Udl power point 1

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UDL UDL Universal Design for Universal Design for Learning Learning Created by: Jonas Mehall Created by: Jonas Mehall

Transcript of Udl power point 1

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UDL UDL Universal Design for LearningUniversal Design for Learning

Created by: Jonas MehallCreated by: Jonas Mehall

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What is UDL?What is UDL?

According to the National According to the National Universal Design for Universal Design for Learning Task Force, Learning Task Force, UDL is a “framework for UDL is a “framework for designing educational designing educational environments that enable environments that enable all learners to gain all learners to gain knowledge, skills, and knowledge, skills, and enthusiasm for learning.” enthusiasm for learning.” (http://www.advocacyinstitute.o(http://www.advocacyinstitute.org/UDL/)rg/UDL/)

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Goal of UDLGoal of UDL

The main goal of UDL is to break down barriers The main goal of UDL is to break down barriers to the curriculum and provide to the curriculum and provide ALLALL students with students with a rich learning experience.a rich learning experience.

It is no secret students have diverse learning It is no secret students have diverse learning styles. Like it or not, students are who they are. styles. Like it or not, students are who they are.

Instead of trying to change there preferential Instead of trying to change there preferential

learning styles, why not design the curriculum to learning styles, why not design the curriculum to fit everyone’s needs? fit everyone’s needs?

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Origins of UDLOrigins of UDL

UDL stems from a movement called the UDL stems from a movement called the universal design started in the early 1990’s universal design started in the early 1990’s where contractors began to build homes, where contractors began to build homes, buildings, and other structures so they were buildings, and other structures so they were accessible to a wider variety of users.accessible to a wider variety of users.

Instead of building only steps to get into a Instead of building only steps to get into a building, ramps were built too. Elevators were building, ramps were built too. Elevators were also built inside to allow easy access to different also built inside to allow easy access to different levels. levels.

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Origins of UDL (cont.)Origins of UDL (cont.)

Pre-Universal Design construction Post-Universal Design construction

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Origins of UDL (cont.)Origins of UDL (cont.)

UDL is the idea that teachers and UDL is the idea that teachers and administrators can reduce barriers in administrators can reduce barriers in instruction by creating curriculums that instruction by creating curriculums that allow all students to achieve success.allow all students to achieve success.

Ramps = Digital BooksRamps = Digital Books Elevators = Digital Media and ToolsElevators = Digital Media and Tools

Let’s watch this video to get a better understand of the origins of UDL and what it entails. http://www.k8accesscenter.org/training_resources/UDL_framework.asp

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Three Principles of UDLThree Principles of UDL

1.1. Provide Multiple Means of RepresentationProvide Multiple Means of Representation

2.2. Provide Multiple Means of ExpressionProvide Multiple Means of Expression

3.3. Provide Multiple Means of EngagementProvide Multiple Means of Engagement

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Multiple Means of RepresentationMultiple Means of Representation

All students come into the classroom with All students come into the classroom with a preferred learning style. a preferred learning style.

It is important for teachers to present It is important for teachers to present content in a variety of ways to ensure all content in a variety of ways to ensure all students are grasping the concepts.students are grasping the concepts.

What works for one student, may not work What works for one student, may not work for another. for another. (http://www.cast.org/research/udl/)(http://www.cast.org/research/udl/)

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Multiple Means of ExpressionMultiple Means of Expression

Students may prefer to express their Students may prefer to express their understanding of concepts differently than understanding of concepts differently than the teacher would like, which is ok!the teacher would like, which is ok!

There is not one true means of expression There is not one true means of expression all students are going to find optimal, so all students are going to find optimal, so giving options is a good strategy. giving options is a good strategy.

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Multiple Means of EngagementMultiple Means of Engagement

Students differ in the ways in which they are Students differ in the ways in which they are engaged and motivated to learn.engaged and motivated to learn.

Some students prefer a routine, where others Some students prefer a routine, where others may need different actions to keep their may need different actions to keep their attention. attention.

Teachers must remember to vary the way in Teachers must remember to vary the way in which they try to make lessons more engaging.which they try to make lessons more engaging.

(http://www.cast.org/research/udl/)(http://www.cast.org/research/udl/)

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Technology in UDLTechnology in UDL

A key component of A key component of UDL is technology in UDL is technology in the classroom.the classroom.

As curriculums are As curriculums are being developed, being developed, technology should technology should play a central role in play a central role in the overall design.the overall design.

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Why Technology?Why Technology?

