1. Tiffany Harrell “The goal for every student is to learn, but not every child learns in the same way.” (Firchow, 2011)

2.  Inspired by the universal design movement, created by Ronald L. Mace at NC State  Influenced by neurosciences and theories of progressive education  UDL is a framework that allows all learners to gain knowledge, skills, and enthusiasm for learning. Lev VygotskyBenjamin Bloom

3.  Setting Goals for Learning  Develop flexible learning environments to encourage student participation and success  Methods and Materials to Support Student Learning  Provide instant feedback  USE TECHNOLOGY!!  Meaningful Assessments  Provide choices for students to demonstrate their learning

4. In the past, we took tests using paper and pencil to demonstrate knowledge and learning. Now, students can create individualized and group media presentations using technology.

5. Provide Multiple Means of Representation: The “WHAT” of Learning  Perception Options to customize the display of information Options for auditory and visual information  Language and Symbols Decoding text or math Cross-linguistic understanding  Comprehension Activate background knowledge Guide Information processing (CAST, 2009) Examples: Podcasts Charts Models Experiments Manipulatives

6. Provide Multiple Means of Action and Expression: The “HOW” of Learning  Physical Action Options for physical responses and means of navigation Options for accessing tools and assistive technologies  Expressive Skills and Fluency Options in media for communication Options in scaffolds for practice and performance  Executive Function Options to guide effective goal setting Options to manage information and resources (CAST, 2009) Examples: iPods/iPads Blogs Wikipages PowerPoints

7. Provide Multiple Means of Engagement: The “WHY” of Learning  Recruiting Interest Options that increase individual choice Options that reduce threats and distractions  Sustaining effort and persistence Options to offer varying levels of challenge and support Options that increase mastery-oriented feedback  Self-regulation Options that guide personal goal setting Options that develop self-assessment and reflection (CAST, 2009) Examples: Video clips Webquests Internet Research

8. “UDL embraces the concept of improved access for everyone and applies it to curriculum materials and teaching methods.” (Firchow, 2011) The central role of technology is to provide:  Multiple methods of presentation  Multiple options for participation  Multiple means of expression

9.  Content presented using media tools  audiotapes, videos, and webcasts  Headphones and tools using oral output for students with reading difficulties  Pictures and graphic images for visual learners  ePals and blogs to allow communication among peers  Presentations that allow personalization  PowerPoint, Blogs, Wikipages, Videos

10.  Perceive and comprehend information in their own way  Motivation to set goals and succeed “Think Aloud Method” (Johnstone, Thompson, Moen, et. al., 2005)  Verbalize thoughts while completing assessments

11. Recognition Network Gather facts Categorize information Identify letters and words Strategic Network Plan and perform tasks Organize and express ideas Write an essay Affective Network Get engaged Stay motivated Challenged, excited, or interested (CAST, 2009)

12. Resource Locator Reaching Every Student in Science K-8: UDL Approach (Video) Every classroom is culturally, ethically, linguistically, and academically diverse. These differences should be embraced and addressed throughout the curriculum to ensure success for all students. Learning should be meaningful to all students, and individualized to allow students to share their strengths.

13.  Understanding how the three brain networks work together will enable you to plan learning to teach information (what), teach skills and strategies (how), and promote motivation and success in students (why).  Using a variety of technology tools and media will allow students to work individually towards their goals.  Adjusting our curriculum to build flexibility, using technology support will allow address all student learning needs. Rather than having students read text from a book to gain information… Provide them with resources to research on the internet!

14. UDL Goal Setter This is a resource created by CAST, to allow teachers to create goals for their class based on the curriculum expectations. It also gives support to providing mutliple pathways to meet the learning goal. Each team of teachers can share their goals to meet the standards, and make adjustments to meet the learning needs of the students in each classroom. http://www.cast.org/teachingeverystudent/tools/udlgoalset ter.cfm

15. UDL Lesson Builder This tool created by CAST, allows teachers to explore models of UDL lesson plans and access tools to help modify lessons. These lesson modifications increase students’ ability to access information and eagerly participate in learning. Teachers can also create, save, and edit their own UDL lesson plans. These plans can be shared online with other teachers as well. http://lessonbuilder.cast.org/

16. Image Collector CAST created these tools to allow teachers to find and describe images relating to their curriculum to address the needs of visual learners. They can be used to clarify and communicate concepts. Using images increases options for conveying ideas, encouraging writing, and motivating students. This tool also gives the ability to add text to images to gain an understanding of the content. Text-to-speech computer software can be used to make modifications for students with other vision or learning disabilities. http://www.cast.org/teachingeverystudent/tools/imagecolle ctor.cfm

17. Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines http://www.udlcenter.org/aboutudl/udlguidelines Johnstone, Thompson, Moen, Bolt, & Kato (2005). Analyzing results of large-scale assessments to ensure universal design. National Center on Educational Outcomes. Retrieved from http://www.cehd.umn.edu/nceo/OnlinePubs/Technical41.htm http://www.cehd.umn.edu/nceo/OnlinePubs/Technical41.htm Firchow, N. (2011). Universal design for learning- improved access for all. GreatSchools, Inc. Retrieved from http://www.greatschools.org/special-education/assistive- technology/universal-design-for-learning-improved-access-for- all.gs?content=785 http://www.greatschools.org/special-education/assistive- technology/universal-design-for-learning-improved-access-for- all.gs?content=785