Universal Design for Learning

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Universal Design for Learning

• A Framework for Designing Access to Core Content
  Expectations for ALL Students

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• Susan Hardin
• Macomb Intermediate School District
• shardin_at_misd.net

MITS is an IDEA Mandated Activities Project
awarded by the Michigan Department of Education,
Office of Special Education and Early
Intervention Services
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• MITS is an IDEA mandated Activities Project
  awarded by the Michigan Department of Education,
  Office of Special Education and Early
  Intervention Services. Its purpose is to help the
  State Board of Education achieve its vision of
  Universal Education by sharing Universal Design
  for Learning resources and professional
  development opportunities with educators across
  the state.

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Goals for this presentation

• Understand the impact that changes in society,
  technology, research, educational policy and
  demands have on teaching and learning
• Understand the framework of Universal Design for
  Learning and its relation to student achievement
• Identify the components of a Universally Designed
  Lesson/Curriculum
• Locate resources regarding UDL information,
  materials and technology

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Things are always changing
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Change
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Todays classroom

• Teachers must deliver instruction to diverse
  groups of students who come from a variety of
  cultures with varying languages, learning styles,
  abilities and disabilities.
• These students are included in the General
  Education classroom.
• Educational demands are on the rise
• Shift from acquiring knowledge to integrating
  knowledge
• Higher curriculum standards
• All students are held to the same standards

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Accountability and Assessment

• No Child Left Behind (NCLB) state assessment
  participation rate.
• Adequate Yearly Progress (AYP) disaggregate
  subgroups, 1 participation cap.
• Individuals with Disabilities Education Act of
  2004 (IDEA 2004)
• Match state benchmark and standards
• Access for every student
• Response to Intervention (RtI)
• Equity In Every Instructional Opportunity (EIEIO)

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Rapid Changes in Technology
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Think about how these phrases would have sounded
10 years ago

• I lost all of my addresses because I forgot to
  hotsync
• Beam your answers to your neighbor
• I have to take my earbuds out of my Ipod
• Youre being arrested for piracy
• Brittney Spears is the most searched for person
  
• and shes not even lost!

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Changes in the World Economy

• We are currently preparing students for jobs that
  dont yet exist . . .
• Using technologies that havent been invented . .
  .
• In order to solve problems we dont even know are
  problems yet.
• David Warlick in The New Literacy

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A Whole New Mind

• Shift in qualities required for success
• design
• story
• symphony
• empathy
• play
• meaning

Daniel Pink
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Brain research

• Recent research in neuroscience confirms that

each brain processes information differently.
The way we learn is as individual as DNA or
fingerprints.
Center for Applied Special Technologies,
CAST www.cast.org
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Where are we now?

• Although substantial progress has been made to
  increase physical access to the classroom,
  cognitive access often remains a barrier
• Dave Edyburn

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The Achievement Gap
Dave Edyburn
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Why?

• The mismatch

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Success for at-risk learners begins

• with good curriculum,
• flexible materials,
• engaging assignments and
• built in universal access features

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What we know about student learning

• Students need to be able to
• Recognize information, ideas, and concepts,
• Apply effective strategies to process the
  information and
• Be engaged in the process.
• Vygotsky

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When the task is too difficult for learner
When the task is too easy for learner
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High engagement
Right amount of support
Challenge is appropriate
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How weve been doing business
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So how do we adjust curriculum easily and
effectively given limited time?
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Universal Design for Learning (UDL)

• Definition UDL is an educational approach to
  teaching, learning, and assessment, drawing on
  new brain research and new media technologies to
  respond to individual learner differences.

Center for Applied Special Technologies,
CAST www.cast.org
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UDL Definition a closer look

• UDL is an educational approach to teaching,
  learning, and assessment, drawing on new brain
  research and new media technologies to respond to
  individual learner differences.

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CAST www.cast.org
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Primary Brain Networks and Learning

• Recognition networksGathering facts. How we
  identify and categorize what we see, hear, and
  read. Identifying letters, words, or an author's
  style are recognition tasksthe "what" of
  learning.
• Strategic networksPlanning and performing tasks.
  How we organize and express our ideas. Writing an
  essay or solving a math problem are strategic
  tasksthe "how" of learning.
• Affective networksHow students are engaged and
  motivated. How they are challenged, excited, or
  interested. These are affective dimensionsthe
  "why" of learning.

Center for Applied Special Technologies,
CAST www.cast.org
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Support diverse recognition networksProvide
students with multiple ways to take in, organize
and make sense of new information

• Provide multiple examples
• Highlight critical features (Big Idea)
• Provide multiple media format
• Support background context knowledge

Center for Applied Special Technologies,
CAST www.cast.org
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An example

• Next you will hear an audio file that briefly
  explains about the brain research that has taken
  place regarding the principals of UDL.
• Those of you who are auditory learners should be
  comfortable with this next segment. Those who
  need visual cues or hands on practice might find
  it challenging.

