Universal Design for Learning (UDL) Institute

Alief ISD

2013-2014

Alief Focus

Learning Choices

Me preschool My son

Kindergarten

Who is in the room? Number of Years in Education

Role/Position

Subjects/Grades What learning choices do you wish you would have had?

First Name

UDL Institute Questions

Why Are We Here? Vision for UDL Implementation Institute Goals Institute Objectives

Live Binder Short Link –

http://bit.ly/R4UDL2013

NTG p. 3

Session Technology Expectations

- Session associated technologies, such as cell phones and laptops, may be used during the session as long as their use is directly aligned to our content, and their use does not distract from activities, or other participants.

- Use of technology for personal or business reasons should be accessed outside of our session

Classroom Technology Expectations

“Student-owned technologies, such as cell phones and laptops, may be used in the classroom when there is not a whole-group activity, when their use does not distract other students, and when district’s acceptable use policy is followed.”

(Johnson, 2012, p. 140)

Reading activity

Universal Design for Learning

Reading Activity

“Teaching Every Student in the

Digital Age”

NTG p. 4

Live Binder tab

Learner Variability

Universal Design for Learning

Setting the Stage: Learner Variability “Neurodiversity: A Concept Whose Time Has Come”

Think-Pair-Share

• Individually read article • Create one-sentence summary of main theme of content • Pair with a participant and share your one-sentence summary on TodaysMeet

NTG p. 5

Personal Learning plan

Universal Design for Learning

Personal Learning Plan

One concept I want to learn more about…

One idea/tool/technique/concept I might share with a colleague and/or incorporate into practice…

NTG p. 5

Personal Learning Plan

Share one concept with the group that you would like to learn more by going to the following link and

typing in your response.

http://todaysmeet.com/AliefUDL To make your own TodaysMeet- www.todaysmeet.com

NTG p. 5

Origins and overview

Universal Design for Learning

UDL Origins and Overview What is UDL?

Brain Networks

Why UDL?

SPED or GENED?

UDL and UD

Research Basis

Components of UDL Curriculum

What is UDL?

Universal Design for Learning

What is UDL?

“A framework for instruction organized around three principles based upon the learning sciences” (Rose & Gravel, 2010).

NTG p. 6

What is UDL?

“Based on two decades of research into the nature of learning differences and the design of supportive learning environments” (Rose & Meyer, 2002).

NTG p. 6

NTG p. 6

What is UDL?

Video: UDL Principles and Practice http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines

UDL Principles and Practice

What is UDL? To Support Learning Provide Multiple Means of: • Representation • Action & Expression • Engagement

Learning Differences

The Learning Brain

Recognition Networks

Strategic Networks

Affective Networks

NTG p. 7

NTG p. 7

What is UDL?

The Higher Education Opportunity Act from Congress provides a statutory definition of UDL

(HEOA; Public Law 110-315, August 14, 2008)

(Hall, Meyer & Rose, 2012, pp. 2)

References to UDL In Public Policy http://www.udlcenter.org/advocacy/referencestoUDL

NTG p. 7

Brain networks

Universal Design for Learning

40 years of research

No “typical” student

Individual learning is

unique

Abilities are not static

Variability is the “norm”

Variability is systematic

NTG p. 8

Three Distributed Systems

2. Strategic 1. Recognition

3. Affective

Graphic © Don Johnston Inc. 2007

NTG p. 8

Recognition Networks: The “WHAT” of Learning

Recognition

“Specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas and concepts”

(Hall, Meyer & Rose, 2012, pp. 3)

NTG p. 8

Graphic © Don Johnston Inc. 2007

The “WHAT” of Learning

“Present to Cement”

Recognition Networks

Strategic Networks: The “HOW” of Learning

Strategic

“Relate primarily to the executive functions and specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills”

(Hall, Meyer & Rose, 2012, pp. 3)

Graphic © Don Johnston Inc. 2007

NTG p. 8

The “HOW” of Learning

“Show what you Know”

Strategic Networks

Strategic Network Works with Recognition Network

During Learning

Read

Write

Compute

Solve Problems

Plan and execute project

Doing a project

Taking a test

Taking notes

Listening to lecture

Why it’s important to explicitly teach strategies…

Affective Networks: The “WHY” of Learning

Affective

“Are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us”

(Hall, Meyer & Rose, 2012, pp. 3)

NTG p. 9

Affective Networks: The “WHY” of Learning

Networks are interconnected…

Recognition

Affective Strategic

NTG p. 9

The “WHY” of Learning

Affective

“Connect to Affect” NTG p. 5

Graphic © Don Johnston Inc. 2007

Affective Networks

Understanding the Interrelations

Helps us to understand that there is no single solution that works for everyone.

