Title: Universal Design for Learning
1Universal 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.
4Goals 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
5Things are always changing
6Change
7Todays 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
8Accountability 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)
9Rapid Changes in Technology
10Think 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!
11Changes 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
12A Whole New Mind
- Shift in qualities required for success
- design
- story
- symphony
- empathy
- play
- meaning
Daniel Pink
13Brain 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
14Where are we now?
- Although substantial progress has been made to
increase physical access to the classroom,
cognitive access often remains a barrier - Dave Edyburn
15The Achievement Gap
Dave Edyburn
16Why?
17Success for at-risk learners begins
- with good curriculum,
- flexible materials,
- engaging assignments and
- built in universal access features
18What 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
19When the task is too difficult for learner
When the task is too easy for learner
20High engagement
Right amount of support
Challenge is appropriate
21How weve been doing business
22So how do we adjust curriculum easily and
effectively given limited time?
23Universal 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
24UDL 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.
25CAST www.cast.org
26Primary 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
27Support 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
28An 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.
29UDL and the Learning Brain
David Rose, CAST www.cast.org
30Imagine 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
31What if we passed around a model of a brain
32Learner Adjustable Scaffolds
33TTYN (Talk To Your Neighbor)
- Think about your own learning preferences. What
supports would want to be sure were in place for
you?
34Support 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
35Support 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
36CAST www.cast.org
37How weve been doing business
A UDL Curriculum
38Universal 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
39Universal Design for Learning 8th Grade History
- Studying for the End of the Unit Exam
Mr. Langhorsts Virtual Classroom
40Studycast and Graphic Organizer 8th grade
American HistoryConstitutional Powers
41Universal 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
42Resources
- Resources mentioned in this presentation
- http//www.protopage.com/hardins
43TTYN
- How has the advent of new technologies effected
instructional design?
44Case Study
- Mrs. Jones Fourth Grade Classroom
- From A Practical Reader in
- Universal Design for Learning
45Center for Applied Special Technologies,
CAST www.cast.org
46State 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
47State 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.
48CurriculumMethods-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
49CurriculumMethods- 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)
50CurriculumMethods- 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)
)
51CurriculumMedia 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
52CurriculumMedia 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
53How are curriculum creators responding?
- Pearson
- audio study guides
- Holt and Reinhart Elements of Literature
- Houghton Mifflin Social Studies
54Vanessas Story
55A 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
56UDL 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.
57David 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
58Why is UDL important to me?
59Why is UDL important to my students?
60Helps StudentsParticipate in GLCE activities.
61Helps Studentsmake progress toward GLCE mastery
and IEP goals.
62Helps StudentsWork independently.
63Helps StudentsFeel like successful learners.
64Helps StudentsSucceed on state assessments.
65S. Hardin, J. Zabala, Threshold 2005
Hardin, S. Zabala, J 2004
66UDL 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.
67UDL 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.
68Consider 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
69How can we prepare?
70