universal design for learning in today’s classrooms

Universal Design for Learning in Today’s Classrooms

William J. DeMeo, Ph.D

Brain AwakeningBrain Awakening

CSIIt’s A CRIME!

Introduce self

Brain Compatible Strategies

Boomerang

Brain Compatible Strategies

Boomerang

Teachers spend on average a total of 26 school days of a year

trying to quiet students down.

Brain Compatible Strategies

Boomerang

WhistleMusic

SingingMusic Instrument

Hear My VoiceClapping

A Guide to School

Staff is:• Over worked

• Under fed

• Over Committed

• Under fire

• Over legislated

• Under protected

• Over scrutinized

• And just plain TIRED OUT!

How many years have you worked in the field of education?1. Rookie – This is my first year.2. Returning Player – I came back

for a second year.3. Seasoned Player – 3 to 10

years.4. Veteran Player – I’ve been in

education so long that I have lost count of the years.

5. Retiring Playing – I plan to retire at the end of this season (school year).

Fingers Under the Chin Strategy

Ask a multiple choice question and have students respond by putting the number of fingers under their chin that matches with their answer choice.

William J. DeMeo

(513) 240 -2957

(E-Mail) specialtypsych@gmail.com

Processing Questions

• What

• So What

• Now What

It’s important to learn how the brain learns

• Differentiated instruction (DI)• Universal Design for Learning

(UDL) • Brain-based learning

strategies

Discovery Social Neuroscience

The discovery thatsocial conditions

have a much greaterimpact than

previously believed.

Relationship Building Means…

• Staff to student (builds security)

• Student to student (builds affiliation and sense of belonging)

• Staff to staff (collaborative role models for kids)

ACTIVITYSPORTS

Football

_____________

Baseball

_______________

Hockey

_____________

Basketball

____________

ACTIVITYSPORTS

Football

Jets

Giants

_____________

Baseball

Yankees

Mets

_______________

Hockey

Rangers

Islanders

_____________

Basketball

Knicks

Nets

____________

Psychological Motives

• Physiological motives and emotions deal primarily with continuing life

– Sex

– Homeostasis – food, water,

– Emotions• Fear – avoiding injury• Disgust – avoid sickness• Anger & aggression - confront threat

– Social

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Discussion QuestionThink-Ink-Pair-Share-Ink-Quad

• Find one person you do not know and be ready to report the following to the large group in 5 minutes:– Other person’s name– Other person’s teaching experience– Other person’s experience with UDL, DI

and/or Neuroscience Strategies

The Brain is a Social Brain

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• The brain develops better in concert with others

When students have to talk to others about information, they retain the information longer and more efficiently!

Make use of small groups, discussions, teams, pairings, and question and answer situations.

Brain Compatible Strategies

Comprehension

Activity

Goals

• Understand the concepts of Universal Design for Learning

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

Session Agenda

Gain an Understanding of UDL

• Universal Design

• Universal Design for Learning

– A Paradigm Shift: The Curriculum is Broken

– UDL is for ALL students

• Three Brain Networks

• Three principles of UDL

• Applying the Principles of UDL

The Challenge

Access, participation, and progress

in the general education curriculum

for all learners

IDEA ‘97

UD Solutions

Origins of Universal Design

UD Origin and Definitions

Drawbacks of Retrofitting

• Each retrofit solves only one local problem

• Retrofitting can be costly

• Many retrofits are UGLY!

UD Origin and Definitions

“Consider the needs of the broadest possible range of users from the beginning”

Architect, Ron Mace

Universal Design

• Not one size fits all – but alternatives.

• Designed from the beginning, not added on later.

• Increases access opportunities for everyone

Prior Knowledge Shout Out

Assignment: Call out as many solutions for Universal Design for buildings or structures as you can think of that you have experienced in society.

Universal Design

• Ramps

• Curb Cuts

• Electric Doors

• Captions on Television

• Easy Grip Tools

Universal Design

What’s better about Universal Design?

• Universal Design recognizes the reality of diversity

• Universal Design built right from the start . . .

– Is less costly than retrofits– Is more efficient than individual

solutions– Is more aesthetically pleasing– Benefits more people

Meet Matt

© CAST, Inc.

Disabilities?

Disability

• Something that hinders, prevents, or

restricts normal achievement (barrier)

American Heritage Dictionary, 2006

Disabilities?

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Things are always changing…

EDUCATION

The Need to Change

• Student populations do not look or act like they did 50 years ago or even 20 years ago.

• Educators and parents need to let go of what worked 10 years ago.

Diverse Subpopulations of LearnersCity White African American

Latino/ Hispanic

Asian Other

Los Angeles

8.9 11.2 73.3 3.8 2.8

Atlanta 8.37 85.98 4.1 0.59 0.96

St. Louis 14.1 81.8 2.3 1.7 0.3

Philadelpa 13.3 64.4 15.8 5.6 0.3

Detroit 3.0 90.73 5.1 0.8 0.3

Chicago 8.1 48.6 37.6 3.2 2.5

Oakland 6.3 40.0 33.2 16.3 4.2

Cleveland 16.7 70.3 10.4 0.3 2.0

New York City

14.3 33.1 39.0 13.5 0.0

Dallas 5.1 29.7 64.1 0.9 0.2

2005-2006 Enrollment Demographic Information gathered from district websites.

Will a “one size fits all” curriculum and instruction serve the diverse needs of students in

public schools?

Not anymore, if it really ever did.

• The demographic changes in the United States necessitate changes in how we educate students.

• Learning to serve the students will take diligence and patience to serve these students.

How do we serve the diverse learners in our classrooms each

day?

Many teachers remember the good ole days when one lesson plan per day, per

grade level was sufficient to meet the needs of all

learners.

One very viable way to reach students of various backgrounds is to

differentiate the curriculum and instruction to fit new and

different needs.

Change

Research base for DI & UDL

• Brain research confirms what experienced teachers have always known:– No two child are alike.– No two children learn in the same identical way.– An enriched environment for one student is not

necessarily enriched for another.– In the classroom, children should be taught to think for

themselves.

• Marion Diamonds, Professor of Neuro-anatomy at Berkeley http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/ed_lead/199811/darcangelo.html

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Today’s 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• You’re being arrested for piracy• Brittney Spears is the most searched for

person… and she’s not even lost!

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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