1. What are your assumptions … Goals of Instruction Students of Today Curriculum Learning Universal Design for Learning What informs your assumption (e.g. data, values, beliefs?)

2. Getting to know you… the UDL way!

3. Goal: Prepare a delicious Indian Meal for 4 people

4. Goal: Prepare a delicious Indian Meal for 4 people Think about what you would and would not like to know and do to achieve this goal I would like to …. Work with a chef I would not like to … Shop for ingredients I would not like to … Shop for ingredients

5. What did you learn? Variability is the rule, not the exception!! Make connections Talk about implications

6. Guiding Questions for the Video What I know What I learned What I want to know

7. UDL At A Glance

8. What is Universal Design for Learning? A Framework UDL is framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

9. UDL Assumptions The goal of instruction is develop to “expert learners”“expert learners Strategic, goal-directed learners. Resourceful, knowledgeable learners. Purposeful, motivated learners.

10. UDL Assumptions Learners in any classroom represent a range of variability There is no one kind of “expert learner” There is no one path to success

11. UDL Assumptions Curriculum needs to reflect the variability of all learners If the curriculum does not respond to learner variability, the curriculum is disabled

12. UDL Assumptions Learning is the dynamic interaction of the individual with the environment/context Learner ability/(dis)ability is at the intersection of the individual and the environment/context.

13. What are your assumptions … Goals of Instruction Students of Today Curriculum Learning Universal Design for Learning What informs your assumption (e.g. data, values, beliefs?)

14. UDL Assumptions 1. The goal of instruction is to develop “expert learners”expert learners 2. Learners in any classroom represent a range of variability 3. Curriculum needs to reflect the variability of all learners 4. Learning is the dynamic interaction of the individual with the environment

15. UDL Assumptions 1. The goal of instruction is to develop “expert learners”expert learners 2. Learners in any classroom represent a range of variability 3. Curriculum needs to reflect the variability of all learners 4. Learning is the dynamic interaction of the individual with the environment BenefitsChallenges

16. What is UDL? Universal Design for Learning is a conceptual shift It is a framework to design curriculum (Goals, Methods, Materials, and Assessments) that minimizes barriers and maximizes learning for all students

17. A conceptual shift First focus on the curriculum and then on individual students

18. Universal Design … an example of change

20. Problems with Retrofit Drawbacks of Retrofitting:  Each retrofit solves only one local problem  Retrofitting can be costly  Many retrofits are UGLY!

21. UD - A Conceptual Shift “ Consider the needs of the broadest possible range of users from the beginning ” -- Architect, Ron Mace

22. UD Examples Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools…

23. UD Belief … “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.” Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm

24. UD Assumptions 1.Not one size fits all – but alternatives for everyone. 1.Not added on later – but designed from the beginning. 1. Not access for some – but access for everyone. BenefitsChallenges

25. Change of Pace Activity Goal: Deconstruct a “new” learning activity

26. Change of Pace

27. You Tube Video http://www.youtube.com/watch?v=IAb31rIeGZo

28. Change of Pace Activity Goal: Deconstruct a “new” learning activity What did we learn?

30. What is Universal Design for Learning? A Framework UDL is framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

31. CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” What do you think? What does this mean to you? Agree – Disagree How does this apply to your practice? Make connection?

32. Recognition: the “what” of learning”  Multiple means of representation Strategy: the “how” of learning  Multiple means of action and expression Affect: the “why” of learning  Multiple means of engagement UDL and the Learning Brain

33. UDL Impact on my assumptions? Impact on students? Impact on curriculum? Impact on my practice?

34. UDL Guidelines 34 CAST©2008