Udl presentation

Universal Designfor Learning,[object Object],Presentation by Lynne Krewson,[object Object]

Universal Design for Learning (UDL),[object Object],Universal Design for Learning is changing the curriculum to meet student needs.,[object Object],It is broken down into three principles (below). ,[object Object],It is a research-based concept.,[object Object],Improves student achievement, including ELL and IEP students.,[object Object]

A Visual Representation of UDL,[object Object]

Background Behind UDL,[object Object],In the 1980’s Ronald Mace, from North California State University, pioneered building and creating products for many people to be able to use; such as ramps to enter buildings. ,[object Object],Main concept is that the curriculum should be changed to accommodate the learner rather than the learner being changed to meet the curriculum.,[object Object],Technology is a very useful tool in differentiating learning.,[object Object],Three principles are based on work by Vgotsky and Bloom.,[object Object],Focus is on educators designing curriculum to meet students’ needs in assessment, expression, and engagement/motivation. ,[object Object]

Examples of UDL in the Physical Environment ,[object Object],Ramps to enter buildings benefit those in wheelchairs, but also moms with baby strollers and skateboarders.,[object Object],Word processing assists in saving work so it does not need to be accomplished all at one time. Assistive devices such as spelling and grammar checkers, word predicting and speech to text software help many people accomplish tasks more successfully.,[object Object],Choices in malls allow people to change floors using steps, escalators or elevators.,[object Object]

Examples of UDL in School ,[object Object],Closed captioning is one way to use UDL for ELL students. Most students have stronger reading than verbal English skills. It would also benefit students with visual impairments, especially if they were able to view the presentation again. Students with learning disabilities could use them since they are receiving information visually and auditorily.,[object Object],Text-to-speech or speech-to-text software provided many accommodations including reading a piece of writing back to a student to assist with editing.,[object Object],Word prediction helps students who have difficulty with typing, writing, or spelling.,[object Object],Spelling and grammar checks assist all students.,[object Object],Student response systems (clickers) allow students to demonstrate their knowledge in a non-traditional way.,[object Object]

A Concept Map of UDL,[object Object]

Principle One – Multiple Means of Representation (what) ,[object Object],Students understand content best when it is taught in a variety of ways.,[object Object],Approach to curriculum is accomplished through many styles (visual, auditory, tactile).,[object Object],Curriculum could be presented using videos, multimedia presentations, charts, etc.,[object Object],Same content could be presented in a variety of formats.,[object Object]

Examples of Principle One,[object Object],Students with learning disabilities would benefit from class sessions being audiotaped or placed on the class website. They can listen to the information again. A concept map would help them focus their note taking. If given a laptop computer students could take notes on the laptop. That adds a kinesthetic dynamic to their learning.,[object Object],In writing, students with learning disabilities can use a computer to type their assignments. They may use grammar and spell checkers. Word prediction software will lessen the amount of typing they would have to do. Students with physical disabilities or processing problems may use speech-to-text software. Concept maps may help organization of skills for writing.,[object Object]

Principle Two – Multiple Means of Expression (how),[object Object],Students express what they know through a variety of methods. ,[object Object],Give students a rubric or a clear idea on what they will be assessed on. They know what they are assessed on, but they choose how to demonstrate their learning. ,[object Object],Technology can assist students who have difficulty with specific methods of expression.,[object Object],Different methods of presentation are accepted.,[object Object]

Examples of Principle Two,[object Object],Students may write articles for newspapers, create a short film about what they are learning, perform a play or a puppet show, create posters or scrapbooks, write research papers, or hold a debate to demonstrate their knowledge. Traditional methods of test, oral presentation or writing a paper would continue to be available.,[object Object],Adaptive technology is encouraged and permitted.,[object Object],Giving students choices on how they can demonstrate their knowledge is motivating. Students enjoy their power and actively become involved in their learning. ,[object Object],Tests can be given more frequently and be shorter in length. ,[object Object]

Principle Three – Multiple Means of Engagement (why),[object Object],Students are motivated and engaged in learning for different reasons.,[object Object],Students would be able to choose how they would like to learn materials. ,[object Object],Extra support would be available to benefit any student who needs it.,[object Object],Different levels of difficulty would be prepared for students based on their needs and skills.,[object Object]

