Universal Design for Learning: A Framework for the Achievement of ALL Students 10 Things Educators Need to Know Joy Smiley Zabala, Ed.D., ATP Director of Technical Assistance CAST and the National Center on Accessible Instructional Materials

NOTE Because of size, videos used in the presentation on May 17 have been removed from this slide set. Links to videos that can be shared are posted separately on the UDL Connect site for this presentation located at florida?xg_source=activity

Presentation Slide Set PART ONE

The overarching goal of today is to increase awareness of Universal Design for Learning as a means to shape the learning environment so that it addresses the variability of ALL learners, including students with disabilities and English language learners. Goals of this session…

Participants will be able to: E xplain the three principles of UDL List four parts of the UDL Curriculum Connect UDL to other initiatives Relate UDL to exceptional student services Identify ways in which UDL principles can be applied to typical responsibilities at all level of the organization\ Locate resources for further exploration Outcomes of this session…

MY goals for this session… Participants will: Consider how UDL applies to their responsibilities and interests. Know where to find extensive UDL information supports and tools Be ready to take first steps toward the development and delivery of a flexible, responsive UDL curriculum compatible with MTSS. Want to learn more about UDL

Take a look at the roots and principles of UDL Explore the UDL Guidelines and apply them to goals, assessment, methods and materials Discuss how UDL serves as a firm foundation upon which more intensive supports can be provided to students who need them, including, for some, special education supports and services To move toward mastery of the goals, we will…

Examine role of instructional and assistive technologies in the UDL Framework Experience readily available online tools designed according to UDL principles To move toward mastery of the goals, we will…

Engage in discussion and activities that illuminate ways that which UDL applies to your own settings Identify actions at all levels of the organization that facilitate the development of UDL practices Prioritize actions that can be taken immediately To move toward mastery of the goals, we will…

Getting to Know You… (activity slides removed)

Interaction Options: Take advantage of opportunities to integrate new learning with present knowledge…

Ground Rules Contribute actively Ask questions Honor contributions of others Speak one at a time Be prompt Take care of yourself Enjoy yourself

Perspectives and Reflections 13 Perspectives and Reflections interspersed throughout the day enable you to consider how various aspects of UDL applies to your experiences, interests and responsibilities.

Ready?… Let’s Go!

UDL is framework for designing learning experiences – from the beginning – that enables all students to gain knowledge, skills, and enthusiasm for learning. 1

Universal Design for Learning Supports the design and implementation of a flexible, responsive curriculum that provides opportunities for the participation and achievement of all students Provides flexibility in the ways information is presented, the ways students respond or demonstrate knowledge and skills and the ways students are engaged 16

Universal Design for Learning Reduces unnecessary barriers in instruction Provides appropriate accommodations, supports, and challenges Maintains high achievement expectations for all students Assumed variability 17

UDL Assumption: Variability is the Rule ! UDL Strategy: As you watch the film, think about implications for your practice.

Think of 2 strategies that you already use to address variability in your typical setting. Share them with your neighbor.. Perspectives and Reflections

20 Think of a time when understanding and planning for variability might have influenced your own learning.

Universal Design for Learning has roots in technology, disability, architecture, and neuroscience 2

A Transformative Tool

CAST began by addressing the needs of students “in the margins”, primarily with technology-based accommodations The Starting Point

Universal Design in architecture illustates that designing for diversity from the beginning is a more practical, elegant and effective approach than adding on. Roots in Architecture

Accommodations created for a subset of the population typically provide benefits for everyone Benefits of Accommodations

CAST 2012 Clearing the path for someone with special needs clears the path for all.

What do you know of that was created for some but is used by many?. Perspectives and Reflections

Affective Strategic Recognition The “what” of learning The “how” of learning The “why” of learning Roots in Neuroscience

CAST 2012 Roots in Neuroscience UDL tip: This graphic offers information in text, visuals, & color.

Identify and interpret patterns of sound, light, taste, smell, and touch Essential in everyday life Essential to learning; students are expected to identify letters, formulas, maps, ideas, cause/effect relationships Recognition Networks “the what of learning ”

Testing our Recognition Networks

“We are designed to focus on whatever we are looking for.” Jill Bolte Taylor, Stroke of Insight

Plan, execute, and monitor actions and skills Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture CAST©2008 Strategic Networks “the how of learning”

Work in tandem with recognition networks to learn to read, compute, write, solve problems, plan and execute compositions and complete projects. Everyday examples include cooking a meal, planning an outing, executing a golf swing, driving a car, etc. Strategic Networks “the how of learning”

The Strategic Network in Action!

Develop preferences Establishing priorities and interests Engage with tasks and influence our motivation to learn Essential to wanting to learn Affective Networks “the why of learning”

Works in tandem with recognition or strategic networks. Everyday examples include getting up extra early to wrap presents, shopping for a special dinner, being nervous before a presentation, etc. Affective Networks “the why of learning”

CAST 2012 Affective Networks “Make Up A Story”

“...the brain is specifically designed to make sense of the world outside of use, based on minimal information….we are quite adept at manufacturing alternative scenarios.” Jill Bolte Taylor, Stroke of Insight

UDL is a curricular initiative that seeks to decrease unacceptable challenge while maintaining acceptable challenge and high expectations 3

Universal

Design

Learning Models and Mentors Graduated Scaffolding Progress monitoring

Perspectives and Reflections 44 Think of a instance in which you provided graduated scaffolding for your own child or a student?

There are three principles of Universal Design for Learning 4

Three Principles Universal Design for Learning calls for... Multiple means of representation, to give learners various ways of acquiring information and knowledge Multiple means of expression, to provide learners alternatives for action and expression Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

UDL Guidelines 47

UDL Guidelines 48

Structure of the Guidelines

CAST 2012 UDL Guidelines Multiple Means of Representation

CAST 2012 UDL Guidelines Means of Representation

Perspectives and Reflections 52 Think about one of your lessons that presents barriers for some of your students. Identify the barriers. Choose one guideline that will help some students overcome the barriers.

Universal Design for Learning has four interrelated components 5

Four Curriculum Pillars

Goals Firm Goals, Flexible Means Clearly identified Do NOT embed the means unnecessarily Allow multiple paths to achievement UDL tip: Highlighting certain words aids comprehension.

Video: Katie Novak talks about goals

Methods Varied Methodolgy Graduated Scaffolding Appropriate Supports and Services

Assessment! Part of the Planning

Assessment Progress Monitoring Formative Assessment Construct validity Clearly articulated rubric Accessibility

Emphasis on Flexible, Transformable Digital Media Materials BUT… digital media does not equal UDL and digital does not necessarily equal accessible!

Technologies and How they Fit Instructional Technologies Are generally acquired for and used by groups of students rather than individuals Are typically related to promote attainment of a specific goal or set of goals Are typically used build knowledge and/or support mastery of a skill or group of skills May be discontinued after knowledge and skills are acquired and goals are met May require interfacing with AT to provide access and interactivity for some students 61

Technologies and How they Fit Universally Designed Technologies Are designed and developed to be directly usable (without the need for adaptation or assistive technology) Are designed and developed in ways that can be made usable with assistive technologies Typically include lots of options that can be readily manipulated to meet the needs of a variety of users 62

What barriers can/does technology LOWER in your environment? What barriers could/does technology RAISE? Perspectives and Reflections