1. UNIVERSAL DESIGN FOR
LEARNING
~UDL~
and Wood-Ridge High School
Working Together To
Ensure All Our Students'
Needs are Met!
By: Colleen Meyer
http://www.voki.com/pickup.php?scid=5724416&height=267&width=200

2. What are the Origins of UDL?
UDL is an extension of the architectural
movement known as universal design.
The universal design movement created
structures that accommodated the needs of
ALL users, including those with disabilities.
Examples include self-opening doors, wide
doorways, ramp access, and curb cuts.

3. CURB CUTS~a prime example of
universal design.....
Curb cuts, originally
designed for people in
wheelchairs to navigate
curbs also eases travel for
people pushing strollers,
skateboarders, pedestrians
with canes, or even the
average walker.

4. What is UDL?
What is UDL?
Universal design benefits the diverse needs
of special populations which increases
usability for everyone; the UDL plans
curriculum with the needs of ALL
learners in mind.
(Rose and Meyer, 2002)

5. UNIVERSAL DESIGN FOR LEARNING
UNIVERSAL DESIGN FOR LEARNING-a universally designed
curriculum is a curriculum that has been specifically designed,
developed, and validated to meet the needs of the full range of
students who are actually in our schools, students with a wide
range of sensory, motor, cognitive, linguistic, and affective
abilities and disabilities rather than a narrow range of students in
the “middle” of the population (Hitchcock and Stahl, 2003).
? Is this what we always have in mind as we rewrite the curriculum and create our lessons??
? Is this what we always have in mind as we rewrite the curriculum and create our
lessons?

6. Universal Design for Learning extends
universal design in two key ways:
______________________________________
1. It applies the idea of built-in flexibility to the
educational curriculum.
2. It is supporting not only improved access to information
within classrooms, but also improved access to learning.
( Rose and Meyer, 2002)

7. THE 3 KEY PRINCIPLES OF UDL
1. Provide Multiple Means of Representation -
The "WHAT" of learning
2. Provide Multiple Means of Action and Expression -
The "HOW" of learning
3. Provide Multiple Means of Engagement -
The "WHY" of learning
*This link displays a graphic representation of the UDL Principles and the
checkpoints of each:
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

8. The 3 UDL Principles are based on the
3 Brain Networks (3 systems for learning):

9. THE 3 BRAIN NETWORKS EQUAL
~DIVERSE LEARNERS~
Brain research tells us about individual learning differences- three systems for learning.
It is important to understand the 3 brain networks to understand how students process their
information.
http://www.udlcenter.org/aboutudl/whatisudl
Strategic Networks
-Learners plan and
perform tasks
Recognition NetworkS differently. They
-Learners gather facts and organize and
categorize what they see, express ideas in
hear, and read differently. their own unique
ways.
Affective networks
Learners get engaged and stay
motivated in different ways.
How they are challenged,
excited, or interested depends
on the individual.

10. Instructional Methods for Principle One: Multiple means
of Representation~Recognition networks
It is important to give students ● Offer print and digital
various ways to acquire graphic organizers
knowledge.
Some essential methods include:
● Provide multiple examples ● Provide relevant web
resources with multiple
● Highlight important formats for information
information (archival magazine, primary
source photos, speeches,
etc.)
● Present content utilizing
multiple media and formats
● Build or activate background http://iris.peabody.vanderbilt.edu/udl/udl_06.html
knowledge

11. Instructional Methods for
Principle 2: Multiple
GUESS WHAT I FOUND
Means of Action and
AFTER CREATING THE Engagement ~Strategic
GLOGSTER ON THIS Networks ....(click on the
PAGE....... link below)
"Glogster EDU’s platform fulfills the http://cmeyer101.
UDL Principles of: Multiple Means of
Representation, in order to give edu.glogster.
diverse learners options for acquiring
information and knowledge; Multiple
com/instructional-
Means of Action and Expression, to methods-meyer/
provide learners options for
demonstrating what they know; and
Multiple Means of Engagement, to tap
into learners' interests, offer
appropriate challenges, and increase
motivation" (Glogster EC, Inc., 2012).

