Universal Design for Learning & The Expert Learner – Part IIidahotc.com/Portals/0/docs/2014...
Transcript of Universal Design for Learning & The Expert Learner – Part IIidahotc.com/Portals/0/docs/2014...
Universal Design for Learning & The Expert Learner – Part II
Elizabeth Hartmann, Ph.D. Assistant ProfessorLasell [email protected]
During today’s class…
• Actively participate; please do not multitask during our time.
• Close other applications (including email).
• Be prepared to be asked questions.
• Get ready to be engaged in the learning!
During the Webinar….
© Cindy Huggett, 2013. All Rights Reserved.
Everyone who…
has had a cup of coffee todayhas ever been a classroom teacher is currently at homewould like to learn more about the idea of “the
expert learner”
© Cindy Huggett, 2013. All Rights Reserved.
• What part of Idaho is the best?
Quick PollQuick Poll
WHAT IS UNIVERSAL DESIGN FOR LEARNING?
UDL and LEARNERS WITH SUPPORT NEEDS
THE THREE PRINCIPLES IN ACTION
Week 1:
Week 2:
Week 3:
Video: http://youtu.be/bDvKnY0g6e4
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• Look for elements of UDL in this video• What UDL guidelines do you see reflected
in the lesson?
UDL in ActionUDL in Action
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UDL in Action
http://www.edutopia.org/math-social-activity-sel-video
VIDEO
UDL in ActionUDL in Action
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• Look for elements of UDL in this video• What UDL guidelines do you see reflected
in the lesson?
Ticket to Enter: UDL in ActionTicket to Enter: UDL in Action
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• If I had to pick one Principle that I saw in the video I would pick ?
Quick PollQuick Poll
The Challenge
•UDL is a framework for all learners - this includes learners with special needs
•The question is: HOW does UDL improve school for learners with special needs?
•What parts of UDL?
UDL and Special NeedsUDL and Special Needs
• What age population are you primarily concerned about?
Quick PollQuick Poll
• What type of learners are you primarily concerned about?
Quick PollQuick Poll
•What connections are you making?
UDL and Special NeedsUDL and Special Needs
Article found at : http://www.bbc.com/news/magazine-26920782
Article found at : http://www.bbc.com/news/magazine-26920782
Why is this UDL?Why is this UDL?
Did you start to see UD or UDL around you after the last webinar?
Quick PollQuick Poll
WHAT IS UDL? What is UDL? What is UDL?
Learner Variability
Expert Learners
2Pictures from CAST at: UDLcenter.org
3 Principles
9 Guidelines
Many Checkpoints
3 Principles9 Guidelines
Many Checkpoints
WHAT IS UDL? A Request for HelpA Request for Help
Pictures from CAST at: UDLcenter.org
As we discuss guidelines –write down examples of what this looks for you and your learners
WHAT IS UDL? A Request for HelpA Request for Help
Pictures from CAST at: UDLcenter.org
For Example: Guideline 8 – Options for Sustaining Effort and PersistenceI encourage my students to engage in small group work and grade them on how they work as a group. It makes my students persevere and support each other through challenges they often wouldn’t be able to achieve alone.
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WHAT IS UDL? A Request for HelpA Request for Help
Pictures from CAST at: UDLcenter.org
Email 1 – 3 of these examples (with photos if possible) to:
WHAT IS UDL? UDL & VariabilityUDL & VariabilityHow do we support the learning needs of an increasingly diverse student population?
How do we support authentic learning and prepare learners for the future?
Learners in any classroom represent a range of variability
UDL & VariabilityUDL & Variability
Curriculum needs to be flexible to reflect and respond to this variability
UDL & VariabilityUDL & Variability
Burden of adaptation should be placed on curricula, rather than learners
UDL & VariabilityUDL & Variability
How? We reduce barriers and optimize levels of challenge or support
UDL & VariabilityUDL & Variability
UDL & VariabilityUDL & Variability
“What if the average doesn’t actually define us? What if we tried to win in a different way: By being very serious about designing environments that support the full-range of the learners in our classroom.”