Examples of Principle Three,[object Object],Cooperative learning, group work/discussions/projects, and peer monitoring are all choices for students to work toward their goal.,[object Object],Lessons are a variety of visual, auditory and tactile examples to reach more learners.,[object Object],Encourage the use of adaptive technology for students to use supports available to them to succeed. A choice of options to use technology to practice a skill is an example of UDL.,[object Object]

UDL and Technology Integration,[object Object],http://www.inclusive.com/AT_boogie/at30.swf - Listen to and watch the Assistive Technology Boogie song,[object Object],A student who has a hearing problem should be able to use an FM device or learn through visual and tactile experiences. Typing on the keyboard is tactile and the Web is full of visual images to teach.,[object Object],A student who has speech difficulties or is shy may use technology to speak for them in a presentation.,[object Object],Students who have trouble reading or are ELL may use the text to speech software to help them learn to read and to comprehend materials they cannot read independently.,[object Object],Students with poor motor skills or spelling skills can use technology to successfully complete assignments.,[object Object],Makes learning accessible to ALL students.,[object Object],Technology engages all levels and types of learners.,[object Object],Differentiation is possible using technology.,[object Object]

Examples of UDL Technology Integration,[object Object],UDL can help students learn regardless of their learning difficulties. The UDL site lists specific technology interventions we can use to support our students. http://www.udlcenter.org/implementation/examples,[object Object],Keyboard can be enlarged or covered to make it easier to touch the correct keys. ,[object Object],Braille overlays can make writing on the computer possible for blind students.,[object Object],Text-to-speech or speech-to-text software make it possible for students with language barriers or disabilities to read and write.,[object Object],Students with ADD or ADHD are motivated by technology graphics and sounds. ,[object Object],http://images.protopage.com/view/328949/92mm98631nfiao7kzou1dj54l.jpg,[object Object],http://www.ccids.umaine.edu/resources/facts/facts6/raisinghopes.htm,[object Object]

Technology and Brain Research,[object Object],Brain research indicates different ways students learn. ,[object Object],Technology makes accommodations so students can learn using their strengths (levels the playing field).,[object Object],Multiple methods of instruction can be used when utilizing technology. ,[object Object],Technology can assist students in goal setting, self-monitoring, and immediate feedback.,[object Object],A variety of choices can be offered when using technology.,[object Object]

CAST Online Tools and Resources,[object Object],http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm - Wealth of information on this site. Very user friendly for a teacher beginning with UDL. Tools such as examples of barriers for students and tables to use to analyze student needs, group them for improvement and reflect upon supports used. This site has tabs for many options for teachers.,[object Object],http://udlselfcheck.cast.org/resources.php#curriculum - resource that lists many websites, by subject area, that can be used for UDL planning for the classroom. Teachers can use these as a reference when planning for individual differences.,[object Object],http://bookbuilder.cast.org/ - This site hosts model books that may be printed or downloaded. You can search by grade level and whether or not you need the book read aloud. You may also search by content or genre. Some portions of the site need you to login to CAST.,[object Object]

Who Benefits From Using UDL?,[object Object],ELL students,[object Object],Older students who will not ask for help,[object Object],IEP students or any students with disabilities (learning, sensory, physical, etc.),[object Object],Emotional or behavior problems,[object Object],Unmotivated or uninterested students,[object Object],Every student,[object Object],Teachers who feel they are not reaching all of their students ,[object Object]

Brain Based Research,[object Object],In recent brain research three learning systems were discovered.,[object Object],Recognition networks – used to identify and interpret patterns of sound, light, taste, smell and touch ,[object Object],Strategic networks – used to plan, execute, and monitor internally generated skills and actions,[object Object],Affective networks – used to interact with the world influenced by state of emotions, mood, interest, personality, motivations, memory, and biological state,[object Object]

UDL Supports Cultural, Linguistic, Ethnic and Academic Diversity,[object Object],Multiple methods of instruction are representative of many cultures, languages and ethnic backgrounds.,[object Object],Student choose how they would like to learn, offering many opportunities for students of any backgrounds.,[object Object],Digital stories encourage students to share their backgrounds with others.,[object Object],Lessons can be offered, using technology, in many different languages. Lessons can be scaffolded to increase knowledge of English.,[object Object],Technology assists in differentiating lessons, including enrichment.,[object Object]

