1. Universal Design for Learning
Deborah Newton, Ed.D.
Adam Goldberg, Ed.D.

2. Goals Identify the 3 basic principles of UDL
Integrate UDL principles into your courses
Access resources to support UDL

3. Materials available at http://www. cast
Materials available at were adapted for this presentation.

4. Definition of Universal Design
Universal Design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
The Center for Universal Design, NC State University

5. http://www.cast.org CAST© 2003

6. Who else benefits?
CAST© 2003

7. Universal Design & UDL Not one size fits all – but alternatives
Designed from the beginning, not added on later
Benefits many
Creates a respectful climate
CAST© 2003

8. Origins of Universal Design for Learning (UDL)
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.”
Teaching Every Student in the Digital Age, p. vi
Dr. David Rose
Co-Executive Director of CAST
CAST© 2003

9. Origins of Universal Design for Learning (UDL)
Definition:
UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.
CAST© 2003

10. UDL and the Learning Brain
CAST© 2003

11. Recognition Network Activity
What do you see in the following picture?
READY!

12. Recognition Network

13. What did you see?

14. Recognition Networks “the what of learning”
identify and interpret patterns of sound, light, taste, smell, and touch
enable us to identify and understand information, ideas & concepts
CAST© 2003

15. The 1st Principle of UDL
Provide multiple, flexible means of representation

16. Supporting Diverse Recognition Networks
Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context
1st Principle:
Provide multiple, flexible means of representation
CAST© 2003

17. 14 Common Elements of Universal Design for Learning (UDL) in the College Classroom
REPRESENTATION
Utilize multiple methods of expressing general course content utilizing different modes (visual, graphic, verbal, auditory, etc.) so students have varied ways to access the course content.
Provide multiple ways of clearly identifying and explaining essential course concepts (lecture with guided notes, etc.).
Ensure accessibility in all course content and materials (accessible websites, captioned videos, e-textbooks, etc.).
Provide examples and/or illustrations of all major course assignments or activities.

18. Class Examples of Multiple means of representation
Used various methods to present content for each lesson: PowerPoint, video, whole-class discussions, group work
Different techniques to create a set of tangrams: Teacher-directed vs. online
Posted all documents and readings online (MySCSU) so students could access info in their preferred manner

19. UDL and Digital Text Content and display are separate
Can be displayed in multiple formats
Can “tag” (mark) digital text
Can be networked (linked to supports and resources)
Can covert to auditory output
CAST© 2003

20. Text-To-Speech Resources
PDFs – Click ‘View’ then ‘Read Out Loud
Balabolka – Creates sound files from documents
Power Talk – Allows PowerPoint presentations to be read aloud

21. Strategic Network Activity
Let’s look at the picture again to see if you can determine either
the ages of the people, or
the time period in which the picture was taken.
READY!

22. Strategic Networks

23. How did you go about figuring out the ages?
Time period:
How did you go about figuring out the time period?

24. Strategic Networks “the how of learning”
plan, execute, and monitor actions and skills
CAST© 2003

25. The 2nd Principle of UDL
Provide multiple, flexible means of expression

26. Supporting Diverse Strategic Networks
Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill
2nd Principle:
Provide multiple, flexible means of expression
CAST© 2003

27. 14 Common Elements of Universal Design for Learning (UDL) in the College Classroom
EXPRESSION
Offer clear and specific feedback on assignments and encourage re-submission of assignments as appropriate.
Allow students to demonstrate their knowledge of subject matter through a variety of means (oral presentation, written report etc.).
Encourage the use of assistive, adaptive or other technologies to ensure that students can accurately express what they know.
Provide clear guidelines and/or evaluation rubrics for all major course assignments or activities.

28. Multiple means of expression
Gave students option of either doing a standard review or some other context. 2 did their review in PowerPoint format, 1 wrote a poem
Allowed rewrites on certain assignments with the idea that the goal is for students to learn, even if it isn’t on the first try
Lesson plan assignment- Chunked

29. Affective Network Activity
Let’s look at the picture again.
What grabs your attention?

30. Affective Networks

31. What grabbed your attention? Can you think of a reason why?

32. Affective Networks “the why of learning” motivation to learn,
evaluate and set priorities
enable us to engage with tasks and learning and the world around us
CAST© 2003

33. The 3rd Principle of UDL
Provide multiple, flexible means of engagement

34. Supporting Diverse Affective Networks
Offer choices of learning context
Offer choices of content and tools
Offer adjustable levels of challenge
Offer choices of rewards
3rd Principle:
Provide multiple, flexible means of engagement
CAST© 2003

35. 14 Common Elements of Universal Design for Learning (UDL) in the College Classroom
ENGAGEMENT
Offer varied instructional methods to involve students in the learning process throughout the semester (lecture, small group work, online assignments, class discussion, etc.).
Encourage natural support systems (study buddy, partner work, study groups, etc.) in and outside of class.
Provide alternatives for students on how they can participate or complete all major course assignments or activities.

36. Multiple means of engagement
Made the course even more hands-on than in previous semesters
Brought elementary students in for students to work with
Made everything real-world
Podcasts of ad campaigns
Tried to begin every lesson with a “grabber”
Brought in pictures, video to help

37. Functional Magnetic Resonance Images (fMRI)
Blue = low to moderate level of activity
Red = high level of activity
Yellow = extremely high level of activity

38. UDL and the Learning Brain
Recognition networks (what) enable us to identify and understand information, ideas & concepts: Provide multiple, flexible means of representation
Strategic networks (how) enable us to plan, execute, and monitor actions and skills: Provide multiple, flexible means of expression
Affective networks (why) motivation to learn, set priorities, enable us to engage with tasks and learning and the world around us: Provide multiple, flexible means of engagement
CAST© 2003

39. http://www. cast. org/publications/UDLguidelines/version1. html#p1_g1

40. So How Can You Do It? Start small
Try giving students choices on one assignment
Make a conscious effort to vary delivery methods
Provide alternatives to
Accessing information
Engaging with concepts to be learned
Provide opportunities for multiple exposures
Working independently, in pairs, small group
Responding orally or digitally
“14 UDL Elements”