Video: Rose,T. (2012). Variability matters [Video]. Retrieved from:http://youtube/8WClnVjCEVMv=8WClnVjCEVM
VIDEO
“Do we want [curriculum] to be a collection of tools that makes the average better on average? Or do we want it to be an ecosystem of learning opportunities.” – Todd Rose
“To get there we need to understand variability and we need to understand how to design for it.” –Todd Rose
UDL & VariabilityUDL & Variability
By Douglas P. Perkins (Own work) [CC-BY-3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons
Categories (or labels) orient us to initially plan for variability–categories do not predefine the individual characteristics of learners or how they learn he individual characteristics of learners nor do learning profiles
By Yvel Crevecoeur (Own work) Used with Permission
UDL & VariabilityUDL & Variability
• How do you vary?• What
characteristics help you to make sense of how you learn?
• What characteristics that you hold could help others learn?
• How do they change?
By Yvel Crevecoeur (Own work) Used with Permission
UDL & VariabilityUDL & Variability
The 3 Principles of UDLMultiple Means of Representation
Recognition Networks
Multiple Means of Action and ExpressionStrategic Networks
Multiple Means of EngagementAffective Networks
Think of one learning opportunity whereyour variability was considered?
Think of one where it was not?
Variability in Learning – You!Variability in Learning – You!
VariabilityUDL
There is an assumption that some students can’t benefit from general curriculum or even some types of “special education-specific” curriculum.
UDL & Variability – Our students UDL & Variability – Our students
VariabilityUDL
The concept of variability parallels contemporary views of disability:
• Disability is the gap between one’s capabilities and the demands of the environment
– Robert Altman
UDL Assumptions – Variability UDL Assumptions – Variability
VariabilityUDL
We know how to plan and anticipate for variability –so why not do it?
• Think of one learning opportunity where the variability of your learner was considered?
• Think of one where it was not?
UDL Assumptions – Variability UDL Assumptions – Variability
WHAT IS UDL? What is UDL? What is UDL?
Learner Variability
Expert Learners
Pictures from CAST at: UDLcenter.org
WHAT IS UDL? Variability and Expert LearnersVariability and Expert LearnersHow do we support the learning needs of an increasingly diverse student population?
How do we support authentic learning and prepare learners for the future?
WHAT IS UDL? UDL & The Expert Learner UDL & The Expert Learner
• Education in the 21st century – the goal is the mastery of the learning process
WHAT IS UDL? UDL & The Expert Learner UDL & The Expert Learner
One goal of instruction is to develop expert learners
• Expert learners are individuals who:• want to learn - purposeful and motivated• know how to learn - strategic and goal directed• are prepared for a lifetime of learning -
resourceful and knowledgeable
Picture from CAST at: UDLcenter.org
WHAT IS UDL? Principles Expert Learner Principles Expert Learner
Resourceful, knowledgeable
learners
Strategic,goal-directed learners
Purposeful, motivated learners
Picture from CAST at: UDLcenter.org
Picture by Don Glass – Used with permission
47http://udltheorypractice.cast.org
Picture from CAST at: UDLcenter.org
The Variability of Engagement
We can expect that our students will vary in their engagement:
• “In my younger years (at school) I would have frequent breakdowns at home (about school)…”
• “…I still did well but I no longer challenged myself. If there was a lower level class I would take it so the work would be easy.”
Variability & The Expert Learner - Engagement Variability & The Expert Learner - Engagement
The Variability of Engagement
Variability & The Expert Learner - Engagement Variability & The Expert Learner - Engagement
We can pre-plan for it by: •employing a curriculum with options
We know we have achieved it:•when each learner appraises the environment positively
•when each learner finds the right level of challenge and support
(Meyer, Rose & Gordon, 2014)
From Variability to Engagement
Video 1: Students understanding of their strengths and challenges
Video 2: Affective responses operate on a broad continuum
Sami Daley – Emotion and EngagementSami Daley – Emotion and Engagement
Picture from CAST at: UDLcenter.org
Provide Options for Recruiting Interest
• Do you provide options that engage and interest all learners?