UDL Support Cultural, Linguistic, Ethnic and Academic Diversity (Continued) ,[object Object],Authentic learning experiences draw upon many backgrounds. ,[object Object],Cooperative group experiences blend cultures, languages, ethnicities and academic skills and bring out strengths from everyone.,[object Object],Programs are available to translate materials for students.,[object Object],Technology incorporates many visual and auditory tools to bridge knowledge and experience gaps.,[object Object],UDL scaffolds learning to accommodate many different types of learners.,[object Object]

What UDL can do for our school…,[object Object],UDL has a site that gives very specific examples of how to improve learning for stated areas in the curriculum. This reference would help us learn to adapt curriculum to meet our students’ needs. (http://www.udlcenter.org/implementation/examples ),[object Object],Students using UDL are more engaged in their learning.,[object Object],Students have increased motivation and achievement.,[object Object]

Why We Need UDL…,[object Object],Do we do this?,[object Object]

Questions & Comments ,[object Object],Thank you for your time during this presentation!,[object Object],What do you think about UDL?,[object Object],Could UDL work in our school?,[object Object],What steps would we need to take to implement it?,[object Object],Do any of you have questions or comments? Please share!,[object Object]

Next Steps ,[object Object],Next month we will each share an idea of how to change one math lesson using UDL. Please come prepared to share.,[object Object],Anyone who needs help with this or wants to discuss this further, please let me know and I will gladly arrange this time.,[object Object],http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61,[object Object],http://www.udlcenter.org/,[object Object]

More Information,[object Object],http://www.k8accesscenter.org/training_resources/universal_design.asp#vclips,[object Object],http://homepage.mac.com/seilts/udl_at/overview.html,[object Object],http://www.cast.org/research/faq/index.html,[object Object]

References:,[object Object],Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines,[object Object],Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31(5), 26–29. Retrieved from the ERIC database.,[object Object],http://4.bp.blogspot.com/_27BGm1T_CIs/Rm9RFgdcB8I/AAAAAAAAABE/gAtZvJdhrB8/s400/Universal%2BDesign%2Bfor%2BLearning.gif,[object Object],http://ada.osu.edu/resources/fastfacts/Universal_Design.htm,[object Object],http://bookbuilder.cast.org/,[object Object],http://homepage.mac.com/seilts/udl_at/overview.html,[object Object],http://images.protopage.com/view/328949/92mm98631nfiao7kzou1dj54l.jpg,[object Object],http://udl4all.pbworks.com/f/1214179044/UDLWordle.jpg,[object Object],http://udlselfcheck.cast.org/resources.php#curriculum,[object Object],http://www.advocacyinstitute.org/UDL/index.shtml,[object Object]

More References:,[object Object],http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm,[object Object],http://www.cast.org/research/faq/index.html,[object Object],http://www.cast.org/research/udl/index.html,[object Object],http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61,[object Object],http://www.ccids.umaine.edu/resources/facts/facts6/raisinghopes.htm,[object Object],http://www.greatschools.org/special-education/assistive-technology/universal-design-for-learning-improved-access-for-all.gs?content=785&page=all ,[object Object],http://www.inclusive.com/AT_boogie/at30.swf,[object Object],http://www.k8accesscenter.org/training_resources/universal_design.asp#vclips,[object Object],http://www.ohioregion14.org/perspectives/wp-content/uploads/2008/03/giangreco.png,[object Object]

More References: ,[object Object],http://www.pgcps.pg.k12.md.us/~tifa/udlandtech_text.pdf,[object Object],http://www.udlcenter.org/implementation/examples,[object Object],http://www.udlcenter.org,[object Object],http://www.washington.edu/doit/Faculty/Strategies/Universal/,[object Object],Laureate Education, Inc. (Producer). (2009a). Reaching and engaging all learners through technology. [Motion Picture]. Knowing your students. Baltimore: Author. ,[object Object],Laureate Education, Inc. (Producer). (2009b). Reaching and engaging all learners through technology. [Motion Picture]. Learner Differences. Baltimore: Author. ,[object Object],Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21-30.,[object Object],Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48–58. Retrieved from Academic Search Premier database.,[object Object],Tomlinson, C. (2009). Learning profiles and achievement. School Administrator.66(2), 28–33. Retrieved from Education Research Complete database. ,[object Object]

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