AN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING (UDL)

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AN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING
(UDL)

• IMPACT GRANT

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WELCOME!Do Now Activity- Average Student

• Take a few minutes to define your average
  student.
• Save ityoull be sharing with the group later in
  the workshop!

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AGENDA

• 900 AM-300 PM
• Welcome Introductions
• Share Lessons
• UDL History/Brian Networks
• UDL Principles
• Self-Reflection and Evaluations

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GOALS

• Understand the history and concepts of Universal
  Design for Learning
• Apply the concepts of Universal Design for
  Learning to classroom practice

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E-BOARDHTTP//DS-WORSHOPS.CMSCE.SITE.EBOARD.COM
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NOTES PAGES

• Ive provided notes pages for our activities.

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Name Identification Device (NID)
Scenario- We are going to be working together
over the next couple of weeks, but I dont know
your names. Design Challenge- Design and make a
name identification device that will allow me to
identify each of you by name.
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NID Criteria

• You must work in groups of 5.
• You can use only the material given paper,
  scissors, and markers.
• Print your first name only.
• Your name must be able to be read from a distance
  of 10 feet.
• Each member of the group must have a different
  geometric shape for their name identification
  device.
• One of the shapes must be a circle.

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NID More Criteria

• The geometric shapes must be identifiable to
  everyone in the room.
• The paper itself must in the geometric shape (you
  cannot just draw the shape on the paper).
• Since we live in an ecologically sensitive world,
  no scraps of paper can remain (the entire sheet
  of paper must be used).
• You must wear your device for the duration of
  this workshop.
• You have 10 minutes complete this challenge.

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INTRODUCTIONS

• Who are you? What is your shape?
• What subject(s) and grade level(s) do you teach?
• How long have you been teaching?
• What is your experience with and/or what do you
  Know about UDL?
• What are your expectations this UDL initiative
  and/or what do you want to know about UDL?

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EXEMPLARY LESSON

• Take few minutes and think of the best lesson you
  ever taught. What made it an exemplary lesson?
• Write a brief summary and explain what made it an
  exemplary lesson.
• List some key strategies and/or tools you used.
• Be ready to share with the group.

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THE UDL UMBRELLA

• UDL is the umbrella or framework for which many
  of the strategies you are already using fall
  under Differentiated Instruction, Project Based
  Learning, Technology Integration, Learning Styles
  and Multiple Intelligences
• You are already doing great thingswith UDL we
  can take your teaching to the next level!-
  Identify gaps and fill barriers and remove!

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MAIN CHALLENGE

• Please share your average student
• Is there such a thing as an average student?
• Average
• typical common ordinary
• Every student is unique!

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ONE SOLUTION IS

• Universal Design for Learning (UDL)- 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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UDL ORIGINS ARCHITECTURE

• How is this building inaccessible?

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RETROFITTING

• Before UD- Legislation mandating access lead to
  extensive retrofitting.
• Drawbacks typically solve only one problem,
  costly, ugly.

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SolutionUniversalDesign

• Consider the needs of the broadest possible
  range of users from the beginning
• Architect, Ron Mace

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EXAMPLES UNIVERSAL DESIGN

• What are some other examples of UD?

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ORIGINS OF UDL
CAST believes that barriers to learning are not,
in fact, inherent in the capacities of learners,
but instead arise in learners' interactions with
inflexible educational goals, materials, methods,
and assessments. Teaching Every Student in the
Digital Age, p. vi

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UDL the Learning Brain
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UDL THE LEARNING BRAIN

• Recognition network
• Strategic network
• Affective network

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RECOGNITION NETWORK
The WHAT of learning Identify and interpret
patterns of sound, light, taste, smell, and touch
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STRATEGIC NETWORK
The HOW of learning Plan, execute, and monitor
actions and skills
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AFFECTIVE NETWORK
The WHY of learning Evaluate and set priorities

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HOW YOUR BRAIN WORKS

• Everything we do involves 3 major networks in the
  brain. Across and within the brain networks, we
  all have different combinations of strengths and
  challenges and these differences shape the ways
  we learn and work most effectively.

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EXAMPLE Birthday Card

• Recognition- we understand the concepts of a
  birthday and identify the card, the pen, our
  hands as we write, and our signature.
• Strategic- we set our goal of signing the card,
  form a plan for picking up the pen and moving it
  to produce our signature, monitor our progress,
  and make small course correctionssuch as
  reducing the size of the letters if we begin to
  run out of space.
• Affective- connect us to our feelings for our
  friend, motivate us to sign the card, and keep us
  on task

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VYGOTSKYS PREREQUISITES FOR LEARNING

• Parallel the three brain networks
• One must recognize information, ideas, and
  concepts (Recognition)
• One must be able to apply strategies to process
  the information (Strategic)
• One must be engaged (Affective)

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Task is too difficult for learner
ZONE OF PROXIMAL DEVELOPMENT
Task is too easy for learner
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ZONE OF PROXIMAL DEVELOPMENT

• Engagement and motivation are high.
• Challenge is appropriate.
• Support is just right.