• Is novelty balanced with consistency?
Variability & The Expert Learner - Engagement Variability & The Expert Learner - Engagement
(Meyer, Rose & Gordon, 2014)
(Meyer, Rose & Gordon, 2014)
Provide Options for Sustaining Effort and Persistence
• Does the learning opportunity provide options that help all learners sustain effort and motivation?
• Real learning requires us to “dig- in” • As teacher we need to support learners to
sustain engagement
(Meyer, Rose & Gordon, 2014)
Variability & The Expert Learner - Engagement Variability & The Expert Learner - Engagement
(Meyer, Rose & Gordon, 2014)
(Meyer, Rose & Gordon, 2014)
(Meyer, Rose & Gordon, 2014)
Provide Options for Self-Regulation
• Does the learning opportunity provide options that can help all learners regulate their own learning?
• The real goal of all learning – developing learning expertise
Variability & The Expert Learner - Engagement Variability & The Expert Learner - Engagement
Engaged Learners…
• Are eager for new learning• Are goal-directed• Are motivated by the master of learning itself• Know how to set challenging learning goals for
themselves• Sustain their effort and resilience to reach goals• Monitor and regulate their emotional reactions to
be successful in learning
(Meyer, Rose & Gordon, 2014)
Engagement: Motivated & Purposeful LearnersEngagement: Motivated & Purposeful Learners
Picture from CAST at: UDLcenter.org
Picture from CAST at: UDLcenter.org
Picture from CAST at: UDLcenter.org
Picture from CAST at: UDLcenter.org
The Variability of Action & Expression
We can expect that our students will vary in how they show what they know:
•“I couldn’t find the place to upload my final on the LMS…”
•“Would you mind if I change my final paper to address a need I see in my classroom and use it to train the teachers I work with?”
Variability & The Expert Learner - ExpressionVariability & The Expert Learner - Expression
The Variability of Engagement
Variability & The Expert Learner - ExpressionVariability & The Expert Learner - Expression
We can pre-plan for it by: •employing a curriculum with options
We know we have achieved it:• when each learner can set their own
goals and monitor his/her own progress • when each learner adjusts and manages
the tools and resources available to them.
(Meyer, Rose & Gordon, 2014)
From Variability to Engagement
Video Series: Variability (2 videos)
Sami Daley– Action and StrategySami Daley– Action and Strategy
19_ch3_clip1series_sdaley
20_ch3_clip2series_sdaley
Provide Options for Physical Action
• Do you provide options that vary how students respond?
• Do you provide access to tools?
Variability & The Expert Learner – Expression Variability & The Expert Learner – Expression
(Meyer, Rose & Gordon, 2014)
(Meyer, Rose & Gordon, 2014)
Provide Options for Expression and Communication
• Does the learning environment provide options (tools and media) that help all learners to show what they know?
• Do we provide ways to build fluency, with graduated levels of supports?
(Meyer, Rose & Gordon, 2014)
Variability & The Expert Learner - ExpressionVariability & The Expert Learner - Expression
(Meyer, Rose & Gordon, 2014)
(Meyer, Rose & Gordon, 2014)
Provide Options for Executive Functioning
• Does the lesson/course provide options that can help all learners guide goal setting?
• How do we help students to monitor their own progress?
Variability & The Expert Learner - ExpressionVariability & The Expert Learner - Expression
Strategic Learners…
• Can identify an appropriate learning goal• Design a suitable plan• Use tools and technologies • Execute the plan • Self monitor• Correct or adjust actions• Evaluate
(Meyer, Rose & Gordon, 2014)
Expression: Strategic and Goal Directed LearnersExpression: Strategic and Goal Directed Learners
Picture from CAST at: UDLcenter.org
• The ability to recognize seems effortless given how our brain has evolved to recognize patterns.
• Our expectations and affect influence what we perceive
• In reality recognition is more than perceiving – it is understanding, integrating, manipulating representations of information, developing fluency
Variability & The Expert Learner -RepresentationVariability & The Expert Learner -Representation
We can expect that our students will vary in how they perceive, interpret, and understand information:
•“I didn’t do the readings or I didn’t buy the textbook…”
•“Where can I go to learn more about charter schools and their policies on inclusion.”
