2. Universal Design for Learning and Curriculum Standards Designing and implementing curricula to meet the needs of ALL learners Christine A. Christle, Ed.D. University of South Carolina christle@mailbox.sc.edu 1

3. Overview Universal Design for Learning (UDL) UDL and Curriculum Standards The process of planning for ALL learners Lesson evaluation Lesson planning Discussion & questions 2

4. What is UDL? UDL is an approach to teaching, learning, and assessment that is drawn from brain research and media technologies responsive to individual learner differences and supports learning for all students 3

5. UDL at a Glance 4

6. Big Ideas Digital materials – Critical to successfully implementing UDL – have an inherent flexibility UDL is a framework for good instructional practice UDL is not simply the incorporation of technology in the classroom The "universal" in UDL means flexibility and alternatives; not “one size fits all.” 5

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8. Learning Recognition: How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style Strategic: Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem Affective: How learners get engaged and stay motivated. How they are challenged, excited, or interested. Making a model 7

9. Universal Design for Learning 1. Maintain high expectations for ALL learners 2. Address recognition, strategic & affective brain networks Principle I. Provide Multiple Means of Representation Principle II. Provide Multiple Means of Action and Expression Principle III. Provide Multiple Means of Engagement 3. Design curriculum to eliminate barriers from the start

10. Universal Design for Learning Address recognition, strategic & affective brain networks Principle I. Multiple means of representation 1: Provide options for perception 2: Provide options for language, mathematical expressions, and symbols 3: Provide options for comprehension

11. Universal Design for Learning Address recognition, strategic & affective brain networks Principle II. Provide Multiple Means of Action and Expression 4: Provide options for physical action 5: Provide options for expression and communication 6: Provide options for executive functions

12. Universal Design for Learning Address recognition, strategic & affective brain networks Principle III. Provide Multiple Means of Engagement 7: Provide options for recruiting interest 8: Provide options for sustaining effort and persistence 9: Provide options for self-regulation

13. Example Moko Jumbie A moko jumbie is a stilts walker or dancer. The origin of the term may come from "Moko" (a possible reference to an African god) and "jumbi", a West Indian term for a ghost or spirit that may have been derived from the Kongo language word zumbi. The Moko Jumbies are thought to originate from West African tradition brought to the Caribbean.stilts walkerjumbiWest Indian Kongo languagezumbiWest African A Moko Jumbie character may wear colorful garb and carnival masks. They also frequent festivals and celebrations From wikipedia 12

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15. Presenting Information Use many formats Verbal Written Pictures Music Video http://flocabulary.com/ http://pbskids.org/lions/ http://teachertube.com / http://teachertube.com / 14

16. How does UDL align with Curriculum Standards? 15

17. Curriculum Standards & UDL Standards (the WHAT of learning) + UDL (the HOW of learning) High Quality Instruction 16

18. UDL and Curriculum Standards Curriculum Standards - the "What" - the goals & expectations UDL - the "How" - the instructional framework teachers use to plan their lessons UDL provides the means to maximize student attainment of the standards http://www.udlcenter.org/implementation/udl_ccss 17

19. Planning for ALL Learners http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21 18

20. 1.Set Goal (Examples) Start with Curriculum Standard Establish context Make lesson goals flexible to allow learners multiple way to successfully meet them. K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). 4.OA.4. Find all factor pairs for a whole number in the range 1-100.

21. 2.Analyze Status Identify methods, materials, assessments Identify barriers - “jagged profiles” UDL Class Profile Maker – http://www.cast.org/teachingeverystudent/t ools/classprofile.cfm Curriculum Barriers Finder – http://www.cast.org/teachingeverystudent/t ools/curriculumbarriers.cfm http://www.cast.org/teachingeverystudent/t ools/curriculumbarriers.cfm

22. Some Areas to Consider Cognitive skills: processing Vision & visual skills & print disabilities Motor skills & physical stamina Expressive & receptive language skills Listening ability English language learners Memory: short term & long term Attention http://aim.cast.org/navigator/help/tellmemore/l28?wi cket:pageMapName=tellmemore 21

23. 3.Apply UDL Identify UDL materials & methods –UDL Guidelines http://www.udlcenter.org/aboutudl/udlguidelines/downloads http://www.udlcenter.org/aboutudl/udlguidelines/downloads –UDL Solutions Finder http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm –UDL Toolkit http://udltechtoolkit.wikispaces.com/ Write UDL plan

24. 4.Teach Teach Lesson Reflect and Evaluate – Teacher procedures – Students’ success Revise 23

25. Example: Teach-Evaluate-Revise http://www.montgomeryschoolsmd.org/depart ments/hiat/udl/examples/examp020.shtm teacher provided students choices in products and research methods as part of a Native American research project teacher surveyed and analyzed student responses for future 24

26. Practice: Class Profile http://marylandlearninglinks.org/3816 25

27. Activity: Evaluate a lesson Identify: ________________barriers to learning ________________existing features of UDL ________________UDL solutions to add 1.https://www.teachingchannel.org/videos/differe ntiating-instruction-strategy?fd=1https://www.teachingchannel.org/videos/differe ntiating-instruction-strategy?fd=1 2.https://www.teachingchannel.org/videos/diff erentiating-in-math?fd=1https://www.teachingchannel.org/videos/diff erentiating-in-math?fd=1 26

28. Activity: Develop a lesson plan 1.Set Goal: Standard: 3-2.1 Illustrate the life cycles of seed plants... 2.Analyze Status: List barriers that your lesson and objective may present for some students 3.Apply UDL Solutions: Materials and methods 4.Teach: Describe how you will teach the lesson, evaluate, revise Resources UDL Guidelines UDL Solutions Finder UDL Toolkit 27

29. 28 NetworkStudents—StrengthsStudents—WeaknessesStudents— Preferences/Interests Recognition (Learning “what”) Elizabeth—Thorough knowledge of flowers (annuals) Jorge—Extensive vocabulary Kevin—Low vision (IEP) Brian—Limited English proficiency Kiwa—Difficulty discerning key concepts when reading or listening (IEP) Strategy (Learning “how”) Bill—Computer wiz; familiar with electronic encyclopedia and the Web Marina—Very good at oral presentations Jake—Talented at drawing Brian—Difficulty with organization when doing a project or paper Sarita—Poor writing mechanics— spelling, proofreading, handwriting (IEP) Phillip—Fine motor difficulties Affect (Learning “why”) Mandy—Very confident, strong self-esteem Phillip—Extremely persistent through challenges James—Leadership/works well in collaborative groups Brian—Easily discouraged, afraid to take risks Kiwa—Looses focus and dreams or distracts other kids Helen—Personal concerns, often distracted (IEP) Elizabeth—Loves gardening, horses Bill—Loves computer graphics, the Web, any new software program Jake—Prefers hands-on activities Brian—Thrives with a lot of structure Jorge—Plays saxophone very well Class Learning Profile Grade: 3: 13 students (4 IEPs) Subject: Science Standard: 3-2.1 Illustrate the life cycles of seed plants...Goal: … 4 stages of a flower’s life cycle

30. Summary 1.What is Universal Design for learning? 2.How does UDL align with Curriculum Standards? 3.What are the 4 steps in the PAL process? 4.How will you use what you know about UDL this school year? 29

31. Thank You for Participating! 30