“ “ A single presentation method can prove A single presentation method can prove limiting.” limiting.” (http://accessproject.colostate.edu/udl/documents/philos(http://accessproject.colostate.edu/udl/documents/philosophy.cfm)ophy.cfm)

To diversify instruction, technology based To diversify instruction, technology based tools such as digital software programs, tools such as digital software programs, websites, video clips, text-to-speech websites, video clips, text-to-speech software, and other resources should be a software, and other resources should be a fixture in the classroom. fixture in the classroom.

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Why Technology? (cont.)Why Technology? (cont.)

UDL incorporates UDL incorporates technology in a technology in a way that makes way that makes learning learning accessible for accessible for ALL ALL learners.learners.

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Technology ExamplesTechnology Examples

1.1. Computer SoftwareComputer Software – Enlarges print for – Enlarges print for visually impairedvisually impaired

2.2. Text-to-SpeechText-to-Speech – Software that reads digital – Software that reads digital text to struggling readerstext to struggling readers

3.3. Multimedia Presentation SoftwareMultimedia Presentation Software – Gives all – Gives all students options as to how they want to show students options as to how they want to show comprehensioncomprehension

4.4. WebsitesWebsites – Provide images, audio clips, video – Provide images, audio clips, video clips, and other resources not found in printed clips, and other resources not found in printed text for all learnerstext for all learners

The design and implementation of technology in UDL is very similar to buildings that are built with ramps, elevators, and other features that benefit all people who enter.

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Impact of UDL at WestmontImpact of UDL at Westmont

Imagine the impact UDL could have on the Imagine the impact UDL could have on the students at our middle school!students at our middle school!

Currently, the different curriculums being used Currently, the different curriculums being used with each grade level are not structured in a way with each grade level are not structured in a way that is beneficial to all students.that is beneficial to all students.

We have curriculums that are similar to pre-We have curriculums that are similar to pre-universal design buildings. We lack ramps, universal design buildings. We lack ramps, elevators, and other tools that would allow more elevators, and other tools that would allow more students the chance to succeed. students the chance to succeed.

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Impact at WestmontImpact at Westmont With the right technology tools and With the right technology tools and

structured classrooms, we could structured classrooms, we could make learning more accessible to make learning more accessible to our diverse group of learners.our diverse group of learners.

Instead of allowing students to slip Instead of allowing students to slip through the cracks and forcing through the cracks and forcing them to learn one certain way, them to learn one certain way, providing options and different providing options and different avenues of learning would open avenues of learning would open up a whole new world for many up a whole new world for many students. students.

Some students may even surprise Some students may even surprise us with the how smart and bright us with the how smart and bright they truly are if we only give them they truly are if we only give them the chance to do so! the chance to do so!

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PSSA Scores on the Rise?PSSA Scores on the Rise?

With state mandated test in the forefront of many With state mandated test in the forefront of many of our minds, UDL would certainly help to raise of our minds, UDL would certainly help to raise test scores.test scores.

With UDL implementation, students who With UDL implementation, students who previously were unable to comprehend and previously were unable to comprehend and perform due to the constraints of the curriculum, perform due to the constraints of the curriculum, will now have had the proper tools and programs will now have had the proper tools and programs to prepare them for the end of the year test. to prepare them for the end of the year test.

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Is UDL really necessary?Is UDL really necessary?

The implementation The implementation of UDL in the of UDL in the classroom may sound classroom may sound great, but is there great, but is there proof of its necessity? proof of its necessity?

What does brain What does brain research tell us about research tell us about learners and their learners and their ability to succeed?ability to succeed?

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Brain Research and UDLBrain Research and UDL

According to UDL proponent and brain According to UDL proponent and brain research specialist Dr. David Rose, the research specialist Dr. David Rose, the brain has a way of distributing processes brain has a way of distributing processes to different parts of the brain (Laureate to different parts of the brain (Laureate Education Inc., 2009). Education Inc., 2009).

There are three networks associated with There are three networks associated with brain research and UDL. (recognition, brain research and UDL. (recognition, strategic, and affective)strategic, and affective)

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Recognition NetworkRecognition Network The recognition network of the The recognition network of the

brain is in charge of brain is in charge of processing patterns.processing patterns.

It determines and deciphers It determines and deciphers

what is coming into the brain what is coming into the brain such as sites, smells, sounds, such as sites, smells, sounds, and patterns (Laureate, 2009).and patterns (Laureate, 2009).

