7. UDL in the Classroom
Multiple ways of
presenting the lesson
Multiple means of
Multiple means of
Options for how they
Choices for how they
Choices which will
engage student interest
8. Classroom Before UDL
Limited variety of
One type of final
product required for
9. Classroom After UDL
Teacher provides choices
Lessons incorporate a variety of technology or
Variety of routines and systems are set up
Variety of materials are accessible allowing student use
Technology is available for students
CAST Master Reference: http://www.cast.org/pd/initiatives/masterref.html
The Teaching Every Student (TES) section of the CAST Web site supports
educators in learning about and practicing Universal Design for Learning
Rose, D.H., Meyer, A., & Hitchcock, C. (Eds.). (2005). The universally designed
classroom: Accessible curriculum and digital technologies. Cambridge, MA:
Harvard University Press.
Rose, D. H., Hasselbring, T. S., Stahl, S., and Zabala, J. S. (2004). Assistive
technology and universal design for learning: Two sides of the same coin, In D.
Edyburn, K. Higgins, R. Boone (Eds), Handbook of Special Education
Technology Research and Practice. Knowledge by Design, Inc.,
Notes de l'éditeur
Introduction slide: Display this audience enters. Begin teaching session by polling what teachers know about UDL.
These answers are the general principles that should be pointed out.
The key to UDL is flexibility in all aspects. The comic provided shows that one size does not fit all, which is why we must plan and allow for UDL.
This slide provides a general overview of why UDL is so effective in the classroom.
The research behind UDL shows that students must have have access to multiple means of representation, expression, and engagement. This is easily seen in the classroom as the what, how and why to learning.
The key to planning is given students choices. This includes while the teacher is providing instruction all the way to the end product that represents student learning.
Here is a quick way to check and see if a lesson is following UDL principles. You can see what the teacher should be providing and what options the student has.
The old fashion, everyone sits in a desk and raises his or her hand to answer the question, is a great example of what the classroom looked like before UDL was incorporated.
Here is a look at what a classroom looks like with UDL incorporated to provide for student success.
Reference slide which does not need to be read, but all information contained here can be found in elaboration on these sites.