1. UNIVERSAL DESIGN FOR LEARNING BY: JEREMY LAIRD – EDUC 6714 – WALDEN UNIVERSITY

2. UDL: PHYSICAL ENVIRONMENT EXAMPLE As Dr. David Rose mentioned, “A key feature of universal design is that when you have both ramps and elevators and even stairs, then you have alternatives even if you don’t have a disability” (Laureate, 2009). Giving my students a variety of topics to choose from along with multiple software options, different styles of cameras, and the option to use a mac or pc, allows for my students to be flexible and more comfortable with the projects. Some students would rather use an iMac instead of the PC, and some prefer the Cannon HD over the Panasonic HD. Having a variety of options that are available to the students is a great thing to have. When you only have one software platform, and one style camera, it is not as easy for all students. I am fortunate to have such a diverse room of technology.

3. DIGITAL EDUCATION Universal Design for Learning - The Three Principles 1.Provide Multiple Means of Representation 2.Provide Multiple Means of Action and Expression 3.Provide Multiple Means of Engagement. Retrieved from: http://www.udlcenter.org/aboutudl/udlguidelines

4. PROVIDING MULTIPLE MEANS OF REPRESENTATION: “Learners differ in the ways that they perceive and comprehend information that is present to them” - National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines http://www.udlcenter.org/aboutudl/udlguidelines Teachers should provide options for perception, language, mathematical expressions, symbols, and comprehension. Provide descriptions, use graphics, images, animations and video to help when working on or delivering information to reach all learners. In my class, video and PowerPoint are used to deliver instruction to the students REFERENCE: CAST (2011). UNIVERSAL DESIGN FOR LEARNING GUIDELINES VERSION 2.0. WAKEFIELD, MA: AUTHOR.

5. PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION: “Learners differ in the ways that they can navigate a learning environment and express what they know” - National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Teachers should provide options for physical action, expression, communication, and executive functions. Students in my class are provided the opportunity to use different computers, cameras, editing software, and other equipment to engage them in physical and expressive communication. Students operate the studio in a professional manner taking on the roles and responsibilities of anchors, directors, producers, operators, and editors when producing video segments for the school to watch. REFERENCE: CAST (2011). UNIVERSAL DESIGN FOR LEARNING GUIDELINES VERSION 2.0. WAKEFIELD, MA: AUTHOR.

6. PROVIDE MULTIPLE MEANS OF ENGAGEMENT: “Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn” - National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Teachers should provide options to recruit interest, sustain effort, persistence, and provide for self regulation. Teaching in the Video Broadcast environment allows for my students to be very creative with their work. They can express messages that are important to them and to the school through film. Many times, their voices are heard through Public Service Announcements that are created to address concerns. Creating these videos keeps the students engaged and motivated to learn more about the technology we are using in the studio. REFERENCE: CAST (2011). UNIVERSAL DESIGN FOR LEARNING GUIDELINES VERSION 2.0. WAKEFIELD, MA: AUTHOR.

7. UDL AND TECHNOLOGY: “In short, technology is not synonymous with UDL, but it does play a valuable role in its implementation and conceptualization” - National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Technology is all around us, however that does not mean that all of it is good to use in the classroom. Some technology is appropriate and useful while some technology is not in the classroom. The Internet, iMacs, PCs, editing software, smart boards, digital cameras and projectors are examples of good technology that is used in the course I teach. Smart Phones, Social Media Sites, and YouTube are other technologies that are used, however these are strictly limited in the classroom. REFERENCE: CAST (2011). UNIVERSAL DESIGN FOR LEARNING GUIDELINES VERSION 2.0. WAKEFIELD, MA: AUTHOR.

