UNIVERSAL DESIGN FOR

LEARNING

Applications for Your Classroom

Ellen Theloosen

Kelly Meadows

Rhonda Harding

Michael Drachman

UDL Team

Kennedy Krieger Institute• "We at the Kennedy

Krieger Institute dedicate ourselves to helping children and adolescents with disorders of the brain and spinal cord achieve their potential and participate as fully as possible in family, school and community life.”

What is UDL? Universal Design for Learning (UDL) is a

framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

The Origins of Universal Design

Universal Design originated in the field of architecture

Originated by Ron Mace at North Carolina State University to create structures that are designed from the beginning to accommodate the widest range of users, including those with disabilities.

Ramps, Curb Cuts, Electric Doors, Captions on Television, Easy Grip Tools all represent the ideas of UDL.

http://www.cast.org

Origins of UDL CAST – Center for Applied Special

Technology Founded in 1984 to develop innovative,

technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL)

Mission = to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.

Origins of Universal Design for Learning (UDL)

CAST believes that “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.”

Teaching Every Student in the Digital Age, p. vi

http://www.cast.org

Origins of Universal Design for Learning (UDL)

Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

http://www.cast.org

UDL and the Learning Brain

One must recognize information, ideas and concepts.

One must be able to apply strategies to process the information.

One must be engaged.Lev Vygotsky

Russian Psychologistwww.CAST.ORG c2003

UDL Guidelines

Principles of UDL

UDL Guidelines - Representation

1. Provide options for perception○ Presentation accommodations○ Alternatives for visual and auditory information

2. Provide options for language and symbols○ Define terms and symbols○ Use nonlinguistic means to illustrate concepts○ Offer alternative methods for decoding text or

mathematical notation

3. Provide options for comprehension○ Provide background knowledge○ Highlight key information and ideas○ Support memory and transfer of information

UDL Guidelines - Expression4. Provide options for physical action

○ Options for physical response, navigation, and accessing tools and technology

5. Provide options for expressive skills and fluency

○ Response accommodations○ Options in the media for communication, tools for

composition and problem solving, and scaffolds for practice and performance

6. Provide options for executive functions○ Options to guide goal-setting, support planning,

facilitate managing information, and enhance capacity for monitoring progress

UDL Guidelines - Engagement7. Provide options for recruiting interest

○ Increase individual choice and autonomy, enhance relevance, value, and authenticity, reduce threats and distractions

8. Provide options for sustaining effort and persistence

○ Make goals and objectives meaningful, vary the levels of challenge and support, and increase mastery-oriented feedback

9. Provide options for self-regulation○ Options that guide personal goal-setting and

expectations, scaffold coping skills, and develop reflection

Teacher challenges

Professional Expectations

Classroom Realities

Time Constraints

Instructional Limitations

Supporting the instructional process with UDLUDL can be instrumental in Setting clear goals

Supporting every student’s learning

Helping teachers more accurately assess student progress

Let’s examine the handout!

Principles of the UDL framework PRINCIPLE 1: to support recognition

learning, provide multiple, flexible methods of presentation

PRINCIPLE 2: to support strategic learning, provide multiple, flexible methods of expression and apprenticeship

PRICIPLE 3: to support affective learning, provide multiple, flexible options for engagement

UDL supports students’ diverse recognition networks by: Providing multiple examples

Highlighting critical features

Providing multiple media formats

Supporting background context

UDL supports students’ diverse strategic networks by:

• Providing flexible models of skilled performance

• Providing opportunities to practice with supports

• Providing ongoing feedback

• Offering flexible opportunities for demonstrating skill

UDL supports students’ diverse affective networks by: Offering choices of content and tools

Offering adjustable levels of challenge

Offering choices of rewards

Offering choices of learning context

USING TECHNOLOGY TO SUPPORT UDL

Remember!

Technology tools must work for the individual student

Technology tools must work in the context of the classroom and the school

Low Tech Resources

Sticky notes Highlighters Removable tape Correction tape Number lines Enlarged text/worksheets Pencil grips Pocket dictionaries

Mid Tech resources

Tape recorders/digital recorders Portable keyboards Hand held spell checkers Electronic dictionaries Electronic books Digital text Calculators Electronic writing templates

High Tech Resources

Concept mapping software Text to speech software Screen readers Word prediction software Interactive white boards/software Electronic worksheet software Voice recognition software

Making the Connection

Technology, from low tech to high tech, can be used to support the UDL Learning GuidelinesMultiple Means of Representation (“what”)Multiple Means of Expression (“how”)Multiple Means of Engagement (“why”)

Multiple Means of Representation Providing options for:

PerceptionLanguage and symbolsComprehension

BY… Changing the size or color of text for emphasis Adding picture symbols or digital pictures to text Using a variety of graphic organizers Providing a recording of the reading Provide lesson notes to students Using screen reading software to read a digital story

Multiple Means of Expression Providing options for:

Physical actionExpressive skills and fluencyExecutive functions

BY… Providing both pencil/paper and electronic formats Using manipulatives (tangible or electronic) Providing visual checklists Allowing students to compose using a variety of

media (e.g., speech, text, drawing, music, acting) Using a spell checker or grammar checker Providing sentence starters or story webs

Multiple Means of Engagement Provide options for:

Recruiting interestSustaining effort and persistenceSelf-regulation

BY… Letting students choose the tools used information

gathering (e.g., internet, library, electronic database) Letting students choose graphic designs, colors,

layouts of assignments Using the internet to provide socially relevant

examples Provide schedules, timers, calendars in order to

increase student autonomy

The World Wide Web

Abundance of free educational toolsCurriculum resourcesTemplates

○ PowerPoint○ Rubrics

Text to SpeechVoice recognitionDigital textInternet SupportVideos

Questions?

