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.