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UDL and the Learning Brain
David Rose, CAST www.cast.org
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Imagine if we had a visual display to support the
audio clip
Brain Network
Distributes processing to different parts/places
of the brain
Distributes processing differently when you are
a beginner at a task than when you are an
expert at the task
-Recognition -Strategic -Affective
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What if we passed around a model of a brain
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Learner Adjustable Scaffolds
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TTYN (Talk To Your Neighbor)

• Think about your own learning preferences. What
  supports would want to be sure were in place for
  you?

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Support diverse strategic networks Provide
students with multiple approaches, knowledge and
strategies for learning.

• Provide flexible models of skilled performance.
  (conspicuous strategies)
• Provide opportunities to practice with scaffolds.
  (supported practice)
• Provide on-going relevant feedback.
• Offer flexible opportunities to demonstrate skill.

Center for Applied Special Technologies,
CAST www.cast.org
35
Support diverse affective networks Provide
students with engaging activities that include
multiple levels of challenge, variety of content
and support.

• Offer choices of content and tools.
• Offer adjustable levels of challenge.
• Offer choice of rewards
• Offer choice of learning context.

Center for Applied Special Technologies,
CAST www.cast.org
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CAST www.cast.org
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How weve been doing business
A UDL Curriculum
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Universal Design for Learning A Lesson Plan To
Kill a Mockingbird

• Video streaming
• Digital Photos
• Electronic text
• Talking Books
• Visual Map
• Spark Notes text and audio
• Low Tech Tools
• Vocabulary Support

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Universal Design for Learning 8th Grade History

• Studying for the End of the Unit Exam

Mr. Langhorsts Virtual Classroom
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Studycast and Graphic Organizer 8th grade
American HistoryConstitutional Powers
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Universal Design for Learning Materials in the
classroom

• Video streaming (www.unitedstreaming.com)
• Electronic text books (www.accessiblebookcollectio
  n.org)
• Digital photos (www.pics4learning.com)
• Talking Books (MP3, Start-to-Finish, Thinking
  Reader)
• Concept maps
• NASA Explores (http//www.nasaexplores.com/)
• Blogging (www.visitmyclass.com)
• Clay animation (www.tech4learning.com/claykit)
• Pod Casting (http//epnweb.org)
• Digital Storytelling (http//www.scott.k12.ky.us/t
  echnology/digitalstorytelling/ds.html)
• Project Based Learning (Regions)
• ASK

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Resources

• Resources mentioned in this presentation
• http//www.protopage.com/hardins

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TTYN

• How has the advent of new technologies effected
  instructional design?

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Case Study

• Mrs. Jones Fourth Grade Classroom
• From A Practical Reader in
• Universal Design for Learning

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Center for Applied Special Technologies,
CAST www.cast.org
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State StandardsInstructional Goals
Center for Applied Special Technologies,
CAST www.cast.org

• Traditional Approach
• Student groups create a map containing political,
  topographical, and natural resources in the
  selected state of study
• Students will orally present and describe the
  state and map results to the class

• UDL Approach
• Students map the political, topographical, and
  natural resources of a selected state
• Students present results to demonstrate
  understandings of the state and its resources

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State StandardsInstructional Objectives
Center for Applied Special Technologies,
CAST www.cast.org

• Traditional Approach
• Read the social studies text and (a minimum of)
  two additional resources to gather information
  about state resources, geography, and political
  structures
• Write a compare-and-contrast table of state
  resources
• Make a representative map using available
  materials
• Present information to the class
• Raise hands to answer teacher and presenter
  questions on the presentation

• UDL Approach
• The students will (a) collect information, (b)
  make comparisons, and (c) create maps to
  represent state resources, topography, and
  political information
• Present information to the class. Analyze
  information and respond to questions.

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CurriculumMethods-Introduce Lesson
Center for Applied Special Technologies,
CAST www.cast.org

• Traditional Approach
• Teacher provides a brief lecture on the home
  state. She reminds students of previous studies
  of land and resources, and the impact of natural
  resources on population growth, political, and
  land-use issues.
• Teacher divides the students into working groups
  to complete their research, map-making,
  note-taking, and presentation

• UDL Approach
• Avoid limiting presentation style. May be
  students who do not respond, comprehend, or
  attend well to a lecture style. Consider using
  media in the presentation (e.g. concept
  map/graphics, video, audio summary) to enhance
  and illustrate concepts and topics introduced and
  reviewed
• Consider frequent questions and statements of
  clarification solicit student participation
• Consider assigning students to working groups by
  mixed abilities to make use of complementary
  skills
• Provide demonstrations of performance expectations

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CurriculumMethods- Guide the Lesson
Center for Applied Special Technologies,
CAST www.cast.org

• Traditional Approach
• Students read the textbook chapter on the
  selected home state to find out about the state
  resources, boundaries, topography, and population
  center. Students are required to use at least
  one outside resource.
• Student groups must also take written notes to
  support their research work

