UDL…What the heck? Umm… Done Listening! Uh Dude Like… Until (I) Die Laughing Uh-nother Damn Lecture

UDL Universal Design for Learning By: Michelle McGraw

What is UDL? UDL is defined as “a scientifically valid framework for guiding educational practice that (a) provokes flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; 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 limited English proficient.” by Higher Education Opportunity Act (PL )

Audiences have - A variety of cultural, ethnic and racial backgrounds A variety of cultural, ethnic and racial backgrounds Distinct learning styles Distinct learning styles Different primary languages Different primary languages Different abilities Different abilities WHY USE UNIVERAL DESIGN?

The student is not the problem! Barriers in the curriculum are causing the learning issues. “When you plant lettuce, if it does not grow well, you don't blame the lettuce. You look into the reasons it is not doing well. It may need fertilizer, or more water, or less sun. You never blame the lettuce…” ~Thich Nhat Hahn

Universal Design for Learning UDL leads us to make adjustments for learner differences for all students, not just those with disabilities.

The Three Networks and UDL principles Recognition – Representation – The What of learning – multiple means of representation Strategic- Action & Expression – The How of learning – multiple means of expression Affective-Engagement/Affective – The Why of learning – multiple means of engagement

Instruction Multiple choices – Content – Process – Product UDL  Multiple means – Representation – Engagement – Expression 10 Instruction & Universal Design for Learning Blending, Collaboration, Coordination

simmonsatshowcase.wikispaces.com 11

Multiple Means of Representation 12 PowerPoint with pictures Promethean Boards Act things out Song and dance Sign Language Interactive boards Closed Captioning Video Clips Manipulatives

Multiple Means of Expression Art – Painting, molding, clay, cutting……. Voice Writing Acting out / Role Play Music Models Technology

Multiple Means of Engagement Groups Personalize the instruction…make connections to their learning Hands on- in and outside of classroom Role plays Choice making- help with planning Student Choice Student Response Teacher Feedback 14

What does a UDL Classroom Look like? Teachers begin where the students are. Teachers engage students in instruction through different learning modalities. A student competes more against himself or herself than others. Teachers provide specific ways for each individual to learn. Teachers use classroom time flexibility. Teachers are diagnosticians, prescribing the best possible instruction for each student. (Carol Ann Tomlinson, p.2)

Four Types of Activities Developmental activities – create opportunities for student to have experiences that the teacher can use to build a new idea. Practice activities – to help become proficient in the use of concepts they have learned. Application activities – to provide opportunities for student to use concepts they have learned. Assessment activities – activities that require students to demonstrate in an observable way their depth of understanding.

What about Math? ► Basic Facts- electronic games, online games, first in math ► Online Lessons- BBC Revisewise, QUIA, BrainPop, illuminations, E tools ► Projects- Fantasy Math, real world applications (food labels) ► Group Work, peer teaching, shared notes, recorded lessons ► Videos (CyberChase, Bill Nye) ► ItunesU math tutorials, Teacher Tube, teachers.tv ► Use music – multiplication songs, School House Rock ► Specialized tools like coin calculators, graph paper ► Self-paced programs ► Use Games – dice, Bingo, estimation games, 24 challenge ► Manipulatives are not just for elementary! ► Color coding ► Organize material into smaller units

Bibliography Web. 30 Nov Tomlinson, C.A., (1995). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. ERIC Digest E536. CAST: Center for Applied Special Technology. Web. 30 Nov Burton/ New York Institute of Technology, Dr. Dolores, Dr. Sarah McPherson/New York Institute of Technology, Dr. Andrea Honigsfeld/ Molloy College, and Dr. Darra Pace/ Hofstra University. "Strategies That Work: Universal Desgign for Learning and the Culturally Responsive Classroom." Lecture. ny.org/files/udl-crc-toolkit.pdf. Long Island Task Force for Quality Inclusive Schooling Web. 30 Nov