Due to student differences in Due to student differences in the way they use their the way they use their recognition network, recognition network, teachers should deliver teachers should deliver instruction in a variety of instruction in a variety of ways.ways.

Some students prefer Some students prefer visuals, audio clips, images, visuals, audio clips, images, and other means of learning and other means of learning content. If we consistently content. If we consistently teach using one method, teach using one method, many students are unable to many students are unable to properly use their recognition properly use their recognition network.network.

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Strategic NetworkStrategic Network

Brain research tells Brain research tells us that our strategic us that our strategic network controls network controls different functions of different functions of our body. our body.

The strategic network The strategic network processes the plans processes the plans and actions one takes and actions one takes (Laureate, 2009). (Laureate, 2009).

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Strategic Network (cont.)Strategic Network (cont.)

Students have different ways in which they Students have different ways in which they prefer to carry out actions, which has huge prefer to carry out actions, which has huge implications in the classroom.implications in the classroom.

As teachers we need to be providing multiple As teachers we need to be providing multiple ways for students to express their understanding ways for students to express their understanding of content. of content.

Asking students to always show their Asking students to always show their understanding in the same way is unfair.understanding in the same way is unfair.

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Multiple Means of Expression IdeasMultiple Means of Expression Ideas

1.1. Project-based assessmentsProject-based assessments

2.2. Digital StoriesDigital Stories

3.3. Multimedia PresentationsMultimedia Presentations

Giving end of the unit tests and quizzes is not an Giving end of the unit tests and quizzes is not an ideal way to truly assess the learning of ideal way to truly assess the learning of ALLALL students. Students need options to express students. Students need options to express

their learning in a way that suits their their learning in a way that suits their personality.personality.

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Affective NetworkAffective Network

Dr. Rose states that the affective network Dr. Rose states that the affective network of the brain focuses on emotions and what of the brain focuses on emotions and what is and is not important (Laureate, 2009).is and is not important (Laureate, 2009).

No two students are exactly the same No two students are exactly the same academically or emotionally. academically or emotionally.

Teachers must take into account students’ Teachers must take into account students’ affective networks when planning lessons. affective networks when planning lessons.

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Affective Network (cont.)Affective Network (cont.) Teachers need to provide Teachers need to provide

multiple means of engagement multiple means of engagement through instruction.through instruction.

Some students prefer novelty Some students prefer novelty and find it engaging, while and find it engaging, while others find it to be off putting others find it to be off putting (Laureate, 2009).(Laureate, 2009).

Striking a balance and varying Striking a balance and varying instructional methods is instructional methods is extremely important.extremely important.

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UDL Meets a Variety of NeedsUDL Meets a Variety of Needs

UDL not only meets the academic needs UDL not only meets the academic needs of all students, it also supports the cultural, of all students, it also supports the cultural, ethnic, and linguistic diversity in a ethnic, and linguistic diversity in a classroom.classroom.

Today’s classrooms are becoming more Today’s classrooms are becoming more and more diverse, with a variety of needs and more diverse, with a variety of needs that need to be met.that need to be met.

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Cultural and Ethnic DiversityCultural and Ethnic Diversity The UDL framework calls for The UDL framework calls for

technology in the classroom. technology in the classroom.

With the Internet and other With the Internet and other multimedia tools, all races, multimedia tools, all races, genders, and cultural genders, and cultural backgrounds can be easily backgrounds can be easily incorporated into lessons. incorporated into lessons.

Classes can study different Classes can study different

cultures with ease. They can cultures with ease. They can view images and artifacts from view images and artifacts from different cultures.different cultures.

Different cultures learn and Different cultures learn and apply their learning differently. apply their learning differently.

UDL can help students of UDL can help students of varying cultural and ethnic varying cultural and ethnic backgrounds express their backgrounds express their learning in a way that they learning in a way that they prefer.prefer.

Some cultures rely heavily on Some cultures rely heavily on problem solving, while other problem solving, while other cultures may focus on writing cultures may focus on writing or presentation skills. No or presentation skills. No matter the culture, UDL and matter the culture, UDL and technology help to make the technology help to make the curriculum accessible to all curriculum accessible to all students.students.

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Linguistic DiversityLinguistic Diversity

With diverse classrooms comes linguistic With diverse classrooms comes linguistic diversity. diversity.

There are an increasing number of ELL There are an increasing number of ELL students in public education classroom students in public education classroom today than ever before. today than ever before.

As teachers, it is our job to successfully As teachers, it is our job to successfully meet their needs.meet their needs.

