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Udl presentation (1)

  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  
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