IDENTIFYING STUDENT NEEDS

A Toolkit for New Students

Objectives

Participants will be able to identify 3 important facts to know about learners in order to meet their needs in a classroom

Participants will be able to describe 3 tools that can be used to determine the needs of the learner

What do you need to know?

On your own: Brainstorm what information you would need to know about a student in order to plan for them in a classroom? Where can you find that information? How might you be able to learn more about the student?

Use a strategy to brainstorm – make list, talk to a partner, use a web

What do you need to know?Categories: Learning Style/Multiple Intelligences

Present levels of Performance: Reading, Math, Writing, Life Skills, Behavior

Accommodations: Presentation, Response, Timing and Scheduling, and Setting

Assistive Technology: Hardware and Software

Learning Styles

Generally 4 categories: Visual, Auditory, Kinesthetic, and Tactile

Multiple Intelligences: More than how you learn, includes a broader idea of how each child is smart and talented

Multiple Intelligences

1. Linguistic intelligence ("word smart")

2. Logical-mathematical intelligence ("number/reasoning

smart")

3. Spatial intelligence ("picture smart")

4. Bodily-Kinesthetic intelligence ("body smart")

5. Musical intelligence ("music smart")

6. Interpersonal intelligence ("people smart")

7. Intrapersonal intelligence ("self smart")

8. Naturalist intelligence ("nature smart")

Multiple Intelligences

What kind of learner are you?

Multiple Intelligences AssessmentsGreat activity for getting to know your

studentsVaried assessments

Present Levels of Performance

Current functioning in reading, writing, math, and behavior

Can be found on IEP for students in Special Ed

Can also be determined using informal assessments, grade level passages, and skills assessments

IEP Important areas on the IEP that can be used

for planning:Present levels of performance: Indicate student’s

current functioning in academic areasAcademic goals and objectives: Identify areas of

need that should be targeted Accommodations: Indicate strategies and tools

that the student needs for classroom success (aligned with UDL guidelines)

Assistive Technology: Technology tools that the student needs in order to be successful in the classroom

Organizing

Student Profile Matrix One page document that contains key

planning information for each student

Maintained electronically and on paper

Provides added area for team discussion of successful and unsuccessful classroom practices

Wrap up

Important facts to know about students:

Tools that can be used to locate and/or determine them:

PUTTING IT TOGETHER

We’ve got the tools, now let’s make something spectacular!

What’s in our toolbox?

PRINCIPLES OF THE UDL FRAMEWORK:

Recognition Learning – presentation Strategic Learning – expression &

apprenticeship Affective Learning – engagement

What else is in our toolbox?

INFORMATION FROM RECORD REVIEWS & OBSERVATIONS

Present levels of performance Strengths and needs Accommodations and modifications Behavioral antecedents Likes and dislikes

What other tools do we have?MULTIPLE INTELLIGENCES & LEARNING

STYLES Verbal/Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Interpersonal Intrapersonal Naturalist

With whom are we working?

ROBERT, CLARICE, KENNETH Eleventh graders Have an English class together Vary widely in areas of ability and

interest

Let’s get out our toolsSTUDENTS PLOPS STYLES ACCOMMOD. OBSERVATIO

NS

Robert Word ID-2.0Comp-2.5L/Comp-6.2Writ -3.0

IntrapersonalInterpersonal

Verbatim reading of entire test

Friendly, but quiet

Clarice Word ID-7.7Comp-7.8L/Comp-4.2Writ-9.5

InterpersonalVerbal/Ling.

Verbatim reading of selected sections

Very sociable

Kenneth Word ID-12.9+Comp-11.7Writ-12.9+

Verbal/Ling.Intrapersonal

Visual & graphic organizers

Prefers to work alone.

Here’s our blueprintGOAL EXPECTATION INDICATOR ASSESSMENT

LIMIT

The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis

The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit

The student will identify and/or explain connections between and among themes and/or styles of two or more texts

Analyze the similarities or differences in themes of two or more texts

Let’s get to work

LESSON OBJECTIVE

Students will compare and contrast the ways in which the themes of love and loss are treated by Shakespeare, (Romeo and Juliet) in Greek mythology, (Orpheus and Eurydice) and in the play, West Side Story.

We’re using our toolsSTUDENTS PRESENTATION EXPRESSION ENGAGEMENT

Robert Listen to the texts on tape or CD at a study carrel, or use recorded books at the computer

Record responses on tape

•Solicit student feedback regarding their impressions about /responses to the stories. •Could the content be related to personal experiences, current affairs, pop culture, movies or TV shows, or another text?•Watch movie versions of the stories•Reenact scenes.•Attend a stage play, if possible

Clarice Read silently or round robin in a small group with peers at or near her reading level using modified versions of the texts

Make an oral presentation

Kenneth Read standard versions of the texts, using graphic organizers to guide and/or as note-taking tools

Write a critical summary

It’s time for your own creations

Using your assigned lesson objective:Design a presentation (process) activity

based on your group’s learning style (BLUE CARD)

Create an expression (product) model based on your group’s intelligence mode (YELLOW CARD)

Describe your engagement measureLet’s share

Wrap Up and Questions