Post on 06-May-2015
description
Making Content and Curriculum Accessible for ELs
with Universal Design for Learning
Erin LowryMaryland TESOL Conference
CCBC EssexOctober 26, 2013
ObjectivesDefine and discuss UDL in order to understand
its role in Common Core
Identify UDL resources to help with lesson planning in order to make rigorous instruction accessible to all students
Examine some UDL best practices, including the use of echnology
The Big Question
What strategies and resources can I use to meet the needs of my ELL students without “watering down” my instruction and still address CCSS?
Shifts in CCSS• Emphasis on informational text
• Complex Text
• Close Reading
• Respond to text-dependent questions with oral and written responses
• Vocabulary/Academic Vocabulary
• Focus on rich content knowledge
What is UDL?A framework for instruction organized around
three principles based on the learning sciences
These principles guide the design and development of curriculum that is effective and inclusive for all learners
UDL focuses on curricular “disabilities”
Rose & Gravel, 2010
What are the brain networks?
There is no such thing as a “regular” student
Learning is unique to each individual
Variability among individuals in how they perceive and interact with any environment
How can UDL support CCSS shifts?Provide
Multiple Means of
Representation
Provide Multiple Means of
Action and Expression
Provide Multiple Means of
Engagement Perception
Language, expressions, and symbols
Comprehension
Physical action
Expression and communication
Executive function
Recruiting interest
Sustaining effort
Self-regulation
Principles of UDLProvide multiple means of representation
give students various ways of acquiring, processing, and integrating information and knowledge
Provide multiple means of action and expressionprovide students with options for navigating and
demonstrating learning
Provide multiple means of engagementtap individual learners’ interests, challenge them
appropriately, and motivate them to learn
To Support Diverse Recognition Networks
Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context
To Support Diverse Strategic Networks
Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill
To Support Diverse Affective Networks
Offer choices of context and tools
Offer adjustable levels of challenge
Offer choices of learning context
Offer choices of rewards
UDL & MarylandThe Maryland State Board of Education adopted
regulations that require all local districts to use UDL
2013—2014 school year local school systems shall use UDL guidelines and principles in the development or revision of curriculum
2014—2015 school year local school systems shall use UDL guidelines and principle sin the development and provision of curriculum, instructional materials, instruction, professional development, and student assessments
UDL & The Common CoreAll students can benefit from applying UDL to
curriculum design and instructional practice
CCSS is the “what” in education—the goals and expectations
UDL is the “how”—the curriculum and instructional framework teachers use to plan lessons
UDL framework provides means to maximize student attainment of the CCSS
Providing Access to Grade-Level Curriculum with UDLRead-aloud options
Compare text in different languages
Vocabulary support (visuals, pronunciation, definitions, translations)
Models
Additional background information
UDL vs. DifferentiationBoth enhance student achievement by design
learning environments and instructional materials that allow all students to be successful
UDL places a greater emphasis on the use of technology
Universal Design for Learning Differentiated Instruction
Principle I and the Recognition Network: a) Provide multiple examples, and b) Provide multiple media and formats,
Content: Several elements and materials used to support instructional content
Principle 1 and the Recognition Network:c) Highlight critical features,
Content: instruction is content-focused and principle-driven
Principle 1 and Recognition Network:d) Support background knowledge.
Additional Guidelines: Use assessment as a teaching tool to extend rather than merely measure instruction.
Principle 2 and the Strategic Network:a) Flexible models of skilled performance,
Additional Guidelines: Engaging all learners is essential
b) Opportunities to practice with supports. Product: Students are active and responsible explorers.
d) Flexible opportunities to demonstrate skill.
Product: Vary expectations and requirements for student responses.
Principle 3 and the Affective Network:a) Choices of content and tools,b) Levels of challenge,c) Choices of rewards,d) Choices of learning contexts.
Process: Flexible grouping is consistently used and Classroom management benefits students and teachers.
