Support for Personalized Instruction Universal Design for Learning

1. Support for Personalized InstructionUniversal Design for Learning Presented by Wendy Lochner RESA 8 School Improvement Specialist A recorded version of this presentation will be posted to http://wvde.state.wv.us/osp/sebta2.html

2. “Our challenge as educators is to make sure that we provide all children in our public schools the opportunity for success. Teachers of children with special needs understand this challenge more than most. They are dedicated individuals who have a passion for teaching and high expectations that every child can learn given an opportunity.” – James B. Phares, Ed.D.

3. Universal Design for Learning Success for ALL

4. What is Universal Design?

5. Universal Design Looking at the environment on the next slide, think about the access issues particular individuals could have. List as many as you can.

6. You may have responded with Someone who is: • on crutches • pushing a stroller • suffers from emphysema • in a wheelchair

7. Universal Design Legislation Impacting Physical Space • What are some of the drawbacks of retrofitting? • Each retrofit solves only one problem • Retrofitting can be costly • Many retrofits are UGLY!

8. Universal Design Defined… “Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

9. Universal Design Summarized • It’s not one size fits all – but alternatives. • Designed from the beginning, not added on later. • Increases access opportunities What does UD have to do with education besides letting ALL students in the door?

10. What is Universal Design for Learning (UDL) ? UDL is an educational approach to teaching, learning, and assessment. Questions:1. What might Universal Design mean for teaching, learning and assessment? 2. UD in buildings is about access and environment. Is it the same or how might it be different in the learning environment?

11. What does research say about Universal Design for Learning (UDL) ? • UDL is… "scientifically valid framework for guiding educational practice," • UDL facilitates the design and implementation of a flexible, responsive curriculum, UDL offers options for: - how information is presented - how students respond or demonstrate their knowledge and skills, and - how students are engaged in learning. • UDL implementation provides the opportunity for all students to access, participate in, and progress in the education curriculum by reducing barriers to instruction.

12. Barriers? A building barrier can be stairs, the change made to the building could be a ramp. An instructional barrier can be a textbook, the change made in instruction could be an audio-book. An instructional barrier can be ___________, the change made in instruction could be ______________. Student does not know multiplication facts multiplication chart

13. Universal Design for Learning (UDL) The Center for Applied Special Technology (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 Dr. David Rose

14. So what do we change?

15. What is Universal Design for Learning? • UDL is not one size fits all – but IS alternatives for everyone. • UDL is not added on later – but IS designed from the beginning. • UDL is not access for some – but IS access for everyone.

16. UDL…BEFORE instruction • Get to know your students’ abilities, special needs, and learning styles • After reviewing standards, determine learning needs • Devise instructional approaches to reach greatest number of students • Recognize individual needs of students • Set curricular goals • Determine learning supports • Adapt methods and materials to individual student needs • Select appropriate UDL strategies, tools, and features to adapt instruction.

17. UDL…DURING instruction • Differentiate instruction to reach students on their own levels • Special educator and general educator consult with one another • Use other methods and ongoing feedback to adjust instruction • Use equitable, flexible, accessible methods to fit instruction to student needs • Special educator and general educator collaborate to resolve residual problems • Use UDL features to determine student progress for feedback and to adjust instruction

18. UDL…AFTER instruction • Employ ongoing or alternate assessments to determine progress, needs, and future direction of class • Repeat planning cycle • Make sure assessments reflect UDL characteristics • Assess continuously through variety of formats to track student progress • Adapt delivery of instruction as needed

19. What is wrong with this picture?

20. To Summarize UDL

21. What do we mean by Learning? Recognition Multiple representations of information WHAT …of learning Strategic Multiple optionsfor expression and action HOW… of learning Affective Multiple meansof engagement WHY… of learning

22. Connecting to 3 Principles of UDL… WHAT? Principle 1 • Multiple Means of Representation – The educator provides flexibility in the ways information is presented, HOW? Principle 2 • Multiple Means of Action & Expression – The educator provides flexibility inthe ways students respond or demonstrate knowledge and skills, and WHY? Principle 3 • Multiple Means of Engagement – The educator provides flexibility inthe ways students are engaged.

23. RepresentationPrinciple 1 Action and ExpressionPrinciple 2 EngagementPrinciple 3 • Presenting information and course content in multiple formats so that all students can access it • Allowing students alternatives to express or demonstrate their learning • Stimulating students' interests and motivation for learning in a variety of ways Examples: • Provide alternatives for accessing information (e.g., visual, auditory) • Provide or activate background knowledge in multiple ways (e.g., pre-teaching concepts, using advanced organizers) Examples: • Provide options for responding (e.g., keyboard instead of pen to complete a writing assignment) • Provide options for completing assignments using different media (e.g., text, speech, film, music) Examples: • Provide options that increase the relevance and authenticity of instructional activities (e.g., using money to teach math) • Provide options that encourage collaboration and communication (e.g., peer tutoring)

24. RepresentationPrinciple 1 Action and ExpressionPrinciple 2 EngagementPrinciple 3 • Educators present information and course content in multiple formats so that all students can access it • Educators allow students alternatives to express or demonstrate their learning • Educators stimulate students' interests and motivation for learning in a variety of ways Perception Language, expression and symbols Comprehension Physical action Expression and Communication Executive Function Recruiting and interest Sustaining effort and persistence Self-regulation UDL Guidelines 2.0

25. UDL Guidelines 2.0 The UDL Guidelines were designed to assist anyone planning lessons or developing curricula to… • Reduce barriers • Optimize levels of challenge and support • Meet the needs of ALL learners from the start For a copy of the Guidelines go to “Supporting Links”

26. The UDL Checklist is another supporting document that is a quick reference that may be used when planning your lessons. • It gives the educator concrete suggestions based on the guidelines that may be easily incorporated into lesson plans and learning environment.

27. UDL Checklist A full checklist may be found under “Supporting Links”.

28. From Theory to Practice… What does it look like to implement the UDL framework into my daily teaching environment?

29. UDL in Practice… Let’s watch a clip of a teacher utilizing the UDL guidelines. We will watch a 1st grade class and a 6th grade class. We will wait while you take out a notepad. Please reflect on one practice that appeals to you and jot down some notes so that you can try it in your classroom.

30. How do I apply the UDL Guidelines in my lessons? Use the UDL Guidelines to critique your own lesson: • How many checkpoints are represented by your lesson plan? • What’s the evidence? • What changes will you make to your lesson plan ?

31. For More information on UDL……. Top 4 UDL Websites What online resources are available? These links are listed under “Supporting Links”

32. What technology tools can I use?http://udltechtoolkit.wikispaces.com/

33. CAST http://www.cast.org/udl/

34. US Dept of Ed Office of Special Education Programs http://www.osepideasthatwork.org/udl/instrpract.asp

35. National Center on UDL http://www.udlcenter.org/

36. IRIS Center http://iris.peabody.vanderbilt.edu/index.html

37. Thank you for your participation. At the conclusion of this webinar, please download the NCIPP mentor-mentee attachments. If you require additional assistance please contact the Office of Special Programs 304-558-2696