Download - Universal Design for Learning Updated 2012
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Universal Design for Learning
Meeting the Needs of Learners
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GoalsUnderstand background &
foundational concepts of Universal Design for Learning (UDL)
Getting started with UDL – Applications and Resources
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Why We Do What We Do
“Students are not empty vessels to be filled, but flames to be lit” (Plato)
Needs to be a shift in how we perceive our youth
“Something in here, that I want to put into the world…”
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What is it in you that gives you joy, excites
you…Most students
know their “spark”Most say no one
has asked them what their “spark” is
Only 25% say there is a community around them that helps nourish their “spark”
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Five Essential Questions
What is your spark?
Who knows your spark?
Who helps nourish your spark?
What gets in your way?
How can I help?
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How Can We Help?
Reaffirm why we do what we do…“vessels” or “sparks”?
Use all the resources available to “light those sparks” which includes:
Personalized LearningInquiryUniversal Design for LearningInfusing Technology
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Origins of Universal Design
Originated in the field of architecture
Design buildings with built-in accessibility for everyone was an approach superior to retrofitting buildings to accommodate diverse individual needs.
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Universal Design: We all benefit
Not one size fits all – but alternatives.
Designed from the beginning, not added on later.
Increases access opportunities for everyone
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Universal Design Is All Around Us…
RampsCurb CutsElectric DoorsCaptions on
TelevisionEasy Grip
Tools
Slide adapted from Kathy Howery
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Center for Universal Design (NCU) –
7 PrinciplesEquitable UseFlexibility in UseSimple & IntuitivePerceptible
InformationTolerance for errorLow physical effortSize and space for
approach and use
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UDE Applications
Universal Design in Education (UDE)
Provides a philosophical framework for the design of a broad range of educational products & environments
Unlike an accommodation for a specific person with a disability, the practice of UDE benefits all students
-Educational software-Websites-Meetings-Instructions-Curriculum-Libraries-Computer labs-Registration options-Student housing & residences-Student services
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Universal Design – Principles for
Instruction Class Climate Physical Access,
Usability, and Safety Delivery Methods Information
resources Interaction Feedback Assessment Accommodation
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Origins of Universal Design for Learning
(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 (CAST, 2003)
http://lessonbuilder.cast.org/learn.php
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Traditional vs. UDL Approach
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Celebrating Diversity
“We must fundamentally alter our thinking about diversity as deviant, that…it must be accommodated. . .
Rather, we need to be clear that diversity is an essential part of the human condition and needs to be anticipated and celebrated.”
Dave Edyburn, Associate Professor, UWM
Slide created by Kathy Howery
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UDL Originated From the Edges…
Innovations emerge from the margins, not from the centre or mainstream of an industry…
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Moving to Accessibility –
A3 Model
ADVOCACY (Barriers to
learning exist)
ACCOMMODATION (Assistive Technology for
Learning)
ACCESSIBILITY (Universal Design for
Learning)
APPROACH
APPROACH CHANGES OVER TIME
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Universal Design for Learning
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.”
-CAST 2003
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UDL - The Intersection of
Initiatives “UDL is the intersection
where all our initiatives - integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers, performance based assessment, and others - come together”
Donna Palley (Education in the Digital Age: Rose & Meyer)
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UDL and the Learning Brain
Recognition network
Strategic network
Affective network
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UDL and the Learning Brain
Recognition Networks:
“the what of learning”
-identify and interpret patterns of sound, light, taste, smell, and touch
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UDL and the Learning Brain
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Recognition Networks
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Recognition Networks
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UDL and the Learning Brain
Strategic networks:
“the how of learning”
-plan, execute, and monitor actions and skills
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UDL and the Learning Brain
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Universal Design and the Learning
Brain
Strategies & Eye Movement Studies
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UDL and the Learning Brain
Affective networks:
“the why of learning”-evaluate and
set priorities
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UDL and the Learning Brain
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Learning and Emotion
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UDL and the Learning Brain
• One must recognize information, ideas, and concepts
• One must be able to apply strategies to process the information
• One must be engaged
-Vygotsky
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UDL and the Learning Brain
All learners are
unique and
universal does
not mean
“one size fits all”
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What do we mean by Universal?
To many people the term seems to imply that UDL is a quest for a single, one size-fits-all, solution that will work for everyone.In fact, the very opposite is true.
The essence of UDL is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles, and preferences.
-Slide adapted from Kathy Howery
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Universal Design for Learning calls for:
Multiple means of representation::to give learners various ways of acquiring information and knowledge,
Multiple means of expression: to provide
learners alternatives for demonstrating what they know
Multiple means of engagement: to tap into learners' interests, offer appropriate challenges, and increase motivation.
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Multiple Means of
Representation
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Multiple Means of Representation
VideoSparks NotesConsiderate Text
(Mobipocket)Read/Write Gold“Writing with
Symbols” (ELL)Reduce cognitive
barriers
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Multiple Means of Action & Expression
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Multiple Means of Action &
ExpressionSpeech
recognition software
Alpha SmartiMovie or Movie
MakerInspirationWebspirationPixwriterBloggingVoice Thread
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Multiple Means of Engagement
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Multiple Means of Engagement
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Multiple Means of Engagement
21st Century Learners – Digital Natives
Virtual classroomsNurturing “Sparks”Teach today’s
students with today’s tools
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Universal Design for Learning
Provides a variety of choice for different learners.
Has these options available before students enter the classroom.
Teachers can plan in advance to meet students’ needs.
-Slide adapted from Kathy Howery
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Universal Design for Learning
By frontloading “assistive” technologies into the classroom we can create a more accessible and flexible environment for all students.
-Slide adapted from Kathy Howery
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Digital Media is Flexible and
Transformable
ExamplesUDL EditionsStrategy TourThinking ReaderBook BuilderDraft Builderhttp://www.cast.org
“Joe’s Non-Netbook” - Youtube
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Planning for All Learners (PAL)
Set GoalsClassroom ProfilesIdentify Methods,
Materials, Assessments & Barriers
Apply UDLTeach UDL Lesson
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Classroom Profiles
Profile of EACH student’s STRENGTHS & WEAKNESS:
Recognition NetworksStrategic NetworksAffective Networks“Sparks”
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Classroom Profile
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Materials, Methods & Assessment
Potential Barriers & Solutions:
MethodsMaterialsAssessment
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Materials, Methods,
Assessment
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Finding UDL Solutions
http://udlcenter.org/implementation/examples
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UDL LESSON PLANNING & PROCESSES
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Digital Text
Digital Repository of Digital Textbooks (Canada Copyright Law – Section 32)
Authorized Novels & Plays in Digital Format
Other Sources Project Gutenberg
(free electronic books)
Wikibooks UDL Editions by CAST Google Books Bookshare.com
Alberta Education
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UDL Resources - Technology
http://udltechtoolkit.wikispaces.com/
http://www.techmatrix.org/
http://www.udlcenter.org/
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UDL & 21st Century Learning
Information is easy to get!
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UDL & 21st Century Learning
What will be valued is people who can make “usable knowledge” with that information!
-Slide adapted from Kathy Howery
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Are We Ready?