Universal Design for Learning in Today

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Universal Design for Learning in Todays
Classrooms

Denise C. DeCoste, Ed.D
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Segment 1

• An Introduction to Universal Design for Learning

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What are you doing digitally in your everyday
life?

• Paying for gas
• Getting directions
• Buying plane tickets
• Getting cash
• Finding a movie
• Renting a movie
• Finding a zip code
• Finding a phone number
• Getting the weather
• Getting a recipe

• Taking a picture
• Sending a card
• Sending a message
• Finding out about a topic
• Paying bills
• Buying a book or music
• Listening to music

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What about technology in your teaching life?
vegiemince's photostream
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Technology Integration FrameworkMcAnear, A.
(February 2008). School-wide technology
integration. Learning and Leading with
Technology, p. 5.
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What is UDL?

• Simply put, UDL is the practice of embedding
  flexible strategies into curriculum during the
  planning process so that all students can access
  a variety of learning solutions.

• Universal design for learning (UDL) anticipates
  the needs of diverse learners.

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A National Effort

• Universal design for learning (UDL) is a growing
  practice across the nation, one that is
  increasingly referenced in education policy
  briefs, research literature, teacher professional
  development, and books and articles for
  educators.
• Sopko (April 2009). Universal Design for
  Learning Policy Challenges and Recommendations.
  Project Forum at the National Association of
  State Directors of Special Education (NASDSE).

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• UDL is a framework that can help you turn the
  challenges posed by high standards and increasing
  learner diversity into opportunities to maximize
  learning for every student. Drawing upon new
  knowledge of how the brain works and new
  technologies and media now available for teaching
  and learning, UDL frames a systematic approach to
  setting goals, choosing or creating flexible
  materials and media, and assessing students
  accurately
• Teaching Every Student website, Retrieved April
  7, 2009 from http//www.cast.org/teachingeverystu
  dent/content/mentors/site_mentor/site_mentor_udl_d
  ef.cfm)

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UDL and Technology

• UDL strategies can be no tech, low tech or high
  tech. We need the flexibility of many
  strategies.
• However, todays digital technology makes it
  possible to create flexible materials.

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UDL is built on the premise that.

• Learning differs across tasks
• Learning differs across development
• Learning differs across individuals

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• UDL strategies for instruction are frontloaded
  rather than retrofitted.

• More efficient in the long run.
• Benefits more students
• More acceptable to students

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Universal design for learning (UDL) is a
framework for removing barriers by anticipating
the needs of all students
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Educational reforms that have set the stage for
UDL

• Classroom demographic changes
• Greater understanding of brain development and
  learning (multiple pathways for learning)
• Understanding that one size does not fit all
• Educational legislation Emphasis on progress for
  ALL children
• NCLB and AYP
• Full inclusion ad IDEA -IA

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Is UDL only for students with IEPs?

• No
• UDL is a framework to support the range of
  learners that exist in typical classrooms.
• This would include gifted students, disengaged
  students, English language learners, as well as,
  students with documented disabilities.

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3 Major UDL principles

• Students have
• 1. Choices which will engage student interest
• 2. Options for how they learn
• 3. Choices for how they demonstrate their
  learning

• Teachers provide
• Flexible options for student engagement
• 2. Flexible ways of presenting lesson content
• 3. Flexible methods of expression, and assessment

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Flexible strategies for all students are the
hallmark of UDL
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Segment 2

• Engagement

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Principle 1 Flexible options for student
engagement

• Examples of options that engage student interest

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ENGAGEMENT Engaging interest in volcanic
activity
Using models that erupt
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ENGAGEMENT Using podcasts to introduce a unit on
Fables
http//www.learnoutloud.com/Catalog/Literature/Wor
ld-Classics/Aesops-Fables-Podcast/23064
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ENGAGEMENT Using Kidspiration with an
interactive white board
K. Lee L. String, MCPS MD
http//www.inspiration.com/Kidspiration
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ENGAGEMENT All about folktales using Microsoft
PhotoStory3
D. Jackson / MCPS MD
http//www.microsoft.com/windowsxp/using/digitalph
otography/PhotoStory/default.mspx
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ENGAGEMENT Interactive whiteboard software to
discuss vocabulary using a Freyer Model
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ENGAGEMENT Discussing character reactions using
Inspiration
L. Perkins / MCPS MD
http//www.inspiration.com/Kidspiration
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ENGAGEMENT Online game where students classify
animals and plants based on characteristics
http//www.sciencenetlinks.com/interactives/class.
html
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ENGAGEMENT Interactive Game on the systems of
the body
http//www.quia.com/rr/269891.html
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http//static.howstuffworks.com/flash/roller-coas
ter-diagram1.swf
ENGAGEMENT Interactive website that demonstrates
the energy of roller coasters
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ENGAGEMENT Web-based videos on curriculum themes
http//www.brainpop.com
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ENGAGEMENT Web-based virtual manipulatives or
concept tutorials for mathematics instruction
(K-12)
http//nlvm.usu.edu/en/nav/topic_t_3.html
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ENGAGEMENT Choices for practicing skills using a
textbook publishers online resources
www.glencoe.com
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Segment 3

• Presentation

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Principle 2 Flexible ways of presenting lesson
content

• Examples of options for how teachers present
  information and how students receive information.

