a lesson • Identify: ________________barriers to learning ________________existing features of UDL ________________UDL solutions to add • https://www.teachingchannel.org/videos/differentiating-instruction-strategy?fd=1 • https://www.teachingchannel.org/videos/differentiating-in-math?fd=1

27. Activity: Develop a lesson plan • Set Goal: Standard: 3-2.1 Illustrate the life cycles of seed plants... • Analyze Status: List barriers that your lesson and objective may present for some students • Apply UDL Solutions:Materials and methods • Teach: Describe how you will teach the lesson, evaluate, revise • Resources • UDL Guidelines • UDL Solutions Finder • UDL Toolkit

28. Class Learning Profile Grade: 3: 13 students (4 IEPs) • Subject: Science Standard: 3-2.1 Illustrate the life cycles of seed plants...Goal: … 4 stages of a flower’s life cycle

29. Summary • What is Universal Design for learning? • How does UDL align with Curriculum Standards? • What are the 4 steps in the PAL process? • How will you use what you know about UDL this school year?

30. Thank You for Participating!