Exploring Universal Design for Learning (UDL): The UDL Guidelines and the Learning Environment

YOU MIGHT BE A PRESCHOOL TEACHER IF: You hum “The wheels on the bus go round and round” while you’re in the shower! Now you tell me…. Have teachers tell their experiences From the mouths of children comes so much truth…assume nothing….they have an amazing perspective…unpolluted and clouded by our often narrow vision. Star wars according to a 3 year hold. BCSC, November 2012

The Premise for UDL… Comes from architecture BCSC, November 2012

Essential Questions What is Universal Design for Learning (UDL)? How are the UDL Guidelines structured? Why is the Learning Environment a key component? These are the broad overarching essential questions addressed during this slide presentation. CAST, March 2012

1st Question: “What is UDL?” UDL tip: This exercise activates background knowledge and recruits interest. “What” do I know about UDL? “How” did I learn it? If you are viewing these slides alone, reflect on these two questions. If in a group, divide in pairs to respond to the two questions on the slide: (1) What do I know about Universal Design for Learning? (2) How did I learn it? CAST, March 2012

3 Networks = 3 UDL Principles UDL tip: This graphic offers information in text, visuals, & color. Neuroscience shows us that there are three networks in the brain that are associated with learning. The 3 Principles of Universal Design for Learning (UDL) address these 3 brain networks in this way: - Recognition Networks – the “what” of learning; associated UDL principle is the Principle of Representation = we need to provide “Multiple Means of Representation;” - Strategic Networks – the “how” of learning; associated UDL principle is the Principle of Action and Expression = we need to provide “Multiple Means of Action & Expression;” - Affective Networks – the “why” of learning; associated UDL principle is the Principle of Engagement = we need to provide “Multiple Means of Engagement.”

UDL tip: This video offers information in another medium. This video explains UDL and is available on the National Center on UDL. http://www.youtube.com/watch?v=bDvKnY0g6e4 CAST, March 2012

2nd Question:“How are the guidelines structured?” UDL tip: Asking key questions, prepares & scaffolds learning. What do you know and understand about the three principles? What do you know and understand about the nine guidelines? CAST, March 2012

These UDL guidelines ‘guide’ UDL implementation These UDL guidelines ‘guide’ UDL implementation. They are not meant to be a prescription but, instead offer guideposts for planning. Under each UDL Principle are 3 Guidelines. And, under each Guideline are 3 or more Checkpoints Guidelines in the first row (across the top) are related to ACCESS for learning; Guidelines in the second row (in the middle) are related to the COMPREHENSION AND USE of symbols and ENGAGEMENT in learning within a more complex and/or social environment. Guidelines in the third row (along the bottom) are related to HIGHER ORDER THINKING AND COMPREHENSION, EXECUTIVE FUNCTION AND ENGAGEMENT. Educators provide access and guidance to help learners become EXPERT LEARNERS: Learners who are knowledge, understand how they learn best so they can be strategic in their learning, and are motivated to learn and engaged in the learning environment. The bottom row represents the understanding, knowledge and skills learners need to be EXPERT LEARNERS. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf CAST, March 2012

Universal Design for Learning GOAL: ________________________________________________________________ REPRESENTATION Input The “What?” of learning Options to see, hear and perceive information: _____________________________________ Options to decode language, math, symbols: Options to make sense and understand knowledge: ACTION/EXPRESSION Output The “How?” of learning   Options to do, move and interact: __________________________________  __________________________________ Options to differentiate expression of knowledge: Options to plan, strategize and initiate action: ENGAGEMENT Connection The “Why?” of learning   Options to care, value and find relevance: ___________________________________  ___________________________________  __________________________________ Options to vary challenge and/or support: Options to set goals and self regulate: Scaffolding: support for understanding Bartholomew Consolidated School Corporation 2012

Universal Design for Learning: Examples REPRESENTATION Input The “What?” of learning Options to see, hear and perceive information: EXAMPLES: Video, Lecture, Demonstration, Diagram, Story, Textbook, Website Options to decode language, math, symbols: Text to speech, Manipulatives, Pictures Options to make sense and understand knowledge: EXAMPLES: Graphic Organizer, Clues, Prompts, Aided Questions, Models ACTION/EXPRESSION Output The “How?” of learning   Options to do, move and interact: EXAMPLES: Game, Acting/Role playing, Demonstrate, Lab, Speech, Typing, Recording Options to differentiate expression of knowledge:  EXAMPLES: Journaling, Oral expression, Timeline, Worksheet, Exam Options to plan, strategize and initiate action: Project, Portfolio, Create a video ENGAGEMENT Connection The “Why?” of learning   Options to care, value and find relevance:   EXAMPLES: Discussion, Guest speaker, Journaling, Video, Experiment Options to vary challenge and/or support:   Learning Center, Small Group Activity, Discrepant Event, Worksheet, Internet Options to set goals and self regulate: Interest Inventory, Reflection, Survey, Goal Setting Activity Examples and modeling provide scaffolding. Bartholomew Consolidated School Corporation 2012