• We must employ flexibility

•Include alternatives

•Appreciate differences

•Set appropriate learning goals

•Focus on reducing barriers within curriculum

NTG p. 9

…Reflection…

Based on what you’ve learned so far, what are two key points you might share with a colleague about the relationship between

brain networks and learning?

NTG p. 9

Why UDL?

Universal Design for Learning

Why is UDL Necessary?

“Barriers to learning are NOT, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”

(Rose & Meyer, 2002, pp. vi)

NTG p. 10

SPED or GEN ED

Universal Design for Learning

Is UDL SPED or GENED?

Encompasses all learners

Is not “one-size-fits-all”

All learners have equal and fair access

Provides opportunity to learn same content in ways best for individual learner

(Hall, Meyer & Rose, 2012, pp. 4)

NTG p. 10

Are UDL and differentiated instruction

the same?

DI UDL

When During instruction

when the teacher

notices the

students’ needs

When designing the

curriculum

How Makes changes

or adjustments to

the curriculum

Builds resources

and options into the

curriculum

CAST 2007

UDL and Universal Design (UD)

Universal Design for Learning

Relationship to Universal Design

“Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

http://www.design.ncsu.edu/cud/about_ud/udprinciples.htm

NTG p. 10

Retrofitting Drawbacks of Retrofitting

• Each retrofit solves only one local problem

• Retrofitting can be costly

• Many retrofits are UGLY!

NTG p. 10

UD Solutions

NTG p. 10

Universal Design: Key Points

Not one size fits all, but offers alternatives

Designed from the beginning, not added on later

Increases access opportunities for everyone (i.e. ramps, curb cuts, electric doors, captions on tv)

NTG p. 11

Research basis

Universal Design for Learning

Research Basis for UDL CAST Neuroscience Research on specific educational practices

Research on specific applications of UDL

NTG p. 11

…Reflection…

UDL

NTG p. 12

Individually or with a partner…

Components of UDL curriculum

Universal Design for Learning

UDL provides a blueprint for creating

…

Goals Methods

Materials

and assessments

that accommodate learner differences.

NTG p. 12

UDL Curriculum: Goals Learning expectations

Knowledge, concepts, and skills all students should master

Generally aligned to standards

Designed to offer options—varied pathways, tools, strategies, and scaffolds for reaching mastery

Do Not prescribe the methods and materials

(National Center on UDL at CAST, 2012)

NTG p. 13

UDL Curriculum: Methods

Instructional decisions, approaches, procedures, or routines used to accelerate or enhance learning

Evidence-based methods and differentiated methods

Are adjusted based on continual monitoring of learner progress

(National Center on UDL at CAST, 2012)

NTG p. 13

UDL Curriculum: Materials

Media used to present

learning content

What the learner uses to demonstrate knowledge

Materials are variable and flexible

Multiple media and embedded, just-in-time supports

(National Center on UDL at CAST, 2012)

NTG p. 13

UDL Curriculum: Assessments Process of gathering

information about a learner’s performance

Uses a variety of methods and materials

Used to determine learners’ knowledge, skills, and motivation

Purpose is to make informed educational decisions

(National Center on UDL at CAST, 2012)

NTG p. 13

UDL Curriculum Application

Universal Design for Learning

Learning Goals: Differences Traditional

UDL

Describes learning expectations

Do not generally consider learner variability

Do not generally differentiate from the means

Often limit options

Describes learning expectations

Written to acknowledge learner variability

Differentiates from the means

Offers more options Focus on developing

“expert learners”

NTG p. 14

Does the goal itself limit the means by which a student can achieve the goal? How? What do you think the intent of the standard is for this learning goal?

Text and graphics courtesy of the IRIS Center, Peabody College (2012)

Traditional Goal: The students will read the textbook section on cell division and write a 500 word summary.

Engagement issues are often not addressed in traditional goals such as the one suggested above.

Representation barriers: • Printed text

• Some students with certain visual impairments and certain physical disabilities may have difficulty accessing information. • Some students may struggle with decoding text.

Action and Expression barriers: • Writing a 500-word report

• Some students may have difficulty with handwriting • Some students may not be able to effectively organize their thoughts and put them on paper to create a report of this length.

“Question Response”

Q1: Does the goal itself limit the means by which a student can achieve the goal? How?

A student is limited in how they can receive the information (i.e. only printed text) and how they can show what they know (i.e. only written summary)

Q2: What do you think the intent of the standard is for this learning goal?

Understand and be able to explain/apply the concepts related to cell division

Traditional Goal: The students will read the textbook section on cell division and write a 500 word summary.

Hint: Look at the 3 principles

Does this goal limit the means by which a student can achieve the goal? How? Does this learning goal change the intent of the standard? How?