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REVIEW ACTIVITY

• Together lets build a concept map of what you
  know about UDL already

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CONCEPT MAPPING TOOL
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UDL PRINCIPLES

• Provide multiple, flexible methods of
• Presentation to support _____________ learning
• Expression and apprenticeship to support
  _________ learning.
• Engagement to support __________ learning.

Recognition
Strategic
Affective
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RECOGNITION NETWORKS

• Provide multiple means of PRESENTING information.
• Provide multiple examples.
• Highlight critical features.
• Provide multiple media and formats.
• Support background knowledge.

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RECOGNITION NETWORK

• Provide multiple means of PRESENTING information.
• What strategies/materials/methods do you
  typically use to present information?

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MULTIPLE EX. FREE FALL
Ticker Tape Diagrams
Charts/Graphs
Free Body Diagrams
Equations
Vector Diagrams
Words
A free-falling object is an object which is
falling under the sole influence of gravity such
an object has an acceleration on Earth of 9.8
m/s/s, downward.
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MOREMULTIPLE EXAMPLES

• Wrong way compared to correct. Point out error.
• Exemplary Models/Samples, etc.
• Real World Examples
• Templates (outlines, lists, etc).
• Manipulatives
• Concept Mapping (see next slide)

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Multiple Examples Concept Mapping
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MULTIPLE MEDIATHE POWER OF SOUND, IMAGE, TEXT
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MULTIPLE MEDIAON-LINE INTERACTIVE
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MULTIPLE MEDIA VIRTUAL FIELD TRIPS
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BACKGROUND KNOWLEDGE

• KWL Charts
• Defining Words/Concepts
• Make Connections

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GLOSSARY CONTENT WALL

• Students create their own glossary (1 page per
  concept)
• Make sure any symbols/vocab are defined and
  modeled.
• Content Wall with content shown in multiple
  representations.

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MULTIPLICATION EX.

• MULTIPLICATION
• is repeated addition.
• 2x4 2222 8
• 4x2 448
• 2x48, (2)(4)8, 248
• Two times four equals eight.
• Two multiplied by four equals eight.

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RECOGNITION APPLICATION

• Choose content you will be teaching your students
  soonhow can you represent that problem/topic in
  multiple ways?

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STRATEGIC NETWORKS

• Provide multiple means of EXPRESSION and
  APPRENTICESHIP.
• Provide flexible models of skilled performance.
• Provide opportunities to practice with supports.
• Provide ongoing, relevant feedback.
• Offer flexible opportunities for demonstrating
  skill.

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STRATEGIC NETWORK

• Provide multiple means of EXPRESSION and
  APPRENTICESHIP.
• What materials/methods do you use to allow
  students to practice and applying the content
  taught?
• Is it effective? How do you know?

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Strategic Resources

• GAMES (online) and Hands-on Games
• FLASHCARDS (online)
• APPLICATION PROJECTS PBL

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EXPRESS WHAT THEY KNOW

• TEACH/FEEDBACK
• THINK ALOUDS
• JOURNALS
• PORTFOLIOS

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AFFECTIVE NETWORKS

• Provide multiple means of ENGAGEMENT.
• Offer choices of content and tools.
• Offer adjustable levels of challenge.
• Offer choices of rewards.
• Offer choices of learning content.

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AFFECTIVE NETWORK

• Provide multiple means of ENGAGEMENT.
• How are you providing choice?
• What are your reward and recognition systems?
• Do you know what your students are interested in?
  What motivates them specifically?
• How independent are your students? Can they
  self-regulate?

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ENGAGEMENT IDEAS

• Do interest inventories of your students.
• Have clear and consistent reward and recognition
  system.
• Use some DI strategies Exit Tickets, Menus,
  Choice Board, Centers, etc.
• Use media tools
• Help them set goals, self-assess reflect.

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EXIT TICKETUDL Self-Reflection

• What are you doing well?
• What areas of your teaching do you need to
  improve and why?
• Of the 3 UDL principles which one do you need the
  most support in and which one the least? Why?

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Teaching Journal

• Really assess if your are in fact using multiple
  and flexible means of presentation, expression
  and apprenticeship, and engagement. Like with a
  food logsee if you are doing better or worse
  than you think! Was your original
  self-assessment accurate? Where are the gaps
  that need to be filled?

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NEXT TIME

• Review UDL networks and principles
• Watch Exemplary UDL lessons
• Develop UDL rubric and apply it
• Develop UDL Goal Force Map
• Develop UDL Implementation Plan

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Dawna Schultzdawna.schultz_at_gmail.com908-892-0609
Delicious Pagehttp//delicious.com/DawnaSchult
zEboardWWW.DS-WORKSHOPS.CMSCE.SITE.EBOARD.COM
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