Universal Design for Learning: An Introduction Division of Students with Disabilities and English Language Learners May 2012.

Slides:



Advertisements
Similar presentations
Meeting Arizona College and Career Ready Standards for Special Educators March 4 th & 5 th Day 2 Presenters: Debra Herburger Kevin Schaefer
Advertisements

Promoting Collaboration A New Function for Special Education
Universal Design Arkansas Department of Education January 2014.
UNIVERSAL DESIGN FOR LEARNING Design to the edges.
P.E.A.C.E. Pace, Environment, Accessibility, Construct, Expansion Applying Communication Access Principles Through the Principles of Universal Design.
UNIVERSAL DESIGN FOR LEARNING N ANCI L EE. Introduction to Universal Design Universal Design was a term coined by architect Ronald Mace. Design Principles.
Universal Design for Learning (UDL)
Support for Personalized Instruction Universal Design for Learning
Nick Zomer Dean Rusk Middle School
UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD June 13, 2014 Gary Glasenapp Teaching Research Institute Center on Early Learning Western.
Universal Design for Learning (UDL) Yan Huang Instructional Design Specialist.
Presented By: Linda Mangum, Courtney Coffin, Melissa Ferrante
Beyond Skill and Drill Using Web 2.0 Technologies to Increase Engagement and Participation for ALL Students Text barriers to w. code and your.
 LEARNING IN THE COMMUNITY CALLAHAN CORNER- GARDEN UNIVERSAL DESIGN FOR LEARNING IN COMMUNITY BASED INSTRUCTION SETTINGS AND TRANSITION PROGRAMS DIANA.
Non-Digital Resources in a Universally Designed Classroom.
UDL Presentation: Sharing Ideas and Building Resources By: Vickie P. Murphy.
Universal Design for Learning Cindy M. Szulewski-Booth, M.S. CCC/SLP AT Specialist.
Meeting Arizona College and Career Ready Standards for Special Educators March 23 rd & 24 th Day 2 Presenters: Debra Herburger Kevin Schaefer
To understand the UDL Guidelines: – Multiple means of representation – Multiple means of action and expression Afternoon | #UDL (C) CAST.
Universal Design for Learning
The present publication was developed under grant X from the U.S. Department of Education, Office of Special Education Programs. The views.
Universal Design for Learning: Meaningful Access to the General Ed Curriculum for All Students Ricki Sabia National Down Syndrome Society
Universal Design of Learning EDUC7109. Inspiration.
CREATING OPPORTUNITIES FOR STUDENTS IN READING/LANGUAGE ARTS Tanya Tullos Jennifer Brock.
Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product Development Neuroscience Chickering & Gamson ORIGINS OF UNIVERSAL.
Anne Thorp Michele Ripka January 2008.
Sharing and Building Ideas Fayette Long Walden University Sherry Lambertson Reaching and Engaging All Learners Through Technology, EDUC-6714 D-2 November.
To understand the UDL Guidelines To consider applications to practice Afternoon Goals:
Education 6714 Gayla Fisher.  “ The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate.
Universal Design for Learning and Curriculum Standards Designing and implementing curricula to meet the needs of ALL learners Christine A. Christle, Ed.D.
Exploring Universal Design for Learning (UDL):
Tiffany Harrell “The goal for every student is to learn, but not every child learns in the same way.” (Firchow, 2011)
Delbert Heistand Morris Schott Middle School. WHAT IS UNIVERSAL DESIGN? The design of products and environments to be usable by all people, to the greatest.
Universal Design for Learning Alison Driekonski Walden University S. Lambertson EDUC-6714D-1 Reaching and Engaging All Learners Through Technology October.
Universal Design for Learning Kellie Scott EDUC 7109 Walden university.
UDL: Sharing Ideas, Building Resources Julie Luton Walden University Sherry Lamberston EDUC 6714: Reaching and Engaging All Learner Through Technology.
What is UDL? & Why is it important? Course: Diverse Learners and Technology (EDUC – 7109 – 1) Walden University Dr. Green By Lynne Butkiewicz.
Diving Deeper: understanding the UDL Guidelines your application of UDL theory.
1 Fold the gray piece of cardstock in half. 2 Write your name in all capital letters if you were a strong math student in school. Write your name in all.
Organizational Structure and Instructional Delivery: Using Technology in Special Education Teacher Preparation May 15, 2009 J. Emmett Gardner, University.
Learn How Universal Design for Learning Can Change Your life! Designing and implementing curricula to meet the needs of ALL learners Christine A. Christle,
Universal Design for Learning: The Magic Umbrella for All Learners
Accessible Virtual World Interfaces Blizzard Entertainment's World of Warcraft model Don Merritt, PhD University of Central Florida Blizzard Entertainment's.
Welcome Back! Webinar 1 UDL Guidelines January 8, 2014.
Universal Design for Learning
UDL: Addressing the Variability of Learners in Today’s Classrooms
National UDL Task Force. UDL Task Force More than 30 national education and civil rights organizations Complete list:
Universal Design for Learning Creating Curb Cuts Creating Curb Cuts.
Welcome Back! UDL-NYC Webinar 2 UDL Guidelines May 13, 2013.
 Students have the opportunity to gain information through different forms of representation.
Universal Design for Learning (UDL). What is UDL?  “UDL is a research-based framework for designing curricula—that is, educational goals, methods, materials,
A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of.
Universal Design for Learning Cindy M. Szulewski-Booth, M.S. CCC/SLP AT Specialist.
Universal Design for Learning (UDL) Where does it fit? 2016.
Creative Intervention Planning through Universal Design for Learning MariBeth Plankers, M.S. CCC-SLP Page 127.
2016 Where does it fit? Universal Design for Learning (UDL)
Universal Design for Learning & Differentiation Instruction.
UDL & DIFFERENTIATION (DI) Melody Murphy Week 4 Discussion.
Differentiated Instruction Classroom
Stephanie L. Craig, M.Ed. University of Kansas
PRINCIPLE I. PROVIDE MULTIPLE MEANS OF REPRESENTATION
Presented by: Tony Dutra
Universal Design for Learning: An Introduction
Universal Design for Learning Guidelines
Meeting the needs of all students
Until Learning Has No Limits ™CAST
Universal Design for Learning
Connecticut Core Standards for Mathematics
C516: Learner Response Systems: A UDL Approach Addressing All Students
UDL Intro Package Winter 2018
Presentation transcript:

