A presentation by

Patrick Zedrow

• Accommodates diverse learners by sharing the following in various ways: content (the “what” of learning), demonstration of understanding (the “how” of learning), and learning enthusiasm (the “why” of learning).

Metaphorically speaking, if a curriculum is a pathway, it can be manifested as

A tunnel (traditional): The goals, materials, methods, and assessments are fixed and uncompromising

An open field (UDL): The curricular outline is flexible and accepting of students of diverse learning backgrounds

UDL has arose into our educational society as a result of an

abundance of learners who perceive content in a uncommon

way.

The original concept began in the field of architecture to make

certain structures accessible to all individuals; educators have

adapted this idea to implement in the classroom. For example:

Self-opening doors

Wide doorways

Ramp access

These adjustments mirror those that accommodate students

who have learning disabilities, language barriers, or a lack of

overall engagement or motivation

Three key brain networks indicate the various abilities

our learners possess. These abilities differ depending

on the individual.

Recognition

Network

Strategic

Network

Affective

Network

Content acknowledgment area

Sensory patterns are readily interpreted

Learners are able to classify images,

tastes, sounds, smells, etc.

Generates execution through actions and tactics to put these actions into appropriate place

Muscles respond to signals sent from the brain

Provides individuals the opportunity to exercise, perform, execute physical work, etc.

Feelings and emotional status is managed in this network

Identify the purpose of an event and why it should be considered meaningful to us

Evaluate the factors that cause our reactions

3 Key Principles of the Universal Design for Learning

“Why” of learning: motivation & involvement in

the classroom.

Cooperative groups, goal setting

Addresses the Affective network

“How” of learning: sharing of thoughts & ideas;

showing what we learned

Writing prompts, explaining how to solve word problems

Addresses the Strategic Network

“What” of learning: collecting information from

our senses

Letter identification, sight word recognition

Addresses Recognition Network

Engagement Action and Expression Representation

What Do these Strategies Look Like?

Possible Strategies for the UDL Principles

Representation--Interactive images and diagrams that can be manipulated and show changes as a result.--Practice study skills by using editable flashcards on the web to enhance vocabulary memorization.--Provide resources that activate prior knowledge and guide students to proper realm of interests.

Possible Strategies for the UDL Principles

Action & Expression--Allow students to voice opinions in various ways: blogs, discussions, and surveys.--Provide many choices of media for students when demonstrating understanding of content.--Encourage students to monitor their progress through artifact collection and goal setting.

What Do these Strategies Look Like?

Possible Strategies for the UDL Principles

Engagement--Relate content matter of the lesson to current topics to enhance student interest.--Allow many opportunities for students to collaborate, discuss, and compare thoughts with peers.--Implement a daily method of assessing one’s progress and self-check of personal expectations.

What Do these Strategies Look Like?

• It is essential for today’s UDL classroom to incorporate technology

• Supportive keyboards, text-to-speech software, flip cameras, and even SMART boards can be considered forms of assistive technology in UDL.

• Integrating such technology in the classroom can reduce the difficulties among all learners

Technology Resources

Representation

• Digital Text Tools

• Powerpoint

• Podcasts

Action and Expression

• Wikis

• Blogs

• Student Surveys

Engagement

• Online communication forums

• Using current multimedia resources in the classroom

CAST tools

UDL Online Curriculum Self-Check: This professional survey allows educators to gauge their current approach in the classroom according to UDL criteria and expectations. This would be a optimal tool to use in order to ensure the methods implemented in our classrooms are consistent and even. Diverse learners would be appropriately placed into classes taught by teachers who score higher on these surveys.

CAST Tools

CAST Strategy Tutor: The internet is a very powerful tool in our education system today, and this resource would be extremely helpful for students who hope to explore the possibilities of web research independently. This tutorial-based program allows students to hone their researching skills and finding solutions more quickly in the information era we currently live in.

CAST Tools

CAST UDL Lesson Builder: This resource would greatly aid teachers who are learning the standards of a UDL classroom and how to effectively place them within our current expectations among our students. Teachers who are unfamiliar with UDL would find this helpful in creating lessons that allow students to practice the procedures of UDL and how to modify current standards to meet their diverse learning needs.

Students feel more comfortable with their learning style

Motivation increases and students become more enthusiastic about learning experiences

Students gain a greater sense of academic individuality

Availability of choice ensures less unresponsive behavior

Teachers become more familiar with learning styles and tendencies of student learning behaviors

Resources

Bray, M., Brown, A., & Green, T. (2004). Technology and the Diverse Learner: A Guide to Classroom Practice. Thousand Oaks, CA: Corwin Press

Center for Applied Special Technology. (2009). UDL guidelines, version 1.0 Retrieved from http://www.udlcenter.org/aboutudl.udlguideline

Laureate Education, Inc. (Producer). (2009). Brain Research and Universal Design for Learning [DVD]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.