UDL Goal: The students will learn about and present information about cell division.

Representation barriers: Students are still required to learn about cell division, but they are now permitted to use alternate methods for accessing that information (e.g., audio books, digital text, internet, video).

Action and Expression barriers: The students still need to demonstrate that they learned about cell division, but they now have options for doing so (e.g., writing a report, making a video, creating a digital presentation, creating a model)

Issues with engagement are addressed in how students choose to access the content and how they demonstrate their knowledge. Students will complete the assignment in accordance with their learning need or preference (i.e., visual, auditory, tactile, kinesthetic).

Text and graphics courtesy of the IRIS Center, Peabody College (2012)

“Question Response”

Q1: Does this goal limit the means by which a student can achieve the goal? How?

No, now students have a variety of ways to access the content and a variety of ways to show what they know as the goal is written to allow for flexibility

Q2: Does this learning goal change the intent of the standard? How?

No, students are still responsible for learning the same standard (i.e. cell division) the only changes have been the options for how they will receive the information and express what they know

UDL Goal: The students will learn about and present information about cell division.

Anticipating Barriers: Group Activity

With assigned group, review definition of methods, materials or assessments

Respond to questions posted on t-charts

Be prepared to report to large group

NTG p. 14

Anticipating Barriers: Debrief

Methods Materials Assessments

NTG p. 14

…Reflection…

• Aha! • Question • From what I’ve learned, I could…

UDL Curriculum Barriers NTG p. 15

SMILE BREAK

UDL guidelines

Universal Design for Learning

Purpose of the Guidelines

Assist anyone who plans lessons to: Reduce and identify curriculum barriers Optimize levels of challenge and support Meet widest range of learners from the start Organized according to three principles

NTG p. 16

UDL Principles

Multiple Means of: Representation Action and Expression Engagement

http://www.udlce

nter.org/aboutudl/

udlguidelines

Principles

Goals

Guidelines

Checkpoints

Recognition Strategic Affective

http://www.udlcenter.org/aboutudl/udlguidelines

UDL Guidelines: Exploring the Options

With a partner

Use computer

Complete activity

Be prepared to share

NTG p. 16-18

UDL Guidelines: Debrief Each group shares: Checkpoint Name of resource/tool One sentence summary Classroom use Record notes on educator checklist

UDL Guidelines: Reflection

List 2 checkpoints shared by colleagues that you would like to explore further

List 2 resources shared by colleagues that you would like to explore further

NTG p. 18

Day two

Applying UDL to content

Universal Design for Learning

Applying UDL to Content

Reading

Writing

Science

Mathematics

History

Arts

Content Activity

Divide into content area groups Maximum 6 per group

Activity instructions in note-taking guide

NTG p. 20

READING

Key Points

Reading Tool

Notes -

Content Activity: Debrief

Record notes from groups on graphic organizers in note-taking guide

NTG p. 20-23

Planning for Learner Variability

A teacher’s perspective…

Lisa from NY Tech Toolkit Video starts at 8:48

NTG p. 23

Providing Options: Digital Resources

Institute Live Binder

Short Link - http://bit.ly/R4UDL2013

NTG p. 23

Go to Livebinder:

Tech in Classroom Padlet

Post your thoughts on the following:

Do you think technology might…

Eliminate the need for traditional schools

Eliminate the need for paper materials

Eliminate whole-group instruction

Eliminate traditional lecture and tests

Campus UDL Implementation Time for reflection

Universal Design for Learning

Campus/District Planning

Initiate your plans or ideas on your Campus or District

Implementation Plan

Reflect upon content so far

Consider context of your learning environment

Write at least two action items

Discuss with your implementation partners

Prepare to present tomorrow on your ideas

Campus/District Planning Share out

Present your plans or ideas on your Campus or District

Implementation Plan

What are the action items

How do you propose these items

When will they be done

What supports are needed

A Kick of Hope How does this video relate to the concept of neurodiversity or UDL?

NTGP (pg. 24)

Quick Quiz: UDL Principles and Practices

UDL supports the notion that we should teach to the average student and focuses on the struggling learner

The primary purpose of UDL is to provide teachers with

instructional strategies The power of UDL is in its design – the power to be very flexible

allowing choices Engagement is the most important UDL principle The goal of UDL is to reduce barriers in the curriculum

NTGP (pg. 24)

Recognition systems The “what of learning” Strategic systems The “how” of learning Affective systems The “why” of learning

Representation Action & Expression Engagement

Networks of the Brain UDL Principles

Components of UDL Curriculum

Goals

Methods

Materials

Assessments

Universal Design for Learning

Barriers in printed text

Encountering Barriers in Printed Text

Traditional Goal: Participants will independently read assigned text passage from “The Spy” and demonstrate understanding of main idea by providing written responses to short answer questions.

