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Universal Design for Learning By: Kassidy Hetzel.
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Transcript of Universal Design for Learning By: Kassidy Hetzel.
Universal Design for Learning
By: Kassidy Hetzel
This is a 30 minute presentation created for Arvada High School’s Faculty and Staff that will provide all instructors with an introduction to the concepts of Universal Design for Learning, resources to be used in the implementation of UDL, and ideas for classroom and building use.
Our Purpose Today:
To introduce UDL (Universal Design for Learning)
To understand the principles that make up UDL
To understand the role of technology in UDL
To understand the implications that using UDL could have on our students performance
What is Universal Design for Learning?
Universal Design for Learning, or UDL, is defined as a " …flexible curriculum and learning environment that allows students with widely varying abilities and backgrounds the opportunity to access the general curriculum and achieve the academic content standards that have been established for all students…" (Bremmer et al., 2002)
UDL is an educational approach to curriculum and instruction using technology to enable students with diverse learning needs to be successful in the classroom (CAST, 2010)
UDL Explanation continued…
UDL focuses on students strengths, weaknesses, interests and learning styles
UDL’s main purpose is to make learning more accessible to all students
(Hall, Strangman, and Meyer, 2003)
What does it mean to make learning accessible to all students? It means creating learning environments from the
ground up with specific requirements in mind from the beginning to make learning more feasible for all.
UDL starts with the actual architectural make up of buildings
Examples of UDL requirements for buildings: Ramps Curb cuts Electric doors Captions on televisions Easy grip tools
Other examples of UDL?
Take three minutes to brainstorm with your table about other ideas that you believe would be examples of a proper UDL building requirements.
Come back as a whole group and share the new ideas for requirements.
Universal Design for Learning is more than just how the classroom walls are constructed; it is
about how the teaching and learning is conducted within the classroom walls.
UDL within the Classroom
UDL focuses changing the curriculum to meet individual students’ needs and NOT trying to change the student to fit the curriculum.
UDL is trying to find ways to accommodate the diversity of our population
The Breakdown:
Universal- Curriculum that can be used and understood by everyone
Curriculum should provide genuine learning opportunities for each and every student (CAST, 2010).
The Breakdown Continued…
Learning- Learning is not just one thing
Learning occurs on three levels What How Why
The Three Brain Networks:
Recognition: The what of learning
Strategic: The how of learning
Affective: The why of learning
Brain Research The brain is the most powerful tool that our students bring into
the classroom
Learning about the brain and it functions has provided guidelines to determine the types of teaching and learning alternatives that are most useful for students in educational situations
Processing is distributed to different places of the brain depending on the type of task and where the learner is in the learning task
Learning is distributed across the three neural networks (Lynch, 2009).
Brain Research andLearning Differences
Click here to see the graphic in full size
Brain Research
Student’s learning styles are as individual as they are
Students must have the right amount of challenge, support, and engagement to maximize their learning potential
Learning Differences:
Each student has differences in their brains that help them to learn, and to know how they best learn.
Learning differences are affected by the way the brain was built, and how it functions in the learning environment.
Learning Differences Continued…
UDL helps with learning differences because it supports learning in the way information is presented, studied and eventually learned.
Students are allowed to use their strengths to the best of their abilities to improve their weaknesses.
The UDL Way of Teaching
UDL is being underutilized in our building
Students are being clumped into performance groups rather than getting individualized curriculum
How can we be more effective with our teaching to increase our students’ learning potential?
The UDL Principles
The three UDL principles are used to make sure the three brain networks are being reached for every student
Principle 1- Provide multiple means of representation
Principle 2- Provide multiple means of action and expression
Principle 3- Provide multiple means of engagement
Representation:
Representation is how a student is presented the information, how
they have access to that information, and their perception of
that information
Principle 1: Representation
Provide multiple means of representation so that students can acquire the information being taught:
Present content and information in multiple medias and provide varied supports
Use graphics and animations
Highlight the critical features
Activate background knowledge
Support vocabulary (CAST, 2010)
Action and Expression:
Action and Expression is how the student shares their understanding of
concepts and information
Principle 2: Action and Expression:
Provide multiple means of action and expression
Give students plenty of options for expressing what they know
Provide models, feedback and supports for their different levels of proficiency (CAST, 2010)
Engagement:
Engagement is what is motivating a student to learn.
Are they interested?
Can they regulate their learning?