Why We Need Flexible Instructional Media
Learners’ capacities are defined by the interplay between learners’ abilities and the tools they use
Traditional classroom materials and media come in one size fits all, but they do not fit everyone
Inflexible media create barriers to learning
UDL Principles are Aligned with WIDA Supports
UDL WIDA
Principle I: Multiple Means of Representation
Sensory Supports
Principle II: Multiple Means of Action and Expression
Graphic Supports
Principle III: Multiple Means of Engagement
Interactive Support
UDL Principle I: Multiple Means of Representation
Realia
Manipulatives
Visuals
Music
Modeling
Thinking maps
Graphic organizers
Role play
Games
Cooperative learning
WIDA Sensory Supports
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams & drawings
Magazines & newspapers
Physical activities
Videos & Films
Broadcasts
Models & figures
UDL Principle II: Multiple Means of
Action and Expression
Authentic product creation
Role play
Multimedia product
Podcasting
Music/Rap
Online projects
Charts
Oral telling
Total physical response (TPR)
Interpretive dance
Interactive stations
WIDA Graphic Supports
Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
UDL Principle III: Multiple Means of
Engagement Real-life examples
Personal relationship
Authentic grouping
Virtual fieldtrips
Virtual guests speakers
Project-based learning
Student centered activities
Interviews
Active interaction
Technology
WIDA Interactive Supports
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
Structures
With the Internet (Websites) or software programs
In the native language (L1)
Role of TechnologyDigital media is versatile and transformable
Capacity to combine and transform text, speech, and images
Can be networked
Alternative to print-only environment
Examples from the Classroom
The Tell-Tale Heart http://udleditions.cast.org/CONTENT,telltale_heart,1.htm
l
Catching Fire Kindle and Storia versions Linked audio using Audible Connected dictionary, translation, and annotation tools
The Legend of Sleepy Hollow Visual and audio support Images Interactive activities Graded and original text
General Supports for Reading
Audio
Sentence deconstruction (juicy sentences)
Close reading
Chunking text
Translation and glossary/dictionary
Screen readers (WordQ, Natural Reader)
Providing Access to Complex Texts
Scholastic Storia
Kindle
Project Gutenberg
iBook and iBook Author
Bookry
Providing Access to Complex Texts: Audio
Text-to-speechNatural Reader
Audiblehttp://www.audible.com
Free audio http://www.librivox.org
Examples from the Classroom
Reading Choice
TrueFlix tfx.grolier.com
Expert Spacehttp://expertspace.grolier.com
RAZ Kidswww.learninga-z.com
The Tell-Tale Heart
http://udleditions.cast.org/CONTENT,telltale_heart,1.html
Providing Access to Complex Texts
UDL Editionshttp://udleditions.cast.org
CAST Book Builderhttp://bookbuilder.cast.org/
CAST UDL Studiohttp://udlstudio.cast.org/
Supports for ReadingReading choice
TrueFlix tfx.grolier.com
Expert Spacehttp://expertspace.grolier.com
Reading A-Zwww.learninga-z.com
Supports for WritingOral dictation tools / apps
Dragon Speak
Vocabulary Visual SupportShahi
http://blachan.com/shahi/
Visuwordshttp://www.visuwords.com/
General Resourceshttp://www.udlcenter.org/
http://marylandlearninglinks.org/
https://assistivetechnologytidbits.wikispaces.com/file/view/udl_pic.png/35294157/udl_pic.png
Where to Start?
Questions?Erin Lowry
erin.lowry@gmail.com
Presentation Resourceshttps://www.diigo.com/list?token=470d3726ae9be
5fe4b903a9288053cb3
Where to Find ExamplesUDL Center
http://www.udlcenter.org/implementation/examples
Montgomery County Middle School UDL Videos
http://www.montgomeryschoolsmd.org/departments/hiat/udl/video/list.shtm
UDL Tool Finderhttp://www.montgomeryschoolsmd.org/departments/
hiat/toolfinder/
CAST ResourcesUDL Exchange
http://udlexchange.cast.org
UDL Connecthttp://community.udlcenter.org/
UDL Editionshttp://udleditions.cast.org/
UDL Training Toolkitshttp://www.cast.org/teachingeverystudent/toolkits/
tk_resources.cfm?tk_id=61
References CAST (2011). Universal Design for Learning Guidelines version 2.0.
Wakefield, MA: Author.
Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41.
Hall, T.E., Meyer, A., and Rose, D.H. (Eds.). (2012). Universal Design for Learning in the Classroom. New York: The Guilford Press.
Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker, & B. McGraw, (Eds.), International encyclopedia of education (pp. 119–124). Oxford: Elsevier. Available at http://www.udlcenter.org/sites/udlcenter.org/files/TechnologyandLearning.pdf.
Tegmark-Chita, M., Gravel, J. W., & Serpa, M. D. B., Domings, Y., & Rose, DH (2012). Using the Universal Design for Learning framework to support culturally diverse learners. Journal of Education, 192(1), 17-22.