2. Learn How Universal Design for Learning Can Change Your life! Designing and implementing curricula to meet the needs of ALL learners Christine A. Christle, Ed.D University of South Carolina christle@mailbox.sc.edu

3. Today’s Agenda Introductions KWL What is UDL? – 3 principles Practice: UDL Checklist Application: Design a UDL lesson Share/Discuss Summary Next steps

4. KWL: What do you know about UDL ? Flexible Addresses different learning needs Designed to prevent bias Multiple means of assessment Based upon three principles Includes everyone

5. KWL: What do you want to learn about UDL? Three principles How it includes everyone Technology What is it?! How can we apply it?

6. UDL at a Glance

7. What is UDL? UDL is an approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences and support learning for all students. Critical to successfully implementing UDL is using digital materials Digital materials have an inherent flexibility

9. Principles Provide multiple, flexible methods of presentation to support recognition learning expression to support strategic learning engagement to support affective learning

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

11. Presentation/Representation Recognition Provide Multiple Examples and non-examples Highlight Critical Features Highlight Critical Features Provide Multiple Media and Formats – Audio/video – Text-to-speech Support Background Knowledge

12. http://www.cast.org CAST© 2003 Recognition: Provide multiple examples K-2 Goal: Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. Examples of living things Examples of non-living things

13. http://www.cast.org CAST© 2003 Recognition: Highlight Critical Features Highlight critical features to identify a bird Birds have feathers. Birds have wings. Birds have beaks. Is this a bird?

14. http://www.cast.org CAST© 2003 Recognition : Multiple Media & Formats Provide a range of formats and media to ensure access for all

15. Expression Strategic Flexible models of skilled performance Provide opportunities to practice with support Ongoing relevant feedback Offer Flexible Opportunities for demonstrating Skill

16. Multiple Means of Action and Expression  Written response  Verbal response  Visual art project  Dramatic response  iMovie (Macintosh)  Multimedia: Power Point, Hyperstudio  Others?

17. What does it look like? Options that offer tools for planning and strategy development Embedded prompts Checklists and project planning templates Schedules of steps Embedded coaches or mentors Guides for breaking long- term goals into reachable short-term objectives

18. Engagement Affective Choices of content and tools – Students interests Provide Adjustable Levels of Challenge – Goal setting Offer a choice of rewards – Self management Offer choice of learning context – Groups – Media MAKE IT REAL!

19. © 2003-2008 © CAST, Inc. Affective Networks UDL Principle III:  Multiple Means of Engagement Examples:  Provide students with choices in such things as: the type of rewards or recognition available the tools used for information gathering or production Photo by Joel Bombardier Photo by Steve Jurvetson

20. © 2003-2008 © CAST, Inc. Affective Networks UDL Principle III:  Multiple Means of Engagement Examples:  Design activities so that outcomes are authentic, communicate to real audiences, and are purposeful Photo by Steve Jurvetson Photo by Glenda Owens

21. © 2003-2008 © CAST, Inc. Affective Networks UDL Principle III:  Multiple Means of Engagement Examples:  Provide opportunities for students to work in cooperative learning groups with scaffolded roles and responsibilities Photo by Menlo School, Atherton, CA

22. Group Exercise Get into the following groups within 5 minutes: Teachers of students with: 1.Severe/Multiple Disabilities – P & Elem 2.Severe/Multiple Disabilities – Middle 3.Severe/Multiple Disabilities – High 4.Moderate Disabilities - P & Elem 5.Moderate Disabilities - Middle 6.Moderate Disabilities – High 7.Mild Disabilities – P & Elem 8.Mild Disabilities – Middle 9.Mild Disabilities - High

23. Evaluate Lesson Plans - Pre UDL Guidelines – Educator Checklist Version 2 I. Provide Multiple Means of Representation : Provide Multiple Means of Representation : Your notes 1.Provide options for perceptionProvide options for perception Features: Visual, auditory, singing Barriers: Give examples and non examples 1.1 Offer ways of customizing the display of information Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information Offer alternatives for auditory information F: Listening to music CD, Teacher reads aloud B: 1.3 Offer alternatives for visual information Offer alternatives for visual information F: picture book, objects in room B: video,

24. Evaluate Lesson Plans – 1st II. Provide Multiple Means for Action and Expression:Provide Multiple Means for Action and Expression: Your notes 1.Provide options for physical actionProvide options for physical action F: write & draw B: other options-verbal 4.1Vary the methods for response and navigationVary the methods for response and navigation B: word processor, dictate the sentence, speech-to- text software 4.2Optimize access to tools and assistive technologiesOptimize access to tools and assistive technologies B: supports: computer, iPAD, writing-typing, spell check

25. Evaluate Lesson Plans - Mid III. Provide Multiple Means for Engagement:Provide Multiple Means for Engagement: Your notes 1.Provide options for recruiting interestProvide options for recruiting interest B: Ask favorite type of weather, month, day and why 7.1Optimize individual choice and autonomyOptimize individual choice and autonomy B: offer choice of finding weather: look outside, watch TV report, look at symbols from weather.com 7.2Optimize relevance, value, and authenticityOptimize relevance, value, and authenticity F: Told them reasons B: find days, months important to them 7.3Minimize threats and distractionsMinimize threats and distractions B: Give every student a white board or calendar

26. Develop a lesson plan Work individually, pairs, or small groups 1.Decide on a lesson and objective 2.List barriers that your lesson and objective may present for some students 3.Design the lesson using the principles of UDL 4.Share your lesson ideas

27. KWL: What did you learn about UDL? To get rid of barriers Think outside the box Offer adjustable levels of challenge Supports all different types of learning Offering options and choices Check background knowledge Helping general education identify barriers Engaging, meaningful instruction

28. Summary What is UDL? What are the 3 principles of UDL? 1._____ Give an example 2._____ Give an example 3._____ Give an example

29. Resources Center for Applied Special Technology Center for Applied Special Technology (CAST) is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning. http://www.cast.org/udl/index.html

30. Resources National Center on Universal Design for Learning Founded in 2009, the National UDL Center supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and information http://www.udlcenter.org/

31. Challenges & Next Steps Letting go of reliance on print media Acquiring and mastering new technology Getting support from the school system 1.What will you do this week in your own teaching to incorporate what you learned today ? 2.What could you do in the near future to share with a colleague and/or general education teacher what you learned today? 3.What will you do this school year to overcome a challenge?