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PRESENTATION No-tech way to present reading
strategies
Mr. Mayo
Classroom bulletin board
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PRESENTATION Introduction to Historical Fiction
using PowerPoint
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PRESENTATION Background information from the
Internet
http//www.kidport.com/RefLib/Science/FoodChain/Fo
odChain.htm
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PRESENTATION Support materials on the textbook
publishers website
Prentice Hall website http//www.phschool.com
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PRESENTATION Vocabulary Study Guides on American
government
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PRESENTATIONPicture key vocabulary study guide
in a Microsoft Word table
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PRESENTATION Using Kurzweil with Public Domain
E-Text of the Odyssey
http//www.gutenberg.org
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PRESENTATION Reading with embedded vocabulary
supports using Kurzweil bubble notes
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PRESENTATION Greek Myths at a 4th to 5th grade
readability level
http//www.donjohnston.com/products/start_to_finis
h/library/blue/
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PRESENTATION Biodiversity Video Segment with
Closed Captions
http//streaming.discoveryeducation.com/
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PRESENTATION Video reenactments of history
http//www.donjohnston.com/products/incite/index.h
tml
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Segment 4

• Expression

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Principle 3 Flexible methods of expression, and
assessment

• Options for how students demonstrate their
  learning

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EXPRESSION Alternate way to present a book
report
Book report diorama
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EXPRESSION Give students a choice of tools to
express what they know

• Paper and pencil
• Word processor
• Portable word processors (Alphasmart/NEO/Fusion)
• Supported writing software (Clicker, Drafbuilder)
• Multimedia tools (PowerPoint, Photostory, Windows
  Movie Maker)
• Webquests

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EXPRESSION Using a Clicker 5 Word Bank to
Support Writing
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EXPRESSION Spelling and vocabulary support using
Clicker 5
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EXPRESSION Inspiration notes to list main
characteristics
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EXPRESSION Notetaking using Microsoft Word
side-by-side view
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EXPRESSION Using Inspiration as a Prewriting
Graphic Organizer
Odyssey
http//www.inspiration.com/
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ASSESSMENT Match pictures and definitions to
concepts using Inspiration
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ASSESSMENT Using a text reader to read and
answer test questions
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ASSESSMENT Digital worksheets and tests
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Segment 5

• Implementing UDL in the Classroom

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UDL A national trend

• The technology now exists to make teaching and
  learning more adaptable to meet the needs of a
  wide range of students.
• Proactive curriculum design is essential in
  light of limited resources and limited time to
  create individualized accommodations. But it will
  take time.

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One step at a time.

• Shifting to a more universally designed
  curriculum cannot be accomplished overnight.
• It can only be accomplished by committed
  teachers willing to relook at their instructional
  strategies, and then begin to design
  instructional units in ways that provide more
  flexibility for all students.

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First Steps

• Have a clear understanding of the goals and the
  tasks that are important to your instructional
  unit.
• Identify the nature of the learners in your
  classroom.
• Design UDL solutions

UDL Solutions Planning Table http//www.montgomery
schoolsmd.org/departments/hiat/udl/UDL_Planning_Ta
ble.doc
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UDL Solutions Table
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Educator Strategies

• Schedule time to collaborate and plan flexible
  materials
• Focus on one or two curriculum units per quarter
• Coordinate efforts work in teams
• Set goals and criteria
• Who is the target group of students
• What are the learning barriers
• Identify flexible strategies that will narrow the
  achievement gap
• Share materials
• Sharet ten minute Tech-Tips at monthly staff
  meetings
• Tech Tuesdays to share readily-usable, flexible
  strategies
• Train students in the use of technology
• Collect measures of student success (e.g.,
  grades, attitudes, time on task, performance)

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HIAT website
http//www.montgomeryschoolsmd.org/departments/hia
t/udl
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References

• Casper, B., Leuchovius, D. (2005, April).
  Universal design for learning and the transition
  to a more challenging academic curriculum Making
  it in middle school and beyond. Retrieved
  September 15, 2006, from http//www.ncset.org/publ
  ications/viewdesc.asp?id2165
• Center for Applied Special Technology (CAST).
  Universal Design for Learning (2007). What is
  universal design for learning? Retrieved August
  5, 2006, from http//cast.org/research/udl/index.h
  tml
• Center for Applied Special Technology (CAST).
  (2007). UDL Questions and Answers. Retrieved
  March 12, 2008, from http//www.cast.org/research/
  faq/index.html
• CAST UDL Lesson Builder is a free online resource
  to help educators create UDL-based lessons.
  http//lessonbuilder.cast.org
• CAST UDL Toolkits are a free online resource
  designed to support professional development
  providers and other educators conducting
  workshops in universal design for learning by
  providing resources for face-to-face training
  sessions and ongoing follow-up support.
  http//www.cast.org/teachingeverystudent/toolkits/
  tk_introduction.cfm?tk_id61

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• Additional Web Resources
• http//www.cast.org/research/udl/index.html
• http//www.cited.org/index.aspx
• http//www.osepideasthatwork.org/UDL/index.asp
• Publications
• Council for Exceptional Children (2005).
  Universal design for learning A guide for
  teachers and education professionals. Arlington,
  VA Pearson.
• Hitchcock, C., Meyer, A., Rose, D. (2005). The
  universally designed classroom Accessible
  curriculum and digital technologies. Cambridge,
  MA Harvard Education Press.
• Rose, D., Meyer, A., (2002). Teaching every
  student in the digital age Universal design for
  learning. Alexandria, VA Association for
  Curriculum and Development.
• Rose, D. Meyer, A. (2006). A practical reader
  in universal design for learning. Cambridge, MA
  Harvard Education Press.
• Sopko (April 2009). Universal Design for
  Learning Policy Challenges and Recommendations.
  Project Forum at the National Association of
  State Directors of Special Education (NASDSE).
  Obtained April 20, 2009 at http//www.projectforum
  .org.