8. THE IMPACT ON STUDENT LEARNING: Rose and Meyer’s (2002) article, Teaching every student in the digital age: Universal design for learning, states, “one of the clearest and most important revelations stemming from brain research is that there are no “regular” students” (Rose & Meyer, 2002). My students learn in different ways and take different approaches to the assignments that are given to them. The students use different equipment and software to accomplish their video projects. The impact on student learning can be great if the teachers use the technology provided to engage students in learning. If teachers were to use technology in addition to textbooks to deliver instruction, smart phones to poll students through texting, and use video presentation to reinforce the material, students will hopefully stay in engaged. REFERENCE: ROSE, D. & MEYER, A. (2002). TEACHING EVERY STUDENT IN THE DIGITAL AGE: UNIVERSAL DESIGN FOR LEARNING. RETRIEVED FROM HTTP://WWW.CAST.ORG/TEACHINGEVERYSTUDENT/IDEAS/TES/

9. THE BRAIN: The three brain networks

10. UNDERSTANDING BRAIN RESEARCH Understanding how the brain operates can help teachers become better prepared when working with students in the classroom. Knowing that all students are not the same, nor learn material in the same manner sets up the atmosphere for differentiated learning. Having multiple approaches to teach concepts to students should help teachers target all students in the classroom and will help diverse students learn the material that might be difficult to learn if only presented through one method. Teachers need to know how information is processed through the brain. This will help them understand why some students do not “get it” the first time you demonstrate or model something, but when the teacher models in a different way, the “aha!” response might happen.

11. THE THREE BRAIN NETWORKS: Affective Networks Strategic Networks Recognition Networks REFERENCE: CAST: TEACHING EVERY STUDENT. RETRIEVED FROM: HTTP://WWW.CAST.ORG/TEACHINGEVERYSTUDENT/IDEAS/TES/CHAPTER2.CFM

12. AFFECTIVE NETWORKS: “Networks in the brain that enable us to engage with learning; networks specialized to evaluate patterns and impart emotional significance to them” – Retrieved from www.cast.org/teaching everystudent/ideas/tes/chapter2.cfm www.cast.org/teaching everystudent/ideas/tes/chapter2.cfm This area of the brain explains how students become engaged and stay motivated. It challenges students with their learning to be creative and excited about learning. It helps teachers understand how students are feeling and respond and react in the manner they do when introduced to material and new concepts. REFERENCE: HTTP://WWW.CAST.ORG/TEACHINGEVERYSTUDENT/SITEWIDE/GLOSSARY.CFM?G_ID=2

13. STRATEGIC NETWORKS: “Networks in the brain that enable us to plan, execute, and self-monitor actions and skills; networks specialized to generate and oversee mental and motor patterns “.– Retrieved from www.cast.org/teaching everystudent/ideas/tes/chapter2.cfmwww.cast.org/teaching everystudent/ideas/tes/chapter2.cfm This is how students process information for completing a task. It allows teachers to better monitor the progress of student work, often times giving input and advice to students to help them with their work or projects. This is the preplanning process of a project. This is the brainstorming and storyboarding stage of a project. It helps keep student material organized and assists them with planning their next steps. REFERENCE: HTTP://WWW.CAST.ORG/TEACHINGEVERYSTUDENT/SITEWIDE/GLOSSARY.CFM?G_ID=20

14. RECOGNITION NETWORKS: “Networks in the brain that enable us to identify and understand information, ideas, and concepts; networks specialized to sense and assign meaning to patterns we see, hear, taste, touch, and smell.” – Retrieved from www.cast.org/teaching everystudent/ideas/tes/chapter2.cfmwww.cast.org/teaching everystudent/ideas/tes/chapter2.cfm This network of the brain helps students gather information. It processes the senses and helps students identify and understand the differences between things. It helps students understand phonetics through the use of letters in words. REFERENCE: HTTP://WWW.CAST.ORG/TEACHINGEVERYSTUDENT/SITEWIDE/GLOSSARY.CFM?G_ID=17