Universal Design for Learning (UDL) UDL Principles: Theory to Application Multiple Means of Representation (Recognition) The WHAT of learning? Multiple Means of Action and Expression (Strategic) The HOW of learning? Multiple Means of Engagement (Affective) The WHY of learning? Restate: The three UDL Principles are – Educators need to provide Multiple Means of Engagement (for the Affective Networks) Educators need to provide Multiple Means of Representation (for the Recognition Networks) Educators need to provide Multiple Means of Action and Expression (for the Strategic Networks). The links on this slide offer additional introductory information about UDL. CAST, March 2012 (Adapted by BCSC, November 2012)

A word about goals: Content standards: provide options Purpose The “Outcome” of learning Provide clearly developed goal:  Reflects content/skill(s)  Means are not embedded Clearly defines learning outcome   Options for access/display of goal: Goal is clearly communicated  Students understand the goal  Allows appropriate challenge & support Options for content/skill comprehension:  Fosters “learning how to learn”  Enables progress monitoring  Empowers “understanding” and “meaning” of the content/skill Content standards: provide options Skill standards: provide scaffolding BCSC, January 2013

How does it fit? BCSC, January 2013

Standard: SKILL Provide Scaffolding

CONTENT Standard: Provide Options 2 < 10 FONT COLOR BCSC, January 2013

3rd Question: Why is the Learning Environment a component? How does the design of the learning environment affect access to content, expression and connection? Take a moment to reflect on the current options available to students in your learning environment? Fill out key components offered in the learning environment on the lesson/reflection tool. BCSC, November 2012

Essential Question: What prevents learners from reaching or connecting to the curriculum and/or the learning environment? Options for expression and communication, Options for executive functions, Foster collaboration and community, Options for recruiting interest BCSC, November 2012

Goal: Create questions that foster reflection directly related to: Evaluating the Learning Environment Embracing Learner Variability Removing Barriers BCSC, November 2012

Evaluating Barriers & Addressing Variability What prevents learners from reaching or connecting to the curriculum and/or the learning environment? Jot a few down on sticky notes: Which are barriers in the curriculum or environment? Which are learner variability‘s? Divide into two categories Demonstrate triangle model. BCSC, November 2012

Where is the focus? BCSC, January 2013 Sticky notes/barriers on triangle poster BCSC, January 2013

Where is the focus? BCSC, January 2013 Flip our thinking/change the paradigm. What can we control/change/design?????? BCSC, January 2013

Intentionality: Pick a learner variability or a barrier. Reword into a question that reflects directly back to the curriculum and/or the learning environment. Where would this fall on the UDL Guidelines? BCSC, January 2013

Universal Design for Learning GOAL: ________________________________________________________________ REPRESENTATION Input The “What?” of learning Options to see, hear and perceive information: _____________________________________ Options to decode language, math, symbols: Options to make sense and understand knowledge: ACTION/EXPRESSION Output The “How?” of learning   Options to do, move and interact: __________________________________  __________________________________ Options to differentiate expression of knowledge: Options to plan, strategize and initiate action: ENGAGEMENT Connection The “Why?” of learning   Options to care, value and find relevance: ___________________________________  ___________________________________  __________________________________ Options to vary challenge and/or support: Options to set goals and self regulate: Bartholomew Consolidated School Corporation 2012

Evaluating Your Learning Environment Evaluate your learning environment as it relates to the “Recognition” network : REPRESENTATION Input The “What?” of learning  1. Options to see, hear and perceive information 2. Options to decode language, math, symbols 3. Options to make sense and understand knowledge individual

Evaluating Your Learning Environment Evaluate your learning environment as it relates to the “Strategic” network : ACTION/EXPRESSION Output The “How?” of learning 4. Options to do, move and interact: 5. Options to differentiate expression of knowledge 6. Options to plan, strategize and initiate action Small group/partner

Evaluating Your Learning Environment Evaluate your learning environment as it relates to the “Affective” network : ENGAGEMENT Connection The “Why?” of learning:  7. Options to care, value and find relevance  8. Options to vary challenge and/or support 9. Options to set goals and self regulate Whole group

Learning Environment vs. Lesson What OPTIONS & SCAFFOLDING can you INTENTIONALLY add to your learning environment for each of the principles of UDL? How can you embed PBIS in your learning environment? When and how can you ask for assistance? WHAT TECHNOLOGY IS AVAILABLE TO SUPPORT UDL IMPLEMENTATION? The more time you spend front loading your learning environment, the less time you spend integrating the lessons into the learning environment.

Summary UDL is based on what we’ve learned in neuroscience and the learning sciences about HOW we learn. There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression. The Learning Environment is a key component. Barriers must be evaluated and replaced with scaffolding and supports. We can plan a UDL Curriculum and Learning Environment by evaluating barriers and asking questions based on the UDL Guidelines. CAST, March 2012 (Adapted by BCSC November 2012)

Resources http://udlwheel.mdonlinegrants.org/ http://www.learningthroughlistening.org/ http://cast.org/ http://bookbuilder.cast.org/ http://udlexchange.cast.org/home http://www.udlcenter.org/ BCSC UDL Website laswellr@bcsc.k12.in.us BCSC, November 2012