Overview of UDL

Essential Questions

How do you learn? Multiple Intelligences scan – On-line or handout – Elsie screen – ask Julie Through reading Through music Through video Through physical activity

EXERCISE TO ORGANIZE UDL HANDOUT WITH RECOGNITION/REPRESENTATION, STRATEGIC/ACTION-EXPRESSION, AFFECTIVE/ENGAGEMENT

Universal Design BEFORE UD AFTER UD Retrofitting  Solves only one problem  Can be costly  Many are UGLY!

UD examples  Ramps  Curb cuts  Electric doors  Captions on television  Easy-grip tools

Activity - Brainstorm  Pair up and brainstorm for 3 minutes other examples of Universal Design.  Share your ideas with the group

Universal design (UD) principles  Not one size fits all  Design from beginning; not add on later  Increase access opportunities for everyone

Universal design for learning (UDL)  More ways to access…  More ways to participate…  More ways to demonstrate learning…  Potentially more progress in… the general education curriculum for all learners in the 21 st Century

Universal Design for Learning Combines insights from brain research with a century of best practices in progressive education Defined in federal statute in 2008 Principles laid out by CAST in 1990s (picture of brains – slide 12 in National Task Force presentation)

RESEARCH CAST AS RESOURCE ADD BRAIN RESEARCH SLIDES – RECOGNITION, Strategic, AFFECTIVE

MAKING COFFEE EXAMPLE

Principles of UDL  Multiple  representations of information  means of expression  means of engagement  - CAST -

Activity: UDL the Facts  Read the UDL Facts handout (CHOOSE BASED ON AUDIENCE)  At your tables have a conversation on how this information can be shared with your district, staff, parents to improve student learning. UDL Facts

Federal Policy Higher Education Opportunity Act – Defines UDL – Technical assistance for UDL practice – Infuse K-12 teacher preparation with UDL – Report cards by States and IHEs on UDL implementation Individuals with Disabilities Act (2004) – Maximize accessibility to the curriculum

UDL principles in action

Multiple Means of Representation  Low-tech options  Read aloud  Highlight phrases  Use Braille text  Listen to audiotapes High-tech options  Text-to-speech  Highlighted text/color- coded text  Built-in talking glossary  Audio and visual reinforcement  Built-in language translation

Multiple Means of Expression Low-tech options  Low-tech options  Written response  Verbal response  Visual art project  Dramatic response High-tech options  Word processing  Web design  iMovie (Macintosh)  Desktop publishing: Print Shop  Multimedia: Power Point, Hyperstudio

Multiple Means of Engagement Low-tech options  Keep ongoing personal diary  Interview an expert in related field  Use archived resources High-tech options  Flexibility in use of tools to access information  Choice in means of expression  Flexible grouping strategies

UDL applies to whole curriculum Slide #22 with arrows from National UDL Task Force

Current Supports at the classroom level level  Bookbuilder  Lesson Builder  UDL Editions  Science Writer  Teach Every Student  On line book  Videos

bookbuilder.cast.org/

lessonbuilder.cast.org

udleditions.cast.

sciencewriter.cast.org/welcome

On line literature circle

What’s your next step? Make a commitment….

Resources By organizations By centers By type – research, etc.