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Linguistic Diversity (cont.)Linguistic Diversity (cont.)

There are numerous There are numerous technology tools technology tools available to help available to help accommodate language accommodate language differences.differences.

ExamplesExamples::1.1. Text-to-Speech SoftwareText-to-Speech Software2.2. Websites that translate Websites that translate

words into other words into other languageslanguages

3.3. Teacher provided Teacher provided images and audio to images and audio to help with visualizationhelp with visualization

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Technology is the KeyTechnology is the Key

Classrooms in the U.S. have always been Classrooms in the U.S. have always been diverse. diverse.

In the past, there were fewer resources and In the past, there were fewer resources and tools to help accommodate the variety of tools to help accommodate the variety of educational needs.educational needs.

In today’s technology driven society, teachers In today’s technology driven society, teachers have access to a multitude of tools and gadgets have access to a multitude of tools and gadgets to help implement UDL. to help implement UDL.

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Technology and Brain ResearchTechnology and Brain Research

““Individuals bring a huge variety of skills, Individuals bring a huge variety of skills, needs, and interests to learning. needs, and interests to learning. Neuroscience reveals that these Neuroscience reveals that these differences are as varied and unique as differences are as varied and unique as our DNA or fingerprints.” our DNA or fingerprints.” ((http://www.cast.org/teachingeverystudent/tools/)http://www.cast.org/teachingeverystudent/tools/)

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Meeting DifferencesMeeting Differences Technology tools and gadgets Technology tools and gadgets

can greatly aid in meeting the can greatly aid in meeting the diverse needs of students.diverse needs of students.

Teachers can present content Teachers can present content via PowerPoints, have via PowerPoints, have students work with digital students work with digital storytelling software, storytelling software, incorporate videos, images, incorporate videos, images, sounds, and different sounds, and different resources that were not resources that were not available until technology available until technology became part of education. became part of education.

Technology also provides Technology also provides students with options as to students with options as to how they prefer to display how they prefer to display comprehension. comprehension.

Technology in the Technology in the UDL framework is as UDL framework is as necessary as ramps, necessary as ramps, elevators, and other elevators, and other structural designs are structural designs are necessary in modern necessary in modern day buildings.day buildings.

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No Child Left BehindNo Child Left Behind

With government mandated standards and With government mandated standards and benchmark levels that need to be hit, UDL benchmark levels that need to be hit, UDL is a fantastic program that provides a is a fantastic program that provides a sound education for all students.sound education for all students.

Technology must be a central component Technology must be a central component of UDL to ensure all children are reaching of UDL to ensure all children are reaching their greatest academic potential.their greatest academic potential.

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UDL Tools for UDL Tools for Educators/AdministratorsEducators/Administrators

There are a variety of tools and resources There are a variety of tools and resources available to help a school district in the available to help a school district in the implementation process of UDL.implementation process of UDL.

However, before implementing UDL, a However, before implementing UDL, a district must first determine the barriers district must first determine the barriers that currently exist in the curriculum. that currently exist in the curriculum.

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Curriculum Barriers FinderCurriculum Barriers Finder

““We know that each learner brings unique strengths, We know that each learner brings unique strengths, challenges, and interests to learning tasks, and that the challenges, and interests to learning tasks, and that the idea of a homogeneous group of ‘typical’ learners is idea of a homogeneous group of ‘typical’ learners is really a myth. Yet most curriculum is designed as if really a myth. Yet most curriculum is designed as if learners were all the same.” learners were all the same.” ((http://www.cast.org/teachingeverystudent/tools/)http://www.cast.org/teachingeverystudent/tools/)

The idea behind the Curriculum Barrier Finder is The idea behind the Curriculum Barrier Finder is that it allows for the practice of using the UDL that it allows for the practice of using the UDL framework to discover any obstacles that may framework to discover any obstacles that may be hindering the learning of all students.be hindering the learning of all students.

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Curriculum Barriers Finder (cont.)Curriculum Barriers Finder (cont.)

During this process, teachers During this process, teachers closely analyze the materials, closely analyze the materials, texts, and other resources texts, and other resources used in the classroom and used in the classroom and compare the data to the compare the data to the strengths and needs of strengths and needs of students.students.

If a teacher is aware of the If a teacher is aware of the needs of his/her students and needs of his/her students and discovers that there are discovers that there are multiple barriers that are multiple barriers that are hindering a child from reaching hindering a child from reaching their full potential, then their full potential, then something needs to be done to something needs to be done to fix the problem. fix the problem.

