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Universal Design for Learning

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Title: Universal Design for Learning


1
Universal Design for Learning
  • A Framework for Designing Access to Core Content
    Expectations for ALL Students

2
  • 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
3
  • 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.

4
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

5
Things are always changing
6
Change
7
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

8
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)

9
Rapid Changes in Technology
10
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!

11
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

12
A Whole New Mind
  • Shift in qualities required for success
  • design
  • story
  • symphony
  • empathy
  • play
  • meaning

Daniel Pink
13
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
14
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

15
The Achievement Gap
Dave Edyburn
16
Why?
  • The mismatch

17
Success for at-risk learners begins
  • with good curriculum,
  • flexible materials,
  • engaging assignments and
  • built in universal access features

18
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

19
When the task is too difficult for learner
When the task is too easy for learner
20
High engagement
Right amount of support
Challenge is appropriate
21
How weve been doing business
22
So how do we adjust curriculum easily and
effectively given limited time?
23
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
24
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.

25
CAST www.cast.org
26
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
27
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
28
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.

29
UDL and the Learning Brain
David Rose, CAST www.cast.org
30
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
31
What if we passed around a model of a brain
32
Learner Adjustable Scaffolds
33
TTYN (Talk To Your Neighbor)
  • Think about your own learning preferences. What
    supports would want to be sure were in place for
    you?

34
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
36
CAST www.cast.org
37
How weve been doing business
A UDL Curriculum
38
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

39
Universal Design for Learning 8th Grade History
  • Studying for the End of the Unit Exam

Mr. Langhorsts Virtual Classroom
40
Studycast and Graphic Organizer 8th grade
American HistoryConstitutional Powers
41
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

42
Resources
  • Resources mentioned in this presentation
  • http//www.protopage.com/hardins

43
TTYN
  • How has the advent of new technologies effected
    instructional design?

44
Case Study
  • Mrs. Jones Fourth Grade Classroom
  • From A Practical Reader in
  • Universal Design for Learning

45
Center for Applied Special Technologies,
CAST www.cast.org
46
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

47
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.

48
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

49
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)

50
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)
    )

51
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

52
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

53
How are curriculum creators responding?
  • Pearson
  • audio study guides
  • Holt and Reinhart Elements of Literature
  • Houghton Mifflin Social Studies

54
Vanessas Story
55
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
56
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.

57
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

58
Why is UDL important to me?
59
Why is UDL important to my students?
60
Helps StudentsParticipate in GLCE activities.
61
Helps Studentsmake progress toward GLCE mastery
and IEP goals.
62
Helps StudentsWork independently.
63
Helps StudentsFeel like successful learners.
64
Helps StudentsSucceed on state assessments.
65
S. Hardin, J. Zabala, Threshold 2005
Hardin, S. Zabala, J 2004
66
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.

67
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.

68
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

69
How can we prepare?
70
  • Thank you.
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