Universal Design Learning UDL

Created By Nadine Gibbs © Walden University 2016 EDUC 67121

What is Universal Design Learning? Universal Design for Learning (UDL) is an educational framework that guides the development of flexible learning environments that can accommodate individual learning differences. What is Universal Design Learning?

INSPIRATION FOR UDL INSPIRATION FOR UDL

THREE PRINCIPLES OF UDL

Examples of UDL in Practice Universal Course Design for Professional Development - Behlng, K., & Hart, D. (2008) Universal course design A model for professional development. In S. E. Burgstahler, & R. C. Cory (Eds.), Universal design in higher education From principles to practice (p. 113). Harvard Education Press, Cambridge, MA. A history professor wanted to change his didactic style. He began with a small step: having his students spend the last 15 minutes of class working in groups to review the main points covered in class. By augmenting his lectures with group work, he gave his students more than one opportunity to engage with the course material. He has turned this UCD strategy into a daily occurrence and extended it to 20 minutes so that each group can share their ideas with the rest of the class

A biology professor was interested in using digital photography to document steps of a lab experiment. Through the UCD core team, he connected with the IT representative and another faculty member who had experience with digital cameras and gathered enough information to begin documenting his labs with digital photos. The IT representative helped him find extra digital cameras on campus and attended the first lab to show the students how to take pictures and download them onto their computers. Students would then label each picture accordingly and turn it in as a lab report in addition to or in place of a traditional text-based report. The availability of digital cameras allowed students to choose how to document the lab process according to their learning preferences, thus demonstrating the flexibility and variability of UCD instructional material. Student in lab photo

. A French professor came to the team frustrated over the poor grades the student in her Introduction to French course received on their midterm exams. A team member from the Cultural Diversity Office referred her to a French student. Together the professor and the student collaborated on different assessment options that reflected French culture (students had the option of writing a French pop-cultural journal article or creating and acting out a radio interview between the DJ and the French president on the status of the national football team). At the next team meeting, the professor reported that the implementation of UCD resulted not only in better midterm grades but also a new enthusiasm in the course among her students and an increased appreciation of the French culture. Special Thanks to Kirsten Behling for allowing us to post her examples.

CENTRAL ROLE OF TECHNOLOGY IN UDL Thanks to the high level of flexibility that it possesses, technology can facilitate the implementation of UDL. A great amount of digital tools can serve as flexible instructional means, enabling instructors to provide multiple means of representation and expression while fostering the design and development of engaging learning environments!

Role of Technology in UDL Technology helped to make the implementation of the three UDL principles much easier and cohesive. Examples: Digital textbooks Tablets Digital storytelling Text-to-Speech Google Drive Wikis and Blogs Computer Simulations Cacoo/Graphic Organizers

UDL in the Classroom

Impact of UDL on Student Learning Equity in education; all learners have equal access to learning Students will be engaged in their learning Students will become empowered and independent learners Students will feel more comfortable in their learning environment

Implications for Learning How does UDL support cultural, ethnic, linguistic, and academic diversity? Implications for Learning Embracing differences and incorporating them into the curriculum make a big difference in how students accept and make connections to instruction. When all students are included and all their needs are met; learning is made meaningful and students are more receptive to new concepts and experiences. Technology supports all forms of learning, thus breaking down all barriers to include those that are cultural, ethnic, linguistic, and academic in nature.

Implications for Learning Continued Reduces barriers to learning Challenges learners Engages learners Provides tools that are flexible and diverse for learners

Classroom Learning Profile Maker CAST online tools and resources and briefly outline how your school could use each to enhance your efforts to meet the diverse learning needs of your students, as well as your academic goals Classroom Learning Profile Maker There are a variety of CAST online tools that are helpful in demonstrating the use of UDL. One such tool is the Classroom Learning Profile Maker. This tool allows teachers to analyze the learning styles of their students and make a visual representation of those styles. This graph can be used in planning lessons to ensure that all the needs of the students are met.  http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

My Three Brain Networks Another tool that I found helpful on the CAST website was an online interactive called “My Three Brain Networks” that demonstrates how people would look and analyze a picture differently just based on their thinking and experiences.  This gives an educator a good insight on how his or her student may perceive the information they present and their method of presentation.  http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10

Brain Imaging Example Another tool is a brain imaging example, which shows different levels of brain activity when conducting finger tapping. It is an important resource because it too demonstrates how differently our thinking is about the same activity.  I believe this resource can significantly change the way educators view their methods of teaching and the study of brain research all together.  This resource will encourage teachers to provide options for their students when it comes to presentation, representation, and engagement. http://old.cast.org/tesmm/example2_3/brain.htm

How can I use each to enhance my efforts to meet the diverse learning needs of students, as well as my academic goals Although the diversity is more cultural and academic and less ethnic; there is a vast difference in the levels of diversity that exists in a single classroom just by virtue of its population; ranging from forty-five to sixty. By adapting each of the three CAST learning tools students will be better able to grasp concepts and be motivated to learn through high engagement.

The Classroom Learning Profile Maker Can be used to help the teacher plan for instruction and assessment keeping in mind individual students' strengths, needs, and interests. When determining which brain network to choose, consider whether a trait relates to taking in information (recognition), learning how to perform a skill or process (strategy), or being enthusiastic, persistent, and engaged (affect). In the example below, the teacher has completed the profile maker for one of the students in her class.

The Class Profile Maker enables you to automatically transfer qualities of individual students, grouped into the three brain networks. Combining the notable strengths, needs, and interests of all of your students into a single document provides an overview of potential barriers in the curriculum as well as potential opportunities for offering alternative methods, materials, and assessments. For example tapping into a student’s exceptional talent or a passionate interest is a critical teaching opportunity.

Engagement For purposeful, motivated learners, stimulate interest and motivation for learning. Representation For resourceful, knowledgeable learners, present information and content in different ways. Action & Expression For strategic, goal-directed learners, differentiate the ways that students can express what they know.

The levels and types of engagement can be carefully organized and executed with efficient planning. If I am able to plan and execute lessons with these frameworks in mind, diversity and brain ability are nurtured with practice of the UDL .

As long as my students have grown academically and socially, then my attainment goals would have been met.

Just a share… https://youtu.be/2VLje8QRrwg

References https://udlhcpss.wordpress.com/brain-networks/brain-networks/ https://www.google.com.jm/search?q=UDL&biw=1366&bih=623&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwiw1v7A9ozOAhWGdh4KHdFTAioQsAQIOQ https://en.wikipedia.org/wiki/Universal_Design_for_Learning