1. Universal Design for Learning (UDL) & Your Students … Do your students struggle with:  Reading?  Writing?  Achievement?  Appropriate behavior? UDL provides proven strategies to addresses student learning needs! Please see the Speaker’s Notes for more information & directions! Many thanks to Judy Rein for providing the basis of this PowerPoint!

2. This PowerPoint is organized into 4 sections: Click the link to jump to that section: Note: You must be in “slide show” view to use the links. 1.Universal Design for Learning (UDL) – How to Get StartedUniversal Design for Learning (UDL) – How to Get Started 2.Traditional Instruction – Why “One Size Does Not Fit All”Traditional Instruction – Why “One Size Does Not Fit All” 3.Brain Research and the 3 PrinciplesBrain Research and the 3 Principles 4.UDL and using technology wisely …UDL and using technology wisely …

3. Universal Design for Learning (UDL) – How to Get Started What is UDL?What is UDL Goal: Take advantage of digital materialsGoal Rationale for UDL See the Speaker’s Notes for each of these slides for additional content. Go to Main Table of ContentsTable of Contents

4. What is UDL? A national movement grounded in belief that technology provides a medium for more flexible, differentiated instruction Built on the premise that there is no such thing as a “typical kid” and that differentiating instruction supports students who struggle with reading, writing, and math due to disabilities, English language learning, and/or other reasons. Describes the use of flexible methods and materials for instructing diverse learners. Addresses national and state agendas for instructional and assistive technology. From CAST at http://www.cast.orghttp://www.cast.org Go to Section Index or Main Table of ContentsSection IndexTable of Contents

5. Goal of UDL Take Advantage of Digital Materials Technology Supports Flexible Teaching  Books and oral lectures are not flexible because one size does NOT fit all.  Digital text/media offer the use of sound and images which are better suited to meet the needs of diverse learners.  Internet resources offer more flexibility for diverse learners. Go to Section Index or Main Table of ContentsSection IndexTable of Contents

6. Rationale for UDL “It is more efficient and cost effective to consider and address the diverse range of user needs during the design process, rather than as an adaptation after the fact” L. Schleff, Western Washington University Statute § 7-910: All teacher created technology-infused instructional materials must be accessible by FY2005. Go to Section Index or Main Table of ContentsSection IndexTable of Contents

7. Traditional Instruction – Why “One Size Does Not Fit All”  Limitations of SpeechSpeech  Limitations of TextText  Limitations of ImagesImages See the Speaker’s Notes for each of these slides for additional content. Go to Main Table of ContentsTable of Contents

8. What are the limitations with traditional instruction? Speech Limitations  Sounds spoken in rapid sequence & are transient > some students cannot process speech quickly enough  Requires ability to stay focused continuously & act strategically (active listening)  R equires verbal working memory  Requires ability to process intonation & gesture facial expression Go to Section Index or Main Table of ContentsSection IndexTable of Contents Think about the question => click to see the answer.

9. What are the limitations with traditional instruction? Text Limitations  Representational and must be taught  More permanent than speech, but it lacks the inherent expressiveness of speech  Bound by conventions  Requires many automatic recognition of words, often difficult for dyslexics  Students may excel at recognizing text but don’t get the meaning easily Go to Section Index or Main Table of ContentsSection IndexTable of Contents Think about the question => click to see the answer.

10. What are the limitations with traditional instruction? Image Limitations  Images are also bound by conventions that can be complex; they require training and practice to interpret  Images are usually not the best way to convey conceptual, philosophical, or abstract information  Images require the analysis of the parts in relation to the whole  Images present all information at once instead of sequentially Go to Section Index or Main Table of ContentsSection IndexTable of Contents Think about the question => click to see the answer.

11. Brain Research and the Three UDL Principles  Three Systems for Learning Three Systems for Learning  UDL Principles  What options do teachers have for presenting content? presenting content  What options can teachers give students for responding to learning activities?learning activities  What are some strategies teachers use to engage students? engage students Go to Main Table of ContentsTable of Contents

12. Recent Brain Research: Three Systems for Learning Recognition networks - identify & interpret patterns of sound, light, taste, smell, and touch Strategic networks – plan, execute, & monitor internally generated mental & motor actions & skills Affective networks – interact with the world influenced by state of emotions, mood, interest, personality, motivations, memory, & biological state For more information see: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm Go to Section Index or Main Table of ContentsSection IndexTable of Contents

13. UDL Principle 1: Multiple representations of content What options do teachers have for presenting content?  Video  Audio  Text Only  Graphical  Combinations Go to Section Index or Main Table of ContentsSection IndexTable of Contents Think about the question => click to see the answer.

14. How does this website scaffold information for students? University of Michigan's Windows on the Universe Project www.windows.ucar.edu www.windows.ucar.edu Go to Section Index or Main Table of ContentsSection IndexTable of Contents

15. UDL Principle 2: Multiple means of expression & control What options can teachers give students for responding to learning activities?  Writing  Drawing  Reading  Researching  Designing  Presenting  Acting Go to Section Index or Main Table of ContentsSection IndexTable of Contents Think about the question => click to see the answer.

16. Multiple Means of Expression & Control Inspiration Concept map or outline of ideas Assistive technology for children who need a writing scaffold Instructional technology for all students Go to Section Index or Main Table of ContentsSection IndexTable of Contents

17. UDL Principle 3: Multiple means of engagement What are some strategies teachers use to engage students?  Learning Styles  Self-selection  Individualized learning  Motivation Go to Section Index or Main Table of ContentsSection IndexTable of Contents Think about the question => click to see the answer.

18. Center for Electronic Studying http://ces.uoregon.edu http://ces.uoregon.edu Project INTERSECT (Internet Text with Electronic Resources, Supportive Enhancements, and Comprehension Tools) Computer Based Study Strategies (CBSS) http://cbss.uoregon.eduhttp://cbss.uoregon.edu Go to Section Index or Main Table of ContentsSection IndexTable of Contents

19. UDL helps you meet the individual needs of the student by using technology wisely … For a selection of classroom case studies go to: http://www.cast.org/teachingeverystudent/casestories/ http://www.cast.org/teachingeverystudent/casestories/ Make a technology-infused change in the way you deliver the curriculum … click on the phrase below to go to the right page in the CAST website: How can you change the way a goal or objective is stated?goal or objective is stated Note the difference between the “traditional approach” and “UDL approach”. How can you change the way you present content to your students? See examples in a Social Studies Classroom: Curriculum Goals Introduce Lesson CurriculumGoalsIntroduce Lesson Guide Lesson LearningClose Lesson How can you change the way students demonstrate learned knowledge? See: AssessmentAssessment Go to Main Table of ContentsTable of Contents

20. More Information The CAST website: CAST: Teaching Every Student (TES) main Menu: http://www.cast.org/teachingeverystudent http://www.cast.org/teachingeverystudent Register for a “My TES” Account (it’s free): http://www.cast.org/teachingeverystudent/mytes/ Teaching Every Student in the Digital Age – the online book: http://www.cast.org/teachingeverystudent/ideas/tes/ http://www.cast.org/teachingeverystudent/ideas/tes/ MSDE Voluntary Curriculum: http://www.mdk12.org/instruction/curriculum/ http://www.mdk12.org/instruction/curriculum/ See also: http://www.pgcps.org/~tifahttp://www.pgcps.org/~tifa Go to Main Table of ContentsTable of Contents