Universal Design for Learning: An Introduction Division of Students with Disabilities and English Language Learners May 2012

UDL AT A GLANCE 2 What is UDL?

The term UDL means a scientifically valid framework for guiding educational practice that: a)Provides flexibility in the ways information is presented (recognition), in the ways students respond or demonstrate knowledge and skills (action and expression), and in the ways students are engaged (engagement); and b)Reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are English Language Learners. (Higher Education Opportunity Act of 2008) How is Universal Design for Learning (UDL) defined? 3

4

What Relationship Does the Brain Have to Learning? Three Primary Brain Networks Recognition Networks The "what" of learning… How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategic Networks The "how" of learning… Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Affective Networks The "why" of learning… How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. 5

Recognition Networks: The What of Learning Principle 1: Provide Multiple Means of Representation > How am I going to ensure that key information is equally perceptible by all students... > How am I going to ensure accessibility, clarity, and comprehensibility for all students... > How am I going to provide the necessary scaffolds to ensure that all students have access to knowledge and can assimilate new information... so that all of my students will be successful? 6

Principle 1: Provide Multiple Means of Representation Provide options of perception > Should information be formatted and displayed in a modality that enhances readability? (e.g., text or graph size, color-contrast options) Provide options for language, mathematical expressions, and symbols > How will I clarify important vocabulary or syntax? (e.g., embedded support, highlight terms) How will I reduce the barriers for decoding? (e.g., text to speech, digital text) Provide options for comprehension > How might I activate prior knowledge required for assimilating new information? (e.g., graphic organizers or maps, cross-curricular analogies, visual imagery) 7 Critical Planning Questions to Maximize Learning

Three Primary Brain Networks Recognition Networks The "what" of learning… How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks Strategic Networks The "how" of learning … Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks Affective Networks The "why" of learning… How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. 8

Strategic Network: The How of Learning Principle 2: Provide Multiple Means of Action & Expression > Have materials been provided with which all students can interact, navigate, and express what they know... > Have I provided alternative modalities for expression, to level the playing field and to allow all students the opportunity to express knowledge, ideas, and concepts in the learning environment... > How have I provided necessary strategies and scaffolds for students to be more plan-full and strategic... so that all of my students will be successful? 9

Principle 2: Provide Multiple Means of Action & Expression Provide options for physical action > How can I reduce barriers to learning required by motor demands of a task, response, selection, and composition? (e.g., physical manipulatives and technologies, marking with pen and pencil, mouse control, joystick, keyboard) Provide options for expression and communication >To reduce media-specific barriers to expression, how will I ensure students have alternative media for expression? (e.g., compose using text, speech, illustration, music) Provide options for executive function > How might I activate prior knowledge required for assimilating new information? (e.g., graphic organizers or maps, cross-curricular analogies, visual imagery) 10 Critical Planning Questions to Maximize Learning

Three Primary Brain Networks Recognition Networks The "what" of learning… How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks Strategic Networks The "how" of learning… Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks Affective Networks The "why" of learning… How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. 11

Affective Network: The Why of Learning >Have I provided alternative ways to recruit student interest, ways that reflect inter- and intra- individual differences amongst students... >Have I provided options for students who differ In motivation and self-regulation skills... >Have I provided alternatives to support students with different aptitudes and prior experience to effectively manage their own engagement and affect... so that all of my students will be successful? 12 Principle 3: Provide Multiple Means of Engagement

Provide options for recruiting interest >What choices are provided for students to ensure engagement, within tasks of the lesson or assessment skills? (e.g. level of challenges, rewards and recognitions, completion of task) Provide options for sustaining effort and persistence > What strategies will I employ to foster and sustain student motivation, effort, and concentration? (e.g., goal formulation, restatement, posting hand-held or computer-based scheduling tools; prompts or scaffolds) Provide options for self-regulation > What will I do to help students self-regulate and effectively deal with frustration in order amplify and augment motivation? (e.g., self- regulatory goals, frequency of self-reflection and self- reinforcements) 13 Critical Planning Questions to Maximize Learning

In Summary: > UDL seizes the opportunity brought by rapidly evolving communication technologies to create flexible methods and materials that can reach diverse learners. > Instilling flexibility into methods and materials maximizes learning opportunities not only for students with identified disabilities but for all students. > UDL is not just one more thing, it is an integral component of improving student learning compatible with other approaches to education reform. Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: ASCD. 14

Moving Forward >Download & Read UDL Guidelines: Version >Explore websitewww.cast.org >View CAST videos 15

More Questions and Discussion … If you have any questions, please feel free to Division of Students with Disabilities and English Language Learners 52 Chambers Street ~ Room 220 New York, N.Y