Principle 3
Provide multiple means of engagement
Give students choices to fuel their interests and autonomy
Encourage students to take risks and learn from their mistakes (CAST, 2010)
Allow students to take part in creating what they learn
Introduce technology
The Impact of using UDL
UDL allows teachers to accommodate their teaching to the needs of all the learners and their differences
How? By creating goals By using various methods By varying assessments By using multiple types of materials
(Hall, Strangman, and Meyer, 2003)
The Impact of UDL Continued…
Students will learn skills that are very important in the 21st century.
They learn how to work with others, motivate themselves, and how to use technology as tools and resources for their adult lives.
UDL allows students of all learning styles and all levels to gain knowledge.
Students are being set up for success through the multiple methods that a UDL teacher uses
Technology in UDL
Technology is a source for engaging students
Students can use technology to manipulate words and pictures
Technology works with students’ ability levels and helps to meet their needs whether they are advanced learners or struggling learners
Examples of Technology in UDL
Concept Maps using mywebspiration.com
Presentations using showbeyond.com
Visual representations using glogster.com
Concept Maps:
Concept Maps present information in a graphics first manner where individuals can add in text information in personal and meaningful ways
Each student can add in text in the way that their mind best comprehends
Different concept maps can be used for the same purpose giving the learner choice and freedom in their learning
Concept Maps Continued…
Concept Maps allow students to express their ideas in personalized and creative ways
Concept Maps give students freedom to create
Concept Maps give students an outlet for their ideas
Concept Maps can be individualized for any and all situations
Concept Maps Continued…
Use this resource to get you started using mywebspiration.com
Webspiration Quick Start Guide
Presentations using Showbeyond.com
Are you tired of seeing poorly created PowerPoints that leave students very little room for creativity?
Next time let students create a movie in Showbeyond.com
Creativity is needed in learning for students to be able to demonstrate what they know in individual ways.
Visual Representations: Glogster.com
Glogster.com allows students to make visual representations of material and concepts online for free.
Glogster.com allows for video and picture upload as well as students creativity to create a visual representation of whatever material or information is currently being learned.
Diversity and UDL
UDL provides equal access to learning, not simply equal access to information.
UDL allows students to control the method of accessing information while the teacher monitors the learning process and initiates any beneficial methods.
The teacher is responsible for imparting knowledge and facilitating in the learning process. UDL does not remove academic challenges, it simply removes barriers to access. Thus, UDL promotes effective teaching.
(Council for Exceptional Children, 2005, p. 3)
Diversity in UDL Continued…
In the concept of UDL, all areas of diversity are taken into consideration including learning disabilities, speech or language disabilities, emotional disturbance, autism, health impairments, mild mental retardation, traumatic brain injury, hearing impairment/deafness, visual impairment, deaf-blindness, orthopedic impairments, and those with multiple disabilities (listed above).
(Rose, 2005)
CAST
The Center for Applied Science and Technology
CAST offers teachers support in the implementation of UDL in their classrooms and schools.
They have specific tools and resources to ensure the successful implementation
CAST Resources:
CAST UDL Online Module This tool could be used by school
administration to introduce the principles and concepts of UDL to all staff members
By using the online module staff members would be able to explore the concepts of UDL in a way that meets their learning styles
http://udlonline.cast.org/home
CAST Resources Continued…
CAST UDL Guidelines This resource lays out the main principles and
ideas of teaching the UDL way
Teachers and instructors could visit this website to get additional ideas for how they can implement the UDL principles more successfully
http://www.udlcenter.org/aboutudl/udlguidelines
CAST Resources Continued…
CAST UDL Lesson Builder The lesson builder was designed to be used
after the concepts and principles of UDL have been explained, understood, and implementation is about to begin
The lesson builder helps teachers to include the necessary UDL principles
http://lessonbuilder.cast.org/
References: Bremer, Christine D., Clapper, Ann T., Hitchcock, Chuck, Hall, Tracy, and
Kachgal, Mera. National Center on Secondary Education and Transition, Information Brief, December , 2002, Vol. 1, Issue 3. Universal Design: A Strategy to Support Students' Access to the General Education Curriculum.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [July 10, 2010] from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
Lynch, T. (2009). Understanding universal design for learning. Retrieved from http://www.slideshare.net/tailynch13/udl-powerpoint
Rose, D, Meyer, A and Hitchcock, C(2005), The Universally Designed Classroom:
Accessible Curriculum and Digital Technologies. Cambridge, MA: Harvard Education Press.
THANK YOU VERY MUCH!