Post on 11-Jan-2016
Understanding UDLNick Zomer
Dean Rusk Middle School
Universal Design for Learning A set of principles for designing curriculum
that allow all students the opportunity to learn (CAST, 1999)
More than simple differentiation ◦ UDL includes “integrated units, multi-sensory
teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance based assessments, and others…” (Rose & Meyer, 2002)
What Is UDL?
Our students today come into our classrooms with a wide range of background experiences, needs, and strengths.
No longer can teachers teach to the middle of the population. All students must be challenged to grow.
Every student, every day!
Why UDL?
Let’s see what UDL looks like.
UDL at a Glance
UDL at a Glance
UDL Versus Differentiation
Differentiation UDL
Active response to your students’ background knowledge, language skills, learning styles and personal interests (CAST, 1999)
Process by which a teacher can create unique learning experiences for all students
“Blueprint for creating instructional goals, methods, materials, and assessments that work for everyone” (CAST, 1999).
All students bring their own interests
Designing curriculum that can allow each student to learn and grow in their own unique ways
No more teaching with a one size fits all approach
Universal
Principle 1: Provide Multiple Means of Representation
Principle 2: Provide Multiple Means of Action and Expression
Principle 3: Provide Multiple Means of Engagement
Three Principles of UDL
“Present information and content in different ways” (CAST, 1999)
Create learning experiences to meet all three learning styles
Auditory- What will they hear? Visually- What they see? Kinesthetic- What will they do?
Principle 1: Provide Multiple Means of Representation
“Differentiate the ways that students can express what they know” (CAST, 1999)
Learning from different formats◦ Textbook, online resources, computer-based◦ Not all students are able to utilize resources in the
same way
Communicating through different formats◦ Allow your students to show you what they have
learned through whatever means works best for them
Principle 2: Provide Multiple Means of Action and Expression
“Stimulate interest and motivation for learning” (CAST, 1999)
Find ways to connect your students with what they are learning◦ Make it relevant and meaningful to their lives
(Schlechty, 2002)
Engagement is key to student learning and content mastery
Principle 3: Provide Multiple Means of Engagement
Adding Technology
Simply adding technology to a lesson does not result in proper utilization of UDL
Technology should be planned and utilized to best increase achievement and learning of all learners
Just as in any lesson creation, technology should be used as a resource and not the center of a lesson
It should assist with learning, not be the learning
Brain Research and UDL
http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_graphical.cfm
When in a classroom environment, not every brain will focus on the same aspects◦ Some students will focus on patterns, while others
will required a more advanced challenge than their peers
Three major brain networks◦ Recognition◦ Strategic◦ Affective
What the Research Shows
Designed to find patterns among familiar objects (Laureate Education, Inc., 2010)◦ What is happening in the content?
How teachers can help reach this network:◦ Providing multiple opportunities and examples◦ Identifying key components◦ Support background knowledge◦ Provide multiple media and formats (CAST, 1999)
Recognition Networks
Takes information and processes for actions and plans (Laureate Education, Inc., 2010)◦ What are you going to do with what you know?
How teachers can help reach this network:◦ Provide multiple means for expression◦ Flexibility in expression◦ Scaffolding and support◦ Various means of media for information
expression
Strategic Networks
Determines what information should be focused on and what plan to take (Laureate Education, Inc., 2010)◦ Now that I know this, now what?
How teachers can help reach this network:◦ Provide multiple means of engagement◦ Choices that are relevant to the learner◦ Adjustable challenges
Affective Networks
By utilizing the components of UDL, teachers are better able to meet the needs of all learners in their classroom, not just those that fit into certain criteria or groups
Differentiation becomes more meaningful and relevant for all
Students with diverse backgrounds (linguistic, cultural, academic) are able to have their unique needs met in a way that is truly relevant
So What Does This Mean for Me?
Technology resources allow for all three brain networks to be reached
Adaptive technology Digital storytelling software Print and online formatting of reading
material Highlighting and magnifying Written expression (including spelling &
grammar)
http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm
Assists the teacher in creating meaningful and measurable goals based on the content standard
Allows the teacher to learn what is essential to a goal and how a particular goal can be adjusted to meet the needs of specific learners
Tool 1: UDL Goal Setter
http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm
Since all students have various strengths and interests, there are numerous barriers that may hamper students from learning.
Eliminates teaching to the middle of the pack by identifying specific areas that students may struggle with or have strengths in
Tool 2: Classroom Barriers Finder
http://www.cast.org/teachingeverystudent/tools/systemicchange.cfm
Beginning and ensuring change can be difficult to maintain once teachers leave the faculty meetings where it is being discussed.
This tool allows teachers and administrators the ability to ensure the proper resources are present to ensure proper utilization for all.
Tool 3: Systemic Change Planner
Questions?
CAST: Center for Applied Special Technology. (1999). CAST: Center forApplied Special Technology. Retrieved July 15, 2011, from http://www.cast.org/index.html
Laureate Education, Inc. (Executive Producer). (2010). Brain research and udl [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.
Rose, D., & Meyer, A. (2002). Teaching every student in the Digital Age: universal design for learning. Alexandria, Va.: Association for Supervision and Curriculum Development.
Schlechty, P. C. (2002). Working on the work: an action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass.
References