• UDL Approach
• Provide multiple means to access resource
  materials (audio, digital, with graphics, video
• Scaffold reading with supports for decoding and
  vocabulary (talking dictionary)
• Support reading strategies with cooperative
  working groups (e.g. paired reading, discussion
  sessions)
• Consider alternative means for note-taking (e.g.
  audio-recorded summary, electronic note-taking,
  scanning, Google Notebook)
• Scaffold note-taking by allowing students to use
  a graphic organizer with information prompts
  built in (e.g., name of state, land mass,
  geographic location)

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CurriculumMethods- Close the Lesson
Center for Applied Special Technologies,
CAST www.cast.org

• Traditional Approach
• Using the map, groups give oral presentations,
  including resource information, to the class
• Each student takes notes during the presentations
• Students draw and write a compare/contrast chart
  of the physical, political, and geographical
  characteristics of the states presented by all
  groups

• UDL Approach
• Provide students with options for presenting
  information (e.g., presentation may be written,
  oral (podcast), video, or visual)
• Provide audience with scaffolds and alternative
  means of collecting information as students make
  presentations (e.g. recordings, notes, response
  questions)
• Consider alternatives for writing a
  compare/contrast chart (e.g. oral, pictorial,
  digital, using digital Venn diagram (Inspiration)
  )

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CurriculumMedia and Materials
Center for Applied Special Technologies,
CAST www.cast.org

• UDL Approach
• Printed text may constitute a barrier for
  students with physical or reading disabilities.
  If texts are digitally available, teachers and
  students have options for text-to-speech, large
  print, on-line vocabulary help and a variety of
  display formats.
• Provide various means and materials that students
  can use to create a map. Examples include a)
  draw a map b) create a map with clay c) create
  a map electronically with computer tools d) have
  students verbalize for others the details of what
  to place on a map and where.

• Traditional Approach
• Social Studies textbook
• Encyclopedia
• Map materials
• Tag board
• Colored pencils
• Rulers
• Glue
• Clay
• Trays
• CD software on U.S. geography

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CurriculumMedia and Materials
Center for Applied Special Technologies,
CAST www.cast.org

• UDL Approach, cont.
• 3. Some learners may have organizational
  deficits, making it challenging for them to
  understand and make use of library structure and
  thus the library resource. Provide scaffolds and
  instruction to find materials in multiple formats
  text, digital, audio, etc.
• Select possible materials for students to review
• Direct students to area of media center
  w/appropriate resource materials
• Consider textbook barriers noted in
  materials/classroom
• Some learners may have difficulty using computers
  with a CD, hindering access to the resource
  material
• Provide supports and instruction to use of CD
  resources
• Evaluate access issues for vision, decoding,
  etc., for the various students in the class

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How are curriculum creators responding?

• Pearson
• audio study guides
• Holt and Reinhart Elements of Literature
• Houghton Mifflin Social Studies

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Vanessas Story
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A UDL Curriculum

• Is designed, developed and flexible from the
  start.
• Has built in supports.
• Is designed to maximize options for students and
  teachers
• Meets the needs of all learners.
• Is under the auspices of general education.

Center for Applied Special Technologies,
CAST www.cast.org
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UDL Paradigm Shift how UDL changes the way we
think about students and education
Center for Applied Special Technologies,
CAST www.cast.org

• Old Assumptions
• Students who learn differently constitute a
  separate category.

• New Assumptions
• Students who learn differently fall along a
  continuum of learner differences.

• Instructional adjustments need to be made for at
  risk students.

• Instructional adjustments need to be made for all
  learners.

• Learning is centered on a single text book.

• Learning materials are varied, digital.

• The problem is with the student remediate,
  remediate, remediate..

• The solution is within the curriculum. A flexible
  curriculum adapts to the needs of all students.

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David Rose says.

• UDL is really a merging of general education and
  special education, a sharing of responsibility,
  resources, and ownership. It gets away from the
  their kids-our kids divide between general ed.
  and special ed.
• -A Practical Reader in Universal Design for
  Learning

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Why is UDL important to me?
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Why is UDL important to my students?
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Helps StudentsParticipate in GLCE activities.
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Helps Studentsmake progress toward GLCE mastery
and IEP goals.
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Helps StudentsWork independently.
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Helps StudentsFeel like successful learners.
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Helps StudentsSucceed on state assessments.
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S. Hardin, J. Zabala, Threshold 2005
Hardin, S. Zabala, J 2004
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UDL vs. Assistive Technology

• UDL
• Used by a wide range of students with diverse
  learning needs.
• Puts the onus on the curriculum to meet the needs
  of the students.
• Implemented by general education teachers.

• Assistive Technology
• Used by individual student
• To meet expectations of curriculum.
• Implemented by the special education staff.

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UDL and Assistive Technology

• Will always co-exist.
• Support one another.
• Even with the most well-thought out UDL
  curriculum, AT will still be necessary in order
  to provide some students with improved access,
  participation, independence and ultimately
  progress toward meeting academic standards.

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Consider UDL TTYN

• Think of a lesson
• How could you add
• Multiple, flexible means of representation
• Multiple, flexible means of expression
• Multiple, flexible options for engagement

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How can we prepare?
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• Thank you.