Week 4 Application

1. Universal Design for
Learning
Brain Researched Best Practices
By Aaron Hansen

2. About UDL

3. Inspiration for UDL
Ron Mace’s universal design principles for
buildings and architecture.
Ramps, in addition to stairs
Lower counters for individuals in
wheel chairs
(Laureate Education, Inc., 2009)

5. Why UDL
UDL was created “to provide a blueprint for
creating instructional goals, methods, materials,
and assessments that work for everyone.”
“The burden of adaption should first be placed
on the curriculum, not on the learner.”
(Center for Applied Special Technology, 2009)

7. How UDL Works
“UDL is a set of principles for curriculum
development,” not a prescription but guidelines,
that give all individuals equal opportunities to
learn” regardless of their strengths, weaknesses,
or learning preferences.
UDL encourages teachers to look beyond the
inflexible, one-size fits all curriculum that
plague our schools.
(Center for Applied Special Technology, 2009)

9. Benefits of UDL
Although the benefits of UDL practices are most
noticeable when working with students with
disabilities, the benefits of using UDL principles
extends to all learns.

11. UDL’s Three
Principles

12. Representation
(Input Methods)
Provide students with multiple
options for interacting with and
absorbing information.
For example:
Provide visuals, audio, and printed text for
students with different learning preferences.
(Rose & Meyer, 2002).

13. Expression
(Output Methods)
Allow students different avenues
for demonstrating what they know.
For example:
Allow written responses or oral responses to
assessments.
Incorporate problem-based and project
based learning.
(Rose & Meyer, 2002).

14. Engagement
(Motiving)
Student interest and enjoyment
provides the sparks that propels
student learning.
For example:
Some students respond well to novel and
spontaneous environments.
Others thrive when they can predict routines
(Rose & Meyer, 2002).

15. UDL &
Technology

16. Representation Options
Audio Opportunities
Audio recordings to measure fluency, or
assessment answers.
Podcasts of distributing recorded reading
material
eReaders or Tablets to provide text-to-audio
tools for struggling readers
As well as fast access reference material

17. Representation Options
Content Management Systems
To provide multiple assignments/ assessments
depending on which novel a student selects
To provide assessment options to match student
needs
To create a single access point for all online
resources (text articles, podcasts, videos, etc.)

18. Expression Options
Audio recording via podcasts
Visual/ multimedia demonstration via Glogster
Written/ Text based expression via blogs and
discussion forums

19. Engagement
Anything visual especially multimedia material
Any time students have the opportunity to be
creative
Any time students have the opportunity to learn
in a social context
(CMS or Personal Learning Communities)

20. Impact of UDL
Increased
Engagement
Motivation
Creativity (student & teacher)
Academic Success

21. Brain Research

22. Brain Research
The brain processes information in 3 different ways.
Rose & Meyer label these
Recognition Networks
Strategic Networks
Affective Networks
These closely match the three UDL principles
Recognize
Expression
Engagement
(Rose & Meyer, 2002).

23. Recognition Network
Focuses on recognize and assign
meaning to patterns
Is central role is to identifies and
understand information, ideas and
concepts.
(Rose & Meyer, 2002).

24. Implications
Teachers should provide information in both part-
to-whole and whole-to-part structures.
Provide multiple examples to help students
recognize patterns as well as non-examples.
Highlight critical features.
Provide multi-sensory material (audio, video,
textual, tactile, kinesthetic)
Engage background knowledge
(Rose & Meyer, 2002).

25. Strategic Network
Processes information and
determines what to do with it
Is responsible for planning,
conducting and monitoring our
actions.
(Rose & Meyer, 2002).

26. Implications
Allow and encourage flexible demonstration of
mastery of skills and knowledge.
Provide time and space to practice
Provide feedback throughout the learning process
(Rose & Meyer, 2002).

27. Affective Network
Evaluates experiences and attaches
emotional significance
Leads to motivation and level of
engagement
(Rose & Meyer, 2002).

28. Implications
Offer choices of content and learning experiences
Provide material and experiences at various levels
of challenge
Create time and space for all desired learning
environments.
(Rose & Meyer, 2002).

29. Tech. & Brain
Research
Brain research helps us understand why technology
is so particularly powerful in education.
Because technology is so customizable, it allows
the teacher or learner to make adjustments at the
individual level to support and enhance learning.

30. Example-
Recognition Network
An eBook can be used by all students.
However, ELL students will be able to quickly and
seamlessly look-up or translate unfamiliar words by
simply tapping an unfamiliar word.
A struggling reader, or a blind student can have the
text read to them.
Teachers can even provide multiple texts at various
reading levels and allow students to privately
choose the most appropriate for their reading level.

31. Example-
Strategic Network
To provide feedback throughout the learning
process:
Use Google Docs and having students share
their documents with the teacher can allow
you to monitor progress and offer feedback
throughout the writing process (not just at
the end when papers are turned in).

32. Example-
Affective Network
To provide material and experiences at various
levels of challenge
Use a content management system (CMS) like
Moodle or Blackbaord to post multiple
versions of a text for students to read.
In addition to the original complicated text,
another version might have callout boxes to provide
background knowledge or vocabulary support.
Another might be abridged or summarize just the key
concepts.

33. CAST Tools &
Resources

34. Read the Words
www.readthewords.com

35. Read the Words
www.readthewords.com
This tool converts text to speech (including a video
of a talking avatar). It can convert Word, PDF, and
websites to a video or audio file (which can then be
transferred to an iPod).
This tool is so easy to use that we could create
audio files for all of our documents and have them
posted on our Moodle sites thus giving students the
option of listening to the text instead of reading it.
Paired with the original text, these files would give
our struggling readers (or visually challenged
students), an alternative way to engage the
material.

36. Read Write Think
readwritethink.com

37. Read Write Think
readwritethink.com
This site is a wealth of L.A. resources. It includes
many interactive tools for students and curriculum
resources for teachers.
Briefly outline how your school could use each
To enhance your efforts to meet the diverse learning
needs of your students as well as your academic
goals

38. UDL Tech Tool Kit
http://udltechtoolkit.wikispaces.com/

39. UDL Tech Tool Kit
http://udltechtoolkit.wikispaces.com/
This public wiki provides a growing plethora of
online tools for a variety of instructional purposes,
including reading, math, writing, and collaboration.
One size does not fit all learning styles or teaching
styles. It’s as important for us to have a list of tools
like this as it is for us to have a specific UDL tool.

40. References
Center for Applied Special Technology. (2009). UDL guidelines, version 1.0.
Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2009). Program four.
Brain Research and Universal Design for Learning. [Motion picture].
Reading and Engaging All Learners Through Technology. Baltimore:
MD.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age:
Universal design for learning. Retrieved from http://www.cast.org/
teachingeverystudent/ideas/tes/