Variability & The Expert Learner -RepresentationVariability & The Expert Learner -Representation
We can pre-plan for it by: • employing a curriculum with options
We know we have achieved it:• when each learner can connect what they are
learning to their background knowledge• when each learner transforms new
information into meaningful and useable knowledge.
(Meyer, Rose & Gordon, 2014)
Variability & The Expert Learner -RepresentationVariability & The Expert Learner -Representation
• Students feel in charge of learningVideo
Dana Calfee – Recognition and Representation
Dana Calfee – Recognition and Representation
• Do you provide flexible options or alternative to visual or audio media?
• Do you allow students to customize how they access information?
Variability & The Expert Learner - RecognitionVariability & The Expert Learner - Recognition
(Meyer, Rose & Gordon, 2014)
(Meyer, Rose & Gordon, 2014)
• Do you provide varied ways for students to decode meaning?
• Do you provide ways to understand symbolic representations?
(Meyer, Rose & Gordon, 2014)
Variability & The Expert Learner - RecognitionVariability & The Expert Learner - Recognition
(Meyer, Rose & Gordon, 2014)
(Meyer, Rose & Gordon, 2014)
• Do you provide ways for students to use their prior knowledge and experiences?
• Do you support students ability to recognize critical features when integrating new information?
• Do you support transfer and generalization?
Variability & The Expert Learner - Engagement Variability & The Expert Learner - Engagement
(Meyer, Rose & Gordon, 2014)
• Often our students don’t “fit in”•Why?
• All can be: resourceful/knowledgeable, strategic/goal-directed, purposeful/motivated
Expert LearnerExpert Learners with Special Needs Expert Learners with Special Needs
• It’s about understanding how one experiences life and turns these experiences into opportunities to learn and develop
• A focus on the mastery of knowledge – our expertise is critical
Expert LearnerExpert Learners with Special Needs Expert Learners with Special Needs
• What is an appropriate learning goal for learners with severe support needs?
• Consider how goals can be clear and meaningful
• Educators see their practice as finding the essence of goals and developing multiple, flexible paths
• We need to rethink the whole system, not just a small part of it (Sailor 2009)
Expert Learners with Special Needs Expert Learners with Special Needs
Eliana
ELIANA
Picture of Eliana HerePicture of Eliana Here
•Multiple Support Needs -Visual, Behavioral, Motor, Intellectual•Taught in Substantially Separate Settings•Emergent Symbol User•Communication Support Needs •Motivation to be a student
Eliana
ELIANA in Action
Picture of Eliana HerePicture of Eliana Here
How is Eliana an expert learner?
•Resourceful and Knowledgeable•Strategic and Goal Oriented•Purposeful and Motivated
Video: 1 of Eliana
ELIANA in Action
Eliana
ExpertLearner
Variability
• Value her as a learner
• Look at environment -curriculum
• Acknowledge her as an expert learner
• Understand her experiences and how she makes sense of the world
• Develop meaningful goals
• Consider how her supports can inform curriculum reform
Video: 2 of Eliana
ELIANA in Action
Raise your hand if you saw Eliana being resourceful?
Raise your hand if you saw Eliana being strategic?
Raise your hand if you saw Eliana being purposeful?
ELIANA in Action
Marcus?What about these learners?What about these learners?
WHAT IS UDL? How can UDL …? How can UDL …?
How can UDL help us to support learners with special needs?
What about those with multiple or severe support needs?
Picture from CAST at: UDLcenter.org
WHAT IS UDL? Variability & The Expert Learner Variability & The Expert Learner
Resourceful, knowledgeable
learners
Strategic,goal‐directed learners
Purposeful, motivated learners
Pictures from CAST at: UDLcenter.org
WHAT IS UDL? Closing and QuestionsClosing and Questions
Elizabeth HartmannAssistant Professor
Lasell [email protected]
For more information on UDL go to:
www.udlcenter.org
Picture from CAST at: UDLcenter.org