The CAST website offers tutorials and outlines to help with the analysis process.

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UDL Class Profile MakerUDL Class Profile Maker

Another tool outlined by CAST is the UDL Another tool outlined by CAST is the UDL Class Profile Maker.Class Profile Maker.

““Most classrooms contain as many Most classrooms contain as many different kinds of learners as there are different kinds of learners as there are students.” students.” ((http://www.cast.org/teachingeverystudent/tools/)http://www.cast.org/teachingeverystudent/tools/)

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UDL Classroom Profile MakerUDL Classroom Profile Maker

This tool helps teachers to understand the This tool helps teachers to understand the different learning styles and preferences of different learning styles and preferences of students by implementing phases of the UDL students by implementing phases of the UDL framework. framework.

““Instead of grouping students into broad Instead of grouping students into broad categories, we can maximize learning by categories, we can maximize learning by becoming aware of subtle and varied becoming aware of subtle and varied combinations of strengths, needs, and interests combinations of strengths, needs, and interests that each student brings to the classroom.” that each student brings to the classroom.” (http://www.cast.org/teachingeverystudent/)(http://www.cast.org/teachingeverystudent/)

This tool helps teachers to understand the This tool helps teachers to understand the different learning styles and preferences of different learning styles and preferences of students by implementing phases of the UDL students by implementing phases of the UDL framework. framework.

““Instead of grouping students into broad Instead of grouping students into broad categories, we can maximize learning by categories, we can maximize learning by becoming aware of subtle and varied becoming aware of subtle and varied combinations of strengths, needs, and interests combinations of strengths, needs, and interests that each student brings to the classroomthat each student brings to the classroom

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UDL Classroom Profile MakerUDL Classroom Profile Maker

The CAST site provides a template and The CAST site provides a template and the strategies for carrying out the the strategies for carrying out the classroom profile.classroom profile.

Once teachers better understand their Once teachers better understand their students and how they learn most students and how they learn most efficiently, true learning and retention can efficiently, true learning and retention can take place. take place.

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UDL Systematic Change PlannerUDL Systematic Change Planner

Though UDL can be a universal concept, Though UDL can be a universal concept, there are different ways and strategies for there are different ways and strategies for implementing the framework into a school implementing the framework into a school district.district.

The Systematic Change Planner allows The Systematic Change Planner allows teachers and administrators to become teachers and administrators to become familiar with different facets that are key in familiar with different facets that are key in making UDL happen. making UDL happen.

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UDL Systematic Change PlannerUDL Systematic Change Planner

The Systematic Change Planner outlines The Systematic Change Planner outlines the way in which a school can revamp the the way in which a school can revamp the curriculum.curriculum.

It also provides models to help clarify and It also provides models to help clarify and demonstrate the proper way to implement demonstrate the proper way to implement UDL.UDL.

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ReferencesReferences CAST, Teaching Every Student. (2010). CAST, Teaching Every Student. (2010). Tools and activitiesTools and activities. Retrieved . Retrieved

November 25, 2010 from http://www.cast.org/teachingeverystudent/tools/November 25, 2010 from http://www.cast.org/teachingeverystudent/tools/

Center for Applied Special Technology. (2009). Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. UDL guidelines, version 1.0. Retrieved November 13, 2010 from Retrieved November 13, 2010 from http://www.udlcenter.org/aboutudl/udlguidelines/principle1http://www.udlcenter.org/aboutudl/udlguidelines/principle1

Colorado State University. (2010). Colorado State University. (2010). The history and philosophy of UDLThe history and philosophy of UDL. . Retrieved November 18, 2010 from Retrieved November 18, 2010 from http://accessproject.colostate.edu/udl/documents/philosophy.cfmhttp://accessproject.colostate.edu/udl/documents/philosophy.cfm

Laureate Education, Inc. (Executive Producer). (2009). Laureate Education, Inc. (Executive Producer). (2009). Brain research and Brain research and universal design for learninguniversal design for learning. Reaching and engaging all learners through . Reaching and engaging all learners through technology. Baltimore: Author.technology. Baltimore: Author.

National Universal Design for Learning Task Force. (2007). National Universal Design for Learning Task Force. (2007). Universal Universal design for learning. design for learning. Retrieved November 18, 2010 from Retrieved November 18, 2010 from http://www.advocacyinstitute.org/UDL/http://www.advocacyinstitute.org/UDL/