15. SUPPORTING DIVERSITY: “Encouraging students from a variety of ethnic backgrounds can be challenging for the teacher. Many teachers who are successful in dealing with these issues provide not only access to technology but also role models (community members and/or celebrities) who demonstrate how people from similar backgrounds have successfully mastered technology in their lives and careers” (Bray, Brown & Green, 2004). UDL can support cultural, ethnic, linguistic, and academic diversity. The technology available in the classroom, online resources, collaborative efforts across subject areas, community leaders, parent volunteers, etc. can all make an impact on student learning. UDL provides for many ways to help and support teachers when working with diverse students. Providing examples and ideas on how to help students who process and regurgitate information through the three networks of the brain should help teachers who are working with these students. REFERENCE: BRAY, M., BROWN, A., GREEN, T. (2004). TECHNOLOGY AND THE DIVERSE LEARNER: A GUIDE TO CLASSROOM PRACTICE. THOUSAND OAKS, CA: CORWIN PRESS

16. CAST ONLINE TOOLS Teaching every student

17. CAST ONLINE TOOLS: Cast provides online tools for teachers to help them to enhance the efforts for meeting the needs of diverse student learners. Three tools discovered that can make an impact on the school as a whole and help with academic goals are: UDL Goal Setter Tool Curriculum Barriers Finder Image Collector REFERENCE: CAST (2011). UNIVERSAL DESIGN FOR LEARNING GUIDELINES VERSION 2.0. WAKEFIELD, MA: AUTHOR.

18. UDL GOAL SETTER TOOL: “Helping students meet standards while accommodating learner differences poses a major challenge for teachers. The UDL Goal Setter helps you define clear goals for your class that represent the core instructional purpose of the learning activity and support multiple pathways for achieving the goal.” – Retrieved from http://www.cast.org/teachingeverystudent/tools http://www.cast.org/teachingeverystudent/tools Going through the goal setting tool, it allows the teacher to identify standards and benchmarks, determine the main focus, identify core instructional components, and scaffolds. Using this tool through collaborative classes can help teachers of the same subject work together to deliver the material to the students in the same manner and identify any areas of concern or needs for improvements. REFERENCE: HTTP://WWW.CAST.ORG/TEACHINGEVERYSTUDENT/TOOLS/.

19. CURRICULUM BARRIERS FINDER: “No two students learn in exactly the same way, and our students bring increasingly diverse needs, strengths, and interests to learning. Without being aware of it, you may be using methods and materials that pose barriers to some of your students. The Curriculum Barriers Finder tutorial teaches you how to find hidden barriers in curriculum. The tool and downloadable template provide structured supports for analyzing your own curriculum in light of the students in your class.” – Retrieved from http://www.cast.org/teachingeverystudent/toolshttp://www.cast.org/teachingeverystudent/tools Working through the Curriculum barriers tool will help teachers identify areas in your curriculum that will analyze student strengths and needs. The downloadable template can help new and veteran teachers with lesson planning for any course. It is a broad template that can be modified to the needs of your specific course and lesson that will help identify the use of technology with the use of materials and methods, student qualities, and potential barriers and/or missed opportunities. REFERENCE: HTTP://WWW.CAST.ORG/TEACHINGEVERYSTUDENT/TOOLS/.

20. IMAGE COLLECTOR: “The Image Finder and Image Describer tutorials teach you how to find images and create educationally meaningful text descriptions to make images accessible and useful to all of your students. The Image Collector tool helps you find, describe, and save images to use in your classroom.” – Retrieved from http://www.cast.org/teachingeverystudent/tools http://www.cast.org/teachingeverystudent/tools This tool is valuable for all teachers. Helping students identify and describe concepts and content through the use of images is a powerful way to reach students. Students with vision disabilities can use the describer tool to understand the make-up and description of an image through text-to-speech technology. The image collector tool helps educators find relevant images that will enhance their curriculum for the benefit of their students. REFERENCE: HTTP://WWW.CAST.ORG/TEACHINGEVERYSTUDENT/TOOLS/.

21. REFERENCES: Laureate Education, Inc. (Executive Producer). (2009). Reaching an engaging all learners through technology. Baltimore, MD: Author. National Center on Universal Design for Learning. (2011, March 15). UDL guidelines– Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelineshttp://www.udlcenter.org/aboutudl/udlguidelines CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/ CAST: teaching every student. Retrieved from: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm Bray, M., Brown, A., Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand oaks, CA: Corwin press