Universal Design for Learning: A Workshop in Three Parts
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Transcript of Universal Design for Learning: A Workshop in Three Parts
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Universal Design for Learning:A Workshop in Three Parts
Kathy L. Howery
University of Alberta
Calgary AT Presentation
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Resources
• CalgaryATA@ wikispaces
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The Series
• Day 1 - Introduction to Universal Design for Learning
• Day 2 - The UDL Guidelines & Tools
• Day 3 - Building a UDL Implementation Plan for my district/school/classroom.
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Today’s Session
• Review from last session– UDL– Learner Profiles– Guidelines– Tools and Resources
• Pulling it together… Building a UDL Action Plan
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Universal Design for Learning
• UDL provides a blueprint (framework) for creating flexible goals, methods, materials, and assessments that accommodate learner differences.
CAST, 2002
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UDL…
• An educational approach that aims to increase access to learning for all students by reducing physical, cognitive, intellectual, organizational and other barriers.
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Key Concepts in UDL
• Leveraging Diversity
• Clearly understood Goals
• Teaming
• Flexibility
• Proactive Approach
• Change the Environment not the Learner
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Learner Profiles…
• Key Resources for today’s session:Making a Difference (Alberta Education,
2010)
Teaching in Today’s Inclusive Classroom (Gargiulo & Metcalf, 2010)
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What might I need to know about my students:StrengthsChallengesPreferences
Recognition Networks:
The “What”of Teaching & Learning
Strategic Networks:
The “How”of Teaching & Learning
Affective Networks:
The “What”of Teaching & Learning
Perception
Language
Comprehension
Physical Action
Expression & Communication
Executive Function
Interest(s)
Effort & persistence
Self-regulation
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Using CAST Resources
UDL Class Profile Maker
• http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
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Learner Class Profile
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Table Talk
• Developing Learner Profiles
• Resources on Wiki
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Curriculum?
• How do you define curriculum?
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Resources
Programs of Study
Assessment
Instruction
The Curriculum
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Clearly Defined Goals
• You need to know what your goal is to understand and set up how this will work!
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Clearly defined goals…
If teachers and students don’t know what the goal of the lesson is it is just like putting nothing into the GPS and driving around…
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Understanding by Design
• Big Ideas!• Enduring
Understandings!• Backward Design!• Performance Tasks!• Planning!
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The Planning Pyramid
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Separating the Goal from the Means:
Goals/Objectives that LIMIT Access:
Instead of …
Goals/Objectives that ALLOW Access:
Try …
The student will write… The student will express…
The student will generate…
The student will read… The student will receive information…
The student will spell… The student will select…
The student will compute… The student will solve…
The student will define… The student will show…
Writing Goals and Objectives that Increase Access*
* From Gargiulo & Metcalf (2010) p. 270
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CAST UDL Goal Setter
http://www.cast.org/teachingeverystudent/
http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm
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Reflecting on UDL Goals?
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Materials & Resources
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When new technologies move beyond their initial stage of development, innovations in curriculum design, teaching strategies and policies will be driven by the needs of students “at the margins”, those for whom present technologies are least effective- most prominently, students with disabilities.
The beneficiaries of these innovations will be ALL students.
Rose & Meyer, 2000
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Teach Today with Today’s Tools
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Technology & Digital Media
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Sources of Digital Text
• Digital Repository of Textbooks
• New Alberta Education Resources
• Ebook sites
• Project Guttenberg
• Scanning…
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Universal Design for Learning
Using digital materials & “assistive” technologies into the classroom we can create a more accessible and flexible environment for all students.
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Last sessions resources:
UDL Guidelines - Version 2.0: Examples and Resources
http://www.udlcenter.org/implementation/examples
Teaching Every Student Blogspot
http://teachingeverystudent.blogspot.com/
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• http://www.techmatrix.org/
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Some Alberta Resources
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Some others resources
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There’s an App for that!• Apple
http://www.apple.com/education/why-apple/
• Free Tech 4 Teachers
http://www.freetech4teachers.com/2010/10/iphone-ipad-apps-for-special-education.html
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From our friends to the West:
Resources to Support the BC IRPshttp://bccurriculum.pbworks.com/w/page/30099789/FrontPage
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Methods:
• Student Choice
• Differentiated InstructionContent
Product
Process
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Strategies and Scaffolds
http://sciencewriter.cast.org/welcome
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Strategy Support
• http://cst.cast.org/cst/auth-login
Cast Strategy Tutor
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Engagement… what do we mean?
Fredricks, Blumenfeld, & Paris (2004)
Synthesis of the research in school engagement
• Behavioral
• Cognitive
• Emotional
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Behavioral Engagement:
Broadly defined as doing school work and following rules.
Examples: • Positive Conduct: Consists of behaviors that
illustrate effort, persistence, concentration, attention, asking questions, contributing to class discussion, following rules, studying, completing homework, and participating in school-related activities.
• Absence of Disruptive Conduct: Not skipping school and not getting in trouble.
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Cognitive Engagement:
Essentially defined as motivation, effort and strategy use. This includes a psychological investment in learning, a desire to go beyond the requirements and a preference for challenge.
Examples:
Flexibility in problem solving, preference for hard work, investment in learning beyond just behavioral engagement, mental effort, and desire to master a task.
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Emotional Engagement:
In general, this includes interests, values and emotions.
Examples: Affective reactions in the classroom,
attitudes towards school and teachers, identification with school, feelings of belonging, appreciation of success in school.
The antithesis of positive feelings are also emotional engagement items.
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The Why of Learning!!
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Assessment
How do we appropriately assess in a UDL environment?
• Reduce construct-irrelevant variance
• Performance based assessment
• Authentic assessment
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Assessment
• WNCP resource
• http://www.wncp.ca/english/subjectarea/classassessment.aspx
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Assessment
• http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
Authentic Assessment Overviewhttp://www.teachervision.fen.com/teaching-methods-and-
management/educational-testing/4911.html
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Assessment - Rubrics
http://school.discoveryeducation.com/schrockguide/assess.html
http://cte.uwaterloo.ca/teaching_resources/tips/rubrics.html
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Assessment
• As applied to Large Scale Assessmenthttp://cehd.umn.edu/NCEO/OnlinePubs/Synthesis44.html
• What the research says:
http://escholarship.bc.edu/jtla/vol4/2/
• University of Kentucky
http://www.ihdi.uky.edu/uda/
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My UDL Inventory
Tools on the Wikispaces:
UDL Implementation Rubrics
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So where to from here?
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Vision Skills Incentive Resources Action Plan Change
Skills Incentive Resources Action Plan Confusion
Vision Incentive Resources Action Plan Anxiety
Vision Skills Resources Action PlanGradualChange
Vision Skills Incentive Action Plan Frustration
Vision Skills Incentive ResourcesFalse
Starts/Treadmill
From Knoster, T. (1991). Presentation to TASH Conference. Washington D.C.Adapted by Knoster from Enterprise Group, LTD.
SETTing the Stage for Success
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UDL Spheres of Influence
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Building your Toolkit
• Reflecting on where you are & where you want to be what do you need to add to your toolkit to take next steps?
• Make a plan for today….
• Create a vision for tomorrow …