UDL: Addressing the Variability of All Learners Grace Meo and Allison Posey CAST.
-
Upload
thomasina-gregory -
Category
Documents
-
view
224 -
download
0
Transcript of UDL: Addressing the Variability of All Learners Grace Meo and Allison Posey CAST.
Goals
Understand UDL concepts,
guidelines, and alignment to
MTSS
Discuss assumptions
Apply UDL to instructional
practice
UDL Connect: Access workshop resources
http://community.udlcenter.org/group/springfield2012
Think about the ways you would and would not like to do this
I would like to
….
Work with a chef
I would not like to …
Shop for ingredients
CAST8
Variability matters!GO TO: http://www.youtube.com/watch?v=8WClnVjCEVM for Todd Rose’s video
What is Universal Design for Learning? UDL…
• is framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. • provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.• recognizes variability as the norm.
UDL Assumptions
1. Learners in any classroom represent a
range of variability
2. The goal of instruction is to develop
"expert learners”
3. Curriculum needs to reflect the variability
of all learners
4. Learning occurs in the dynamic interaction
of the individual with the environment
UDL Assumptions
“Expert Learners”
Strategic, goal-directed learners.
Resourceful, knowledgeable learners.
Purposeful, motivated learners.
UDL Assumptions
1. Learners in any classroom represent a
range of variability
2. The goal of instruction is to develop “
expert learners”
3. Curriculum needs to reflect the variability
of all learners
4. Learning occurs in the dynamic interaction
of the individual with the environment
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
UDL Assumptions
Overview
Universal Design for Learning is a
conceptual shift.
It is a framework to design curriculum
that minimizes barriers and
maximizes learning for all students.
What is Universal Design?
Drawbacks of Retrofitting:
Each retrofit solves
only one local problem
Retrofitting can be
costly
Many retrofits are
UGLY!
UD- A Conceptual Shift
“Consider the needs of the broadest possible range of users from the beginning”
-- Architect, Ron Mace
UD Belief
… “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.”
Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm
UD Assumptions
Not one size fits all – but alternatives for everyone.
Not added on later – but designed from the beginning.
Not access for some – but access for everyone.
Are you willing to be disturbed?
Activity: Read and discuss
http://community.udlcenter.org/group/springfield2012
Recognition Networks: “the what of learning”
identify and interpret patterns of sound, light, taste, smell, and touch
UDL and the Learning Brain
Multiple Means of Representation
Provide Multiple Means of Representation (the “what” of learning)
Perception
Tell me more: Display information in a flexible format so that the following perceptual features can be varied
Language, expressions, and symbolsTell me more: Pre-teach vocabulary, clarify unfamiliar syntax
ComprehensionTell me more: Activate background knowledge, highlight critical features
UDL and the Learning Brain
• Look at the picture.
•What are the material circumstances of the people?
•What are the ages of the people?
Multiple Means of Action and Expression
Physical actionVary methods of response and optimize use of assistive technology
Expression and communication
Use multiple means of communication, build fluencies with gradual levels of support
Executive functionGuide goal setting, facilitate management of information, and enhance capacity for monitoring progress
Multiple Means of Engagement
Recruiting interestoptimize relevance, optimize choice, and minimize threats
Sustaining effort and persistence
vary demands, foster collaboration, and increase mastery-oriented feedback
Self regulationpromote expectations and beliefs, facilitate personal coping skills, and develop self-assessment and reflection
Pause and reflect
List three connections you made between UDL and your work
List two new ideas or thoughts that you will share with your colleagues
Pose one question that you will add as a discussion to UDL Connect