12. Instructional Methods for Principle 3:
Multiple Means of Engagement~Affective Networks
http://iris.peabody.vanderbilt.edu/udl/udl_06.
html
● Offer choices of content and
tools
http://fkompar.edu.
glogster.com/glog-
● Provide adjustable levels of 1187/
challenge
● Allow students to choose from a
variety of reinforcers
● Allow options for the learning
environment or context
● Utilize flexible grouping

13. What are the immediate
thoughts, words, ideas,
reminders, etc... that pop into
your head as you look at this
image?
http://www.transcribeyourclass.ca/hts.html

14. Central Role of Technology in UDL
"Technology, in particular digital media, makes UDL implementation practical and achievable in
a diverse classroom. Digital materials make it possible for the same material to be flexibly
presented and accessed – even adapted on a student-to-student basis"
Reflection: What do you use in your classroom?
● Web-based timelines, graphic organizers, and mind maps?
● publish writing online and create online portfolios, books,
newsletters, etc...
● engage in online discussions with peers and teachers as well as
people from all over the world
● record and edit audio
● use interactive whiteboard
http://edtechteacher.org/index.
php/teachingtechnology/86-
great-tech-tools
● create rubrics, tests, quizzes, surveys, maps, and games online
● organize, edit, and bookmark research online

15. Role of Technology and Brain Research
Technology.....who would have thought a few years ago
technology would play such an essential role on our
students' lives.
Remember, there is no such thing as a "normal" learner. Therefore,
through the integration of technology, multiple ways of presenting the
same content can be done effectively By supporting the different
recognition, strategic, and affective networks of different learners,
students are provided with access to information and access to learning.
http://www.financebehavior.co.uk/news/barter-system-history-past-present-and-future/10/09/2010/

16. Impact UDL and Technology Has on Student Learning at
Wood-Ridge High School Right Now....
● Devil's Advocate (Online School newspaper)
● Blue Devil's Nation TV Channel http://youtu.be/XN3bO7BZERA
● MAP Testing (Aligned with the CCCS)
● Google Docs Reflection: What else
● Turnitin.com do we offer our
students? What
impact has UDL and
● Web 2.0 Toolbox Technology had in
your classroom?
● TV Production and Communication
● Web Design
● Acellus
● District/Teacher Websites/Powerschool
● Interactive Whiteboards......

17.
UDL supports Cultural, Ethnic, Linguistic, and Academic
Diversity
Do you....
To customize
● use classroom media such as
digital text, sound, images, and
learning, teachers the Web?
need to create and ● give options for gaining
information, for expression, and
implement lessons for content selection, tailoring
with flexible goals, the learning experience to each
student?
tools, teaching *A UDL curriculum takes on the
methods, and burden of adaptation so that the
student doesn't have to,
assessments. minimizing barriers and
maximizing access to both
information and learning.

18. Multimedia Sample: Xtranormal
http://www.youtube.com/watch?v=zYFrCXATXLI&feature=player_embedded
This Utube video clip is an excellent example of implementing
multimedia tools into the curriculum. Students can create their
own stories by typing in their stories or recording their
dialogue, choosing appropriate characters for the project, and
selecting appropriate background. Teachers can enhance
their lessons and students can create their own movies,
meeting students' diverse learning needs.
Here is the link to xtranormal: http://www.xtranormal.com/

19. CAST ONLINE TOOLS AND RESOURCES
We, the teachers of
● UDL Editions by
Wood-Ridge High School,
CAST (Classic texts provided could use each of these
online giving individualized supports to
build reading strategies.)
http://udleditions.cast.org/index.html
tools and resources to
● CAST Strategy enhance our efforts to meet
Tutor(A free tool supporting the diverse learning needs
students and teachers doing reading and of our students, as well as
research on the internet). http://cst.cast.
org/cst/auth-login our academic goals.
● CAST Teaching
Every Student(Tutorials, tools,
templates, and activities are provided to help
put UDL into practice.
http://www.cast.org/teachingeverystudent/tools/

20. ~"UDL is truly a
strategy "for all
seasons and
reasons"~ (Seibert, 2007).

21. References
CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/
CAST, Inc. (2012). About UDL: Learn the basics. Retrieved from http://www.udlcenter.org/aboutudl/whatisudl
EdTechTeacher Inc., (2012). Technology Tools for teaching and learning. Retrieved from http://edtechteacher.org/index.
php/teaching-technology/86-great-tech-tools
Hitchcock, C & Stahl, S (2003). "Assistive technology, universal design, universal design for learning: Improved learning
opportunities." Journal of Special Education Technology (18) 4: 45-52.
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/
Seibert, C. (2007). Learning is universal. Lessons for all reasons and seasons. Don Johnston Inc., Retrieved from www.
donjohnston.com/research/articles/PDF_docs_for_articles/
The IRIS Center for Training Enhancements. (n.d.). Star legacy modules.
Retrieved on March 16, 2012 from
http://iris.peabody.vanderbilt.edu/udl/udl_06.html