1. UDL Principles

2.  “UDL is a research-based set of principles for creating curriculum— including instructional goals, methods, materials, and assessments—that provide all individuals with greater opportunities to learn.” - National Center on Universal Design for Learning

3. In a curriculum rooted in 3 UDL principles… Students have: Options for how they learn Choices which will engage their interest Choices for how they demonstrate their learning Teachers provide: Flexible ways of presenting lesson content Flexible options for student engagement Flexible methods of expression and assessment

4. 1. What are expert learners? 2. What is meant by the term “curriculum” 3. What does it mean to say curricula are “disabled”? 4. How does UDL address and redress curricular disabilities? 5. What evidence supports the practices of Universal Design for Learning? 6. How are the Guidelines organized and how should they be used?

5.  Strategic, goal directed learners. Formulate plans, devise strategies, organize resources, monitor progress, self-aware  Resourceful, knowledgeable learners. Activate prior knowledge, recognize valuable tools and resources, transform new information into useable knowledge  Purposeful, motivated learners. Set challenging learning goals, sustain effort and resilience, monitor and regulate emotional reactions

6.  Goals – Benchmarks or expectations for teaching and learning.  Methods – Specific instructional methods for the teacher.  Materials – Media and tools that are used for teaching and learning.  Assessment – Reasons for and methods of measuring student progress.

7.  They are disabled in WHO it can teach.  They are disabled in WHAT it can teach.  They are disabled in HOW it can teach.

8.  UDL refers to a process by which a curriculum is intentionally and systematically designed from the beginning to address individual differences.  UDL focuses on identifying practices that have proven effective for students “in the margins”.  UDL has benefited greatly from powerful digital technologies that make it possible to customize and personalize more easily and effectively.

9.  The three basic principles are derived from research in modern neuroscience and the cognitive science of learning – Vygotsky and Bloom.  Research identifying the specific practices that are critical to meeting the challenge of individual differences.  New research on the specific applications of UDL.

10. Then Now Churches, Andrew A. "Bloom's Taxonomy Blooms Digitally." Tech & Learning 1 Apr. 2008. Web. 8 Nov. 2009..http://www.techlearning.com/article/8670 Text Bloom’s Taxonomy

11. Fisher, Michael. "Digital Bloom's Visual." DigiGogy. 27 Feb. 2009. Web. 8 Nov. 2009..http:/digigogy.blogspot.com2009/02/digital-blooms-visual.html Digital Bloom’s Taxonomy

14. Multiple Means of Representation 3 Recognition Networks UDL Principles

15. “UDL is a research-based set of principles for creating curriculum—including instructional goals, methods, materials, and assessments—that provide all individuals with greater opportunities to learn.” - National Center on Universal Design for Learning

16. In a curriculum rooted in 3 UDL principles… Students have: Options for how they learn Choices which will engage their interest Choices for how they demonstrate their learning Teachers provide: Flexible ways of presenting lesson content Flexible options for student engagement Flexible methods of expression and assessment

17. Universal Design for Learning Guidelines – Version 1.0 1. What are expert learners? 2.What is meant by the term “curriculum” 3.What does it mean to say curricula are “disabled”? 4.How does UDL address and redress curricular disabilities? 5.What evidence supports the practices of Universal Design for Learning? 6.How are the Guidelines organized and how should they be used?

18. What are expert learners? Strategic, goal directed learners. – Formulate plans, devise strategies, organize resources, monitor progress, self-aware Resourceful, knowledgeable learners. – Activate prior knowledge, recognize valuable tools and resources, transform new information into useable knowledge Purposeful, motivated learners. – Set challenging learning goals, sustain effort and resilience, monitor and regulate emotional reactions

19. What is meant by the term “curriculum”? Goals – Benchmarks or expectations for teaching and learning. Methods – Specific instructional methods for the teacher. Materials – Media and tools that are used for teaching and learning. Assessment – Reasons for and methods of measuring student progress.

20. What does it mean to say curriculum is “disabled”? They are disabled in WHO it can teach. They are disabled in WHAT it can teach. They are disabled in HOW it can teach.

21. How does UDL address curricular disabilities? UDL refers to a process by which a curriculum is intentionally and systematically designed from the beginning to address individual differences. UDL focuses on identifying practices that have proven effective for students “in the margins”. UDL has benefited greatly from powerful digital technologies that make it possible to customize and personalize more easily and effectively.

22. What evidence supports the practices of UDL? The three basic principles are derived from research in modern neuroscience and the cognitive science of learning – Vygotsky and Bloom. Research identifying the specific practices that are critical to meeting the challenge of individual differences. New research on the specific applications of UDL.

23. Then Now Churches, Andrew A. "Bloom's Taxonomy Blooms Digitally." Tech & Learning 1 Apr. 2008. Web. 8 Nov. 2009..http://www.techlearning.com/article/8670 Text Bloom’s Taxonomy

24. Fisher, Michael. "Digital Bloom's Visual." DigiGogy. 27 Feb. 2009. Web. 8 Nov. 2009..http:/digigogy.blogspot.com2009/02/digital-blooms-visual.html Digital Bloom’s Taxonomy

26. How are the Guidelines organized and how should they be used?