The Spy, by James Fenimore Cooper

Barriers to printed text Symbols and decoding

Rushed

Not enough information and hard to read

Pressured – consequence

Weighted grade

Inflexible goal

HOW DID YOU DO?

QUIZ

How could we redesign this activity using the UDL framework?

Goal - ?

Methods – ?

Materials –?

Assessment - ? NTG p. 25

Reducing Barriers

Provide options for representation, action/expression and engagement

UDL Guidelines

NTG p. 25

Possible UDL Goal

Participants will access content in “The Spy” through a variety of text options and communicate

main ideas of text

NTG p. 25

Methods

Read printed text

Read text silently along with a recording of the text

Text to speech reader

Text highlighted as the student is reading

Activate background knowledge

Language reference tools readily available Thesaurus or dictionary

Electronic tools such as Franklin dictionary

Scaffolds for comprehension

Read with a partner

Choral reading

Materials

Provide original text

Text written at multiple grade levels

Text with graphics

Text with audio clips

Text with video clips

Embedded vocabulary supports

Audio version

Text with highlighted features (key words, phrases, or repeated concepts)

Text on multiple topics/issues/genres

Text chunked

Pre-reading passages

E-text

Assessment

• Cloze passage • Multiple choice quiz

• Written response

• Oral response

• Demonstration • Reenactment

• Graphic organizer

• Comparison to current issue

• Text-to-text connection

• Text-to-self connection

• Picture story retell

• Summary

• Gist statement • Poster (digital or

traditional)

• Brochure

A Vision of K-12 Students Today

NTG p. 26

Technology and UDL Allows flexibility to traditional print materials

Encourages use of various media in many formats

Take advantage of technology’s ability to be versatile and transformable

Digital media can be networked

NTG p. 26

Versatility

Transformability

Ability to

be marked

Networkability

The Importance of Digital Media

NTG p. 26

Importance of Digital Media Versatility – displaying content in multiple ways

(i.e. Wordle)

Transformability – same content displayed and expressed in multiple ways (i.e. Readability)

Ability to be marked – “tag” different structural components (i.e. MS Word)

Networkability – link one piece of digital media to another (i.e. LiveBinder, Epub on ipad)

Accessible Instructional Materials (AIM)

Effective Instruction: Equal Access for All Students

Accessible Instructional Materials (AIM)

Acquiring Accessible Instructional Materials (AIM)

Provision of AIM through NIMAS and TEA

Fairly new TX legislation - Instructional Materials Allotment (IMA)

District Instructional Materials Coordinators

Formats: Braille - IMET

Large Print - IMET

Audio – Learning Ally

Digital - Bookshare

NTG p. 27

AIM Simply Said by the PACER Center

Universal Design for Learning

UDL “Unplugged”

UDL and Low-Tech Settings Although important, not required

UDL can be achieved without technology

UDL is a blueprint for designing curriculum

Can be applied in no-tech, low-tech and high-tech environments

Campus PD Implementation Reports

Summarize plan

What were the results?

Lessons learned…

Universal Design for Learning

Applying UDL: Campus Choice

Applying UDL: Campus Choice

“Blueprint Solutions: Digital Content in the K-

12 Classroom”

Chapter 9

The Seed Lesson

p. 121

Digital Content Article Review

UDL “Unplugged”

NTG p. 28 NTG p. 29

Digital Content or “Unplugged”

Applying UDL: Debrief

Applying UDL: Campus Choice

How can you apply the information from

the article to your campus?

Can you implement the UDL framework in your content area without technology?

Yes No Maybe

Digital Content Article Review

UDL “Unplugged”

Teacher Rubric For UDL Implementation

Universal Design for Learning

Campus UDL Implementation

Before You Go… Your Campus Task

Complete the Implementation Plan Reflect upon content from Institute

Consider context of your learning environment

Be prepared to share with group

Follow-up with team members and designated leaders to help roll out and implement with fidelity

References Hall, T. E., Meyer, A. & Rose, D. H. (2012). Universal design for learning in the classroom:

Practical applications. New York: Guilford Press.

Intel, K-12 Blueprint. (2010) Blueprint solutions: Digital content in the K-12 classroom. Retrieved from http://www.k12blueprint.com/content/blueprint-solutions-digital-content-k-12-classroom

Johnson, D. (2012). The classroom teacher’s technology survival guide. San Francisco, CA: Jossey-Bass.

National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculum

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, UK: Elsevier.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.

The IRIS Center for Training Enhancements. (n.d.). UDL: Creating a learning environment that challenges and engages all students. Retrieved on June 8, 2012, from http://iris.peabody.vanderbilt.edu/udl/udl_04.html