MODULE 4: UNIVERSAL DESIGNS FOR LEARNING … · MODULE 4: UNIVERSAL DESIGNS FOR LEARNING ... Module...

MODULE 4: UNIVERSAL DESIGNS FOR LEARNING

Academy 2: Building UDL into Curriculum and Instruction

2008 National Institute for Urban School Improvement™

Arizona State University PO Box 872011 Tempe, AZ 85287-2011 Phone 480-965-0391• Fax 480-727-7012

www.urbanschools.org

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MODULE 4: UNIVERSAL DESIGNS FOR LEARNING PAGE 2


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© 2008 NIUSI www.urbanschools.org

Table of Contents NATIONAL INSTITUTE FOR URBAN SCHOOL IMPROVEMENT ............................................................ 4

NIUSI GOALS ............................................................................................................................................................ 4 WHAT ARE LEADERSHIP ACADEMIES? .......................................................................................................... 5

PROFESSIONAL LEARNING MODULES ........................................................................................................................ 5 NIUSI MODULES ..................................................................................................................................................... 7

FACILITATOR NOTE.................................................................................................................................................... 8 TIPS FOR FACILITATING LEADERSHIP ACADEMIES ................................................................................ 8

TIPS FOR GETTING STARTED. ............................................................................................................................ 8 TIPS FOR MOVING THINGS ALONG. ................................................................................................................. 8 TIPS FOR MANAGING ACTIVITIES. ................................................................................................................... 9 TIPS FOR LECTURETTES. ..................................................................................................................................... 9 TIPS FOR DEBRIEFING ACTIVITIES EFFICIENTLY. ........................................................................................ 9 TIPS FOR PARTICIPANT QUESTIONS. .............................................................................................................. 9 TIPS FOR LEAVE-TAKING. ................................................................................................................................... 9

LEADERSHIP ACADEMY OUTCOMES ........................................................................................................... 10 ACADEMY 1: BECOMING FAMILIAR WITH UNIVERSAL DESIGNS FOR LEARNING ..................................................... 10 ACADEMY 2: BUILDING UDL INTO CURRICULUM AND INSTRUCTION .................................................................... 10 ACADEMY 3: IMPLICATIONS OF UDL FOR ASSESSMENT AND PROGRESS MONITORING......................................... 10

ACADEMY ABSTRACT: ....................................................................................................................................... 12 ACADEMY OUTCOMES: ...................................................................................................................................... 12 ACADEMY AGENDA: ........................................................................................................................................... 12 ACADEMY MATERIALS ...................................................................................................................................... 13 PARTICIPANT HANDOUTS ............................................................................................................................... 13 INTRODUCTIONS AND GREETINGS ............................................................................................................. 14

ACADEMY OVERVIEW .............................................................................................................................................. 14 ACTIVITY 1: JIGSAW A LESSON PLAN .......................................................................................................... 18 APPENDIX: ACTIVITY 1 VIGNETTE ................................................................................................................ 21 LECTURETTE 1: APPLYING UDL TO INSTRUCTION ................................................................................. 22 ACTIVITY 2: COMPLETING AND IMPROVING YOUR LESSON PLAN ................................................ 29 LECTURETTE 2: UDL AND THE SOCIAL LEARNING ENVIRONMENT ................................................ 33 ACTIVITY 3: PRESENTATION, EXPRESSION, & ENGAGEMENT ........................................................... 36 LEAVE TAKING ...................................................................................................................................................... 37



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LEAVE TAKING, ........................................................................................................................................................ 37 PART 1: SELF ASSESSMENT ...................................................................................................................................... 37 LEAVE TAKING, PART 2: DEBRIEF ............................................................................................................................ 38 LEAVE TAKING, PART 3: ACADEMY EVALUATION ................................................................................................... 39

RESOURCES ............................................................................................................................................................ 40 REFERENCES CITED ............................................................................................................................................. 41 GLOSSARY............................................................................................................................................................... 42



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National Institute for Urban School Improvement The National Institute for Urban School Improvement (NIUSI) is funded by the Office of Special Education Programs at the U.S. Department of Education. The mission of NIUSI is to support the building of capacity in urban schools and school districts so that students with disabilities are engaged in high quality curriculum and learning experiences that improve their ability to succeed in school and in post-school opportunities. NIUSI works to develop powerful networks of urban local education agencies and schools that embrace and implement a data-based, continuous improvement approach for inclusive practices. Embedded within this approach is a commitment to evidence-based practice in early intervention, universal design, literacy, and positive behavior supports.

Part of NIUSI’s work is to link existing general education reform networks with special education networks and synthesize existing research into products that are made accessible in both print and electronic versions. These offerings support professionals, families, researchers, advocacy organizations, and others involved in the work to create culturally responsive, inclusive school communities.

NIUSI Goals One of the main goals of NIUSI is to work collaboratively with educators in its partner districts in the area of professional development. This work is grounded in the beliefs that professional development must:

• address specific needs of states, districts, schools and communities with a focus on helping students achieve learning and performance goals;

• be a collaborative endeavor in which teachers, administrators, families and students are involved in the design, planning, and implementation; and

• rely upon content and processes that are research-based and proven in practice; and

• be school-based, job-embedded, and continuously evaluated and adjusted to ensure effectiveness in meeting school and student learning goals.

Module: Universal Designs for Learning

Academy 1: Becoming Familiar with Universal Designs for Learning (2008)

Academy 2: Building UDL into Curriculum and Instruction (2008)

Academy 3: Implications of UDL for Assessment and Progress Monitoring (2008)

We strive to produce the most reliable and current academies possible. Therefore, our academies are updated regularly based on facilitator and participant feedback, on subject-matter expert input, and on up-to-date research. You will find the version of this academy on the Table of Contents page. Please check our web site regularly to find new versions and

addenda to this academy.



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What are Leadership Academies? A strategy through which NIUSI helps educators develop leadership skills for school change is through the Leadership Academy model of professional development. In collaboration with schools and local universities, NIUSI creates these Leadership Academies for pre-service and in-service activities. The approach includes careful consideration of the content for professional development, application of adult learning principles, and selection of teams from schools and districts that can support their team members’ learning and practice. In this way, professional development can build on converged needs, create a sense of common purpose, and extend the creativity and skill of practitioners. Specifically, NIUSI works with urban school districts to build information systems that assist leadership teams to focus on goals for instructional, curricular, and cultural improvement and for empowering action research agendas among school professionals.

All academies are based on the National Institute’s assumptions that great schools:

• Use the valuable knowledge and experience that children and their families bring to school learning.

• Expand students’ life opportunities, available choices, and community contributions.

• Construct education for social justice, access, and equity.

• Build on the extraordinary resources that urban communities provide for life-long earning.

• Need individuals, family, organizations, and communities to work together to create future generations of possibility.

• Practice scholarship by creating partnerships for action-based research and inquiry.

• Shape their practice based on evidence of what results in successful learning of each student.

• Foster relationships based on care, respect, and responsibility.

• Produce high achieving students.

• Understand that people learn in different ways throughout their lives; great schools

• Respond with learning opportunities that work.

Professional Learning Modules Systemic school change is a complex and difficult task. The challenge is great, but educators throughout our nation and other nations are actively engaging the opportunity to transform education and how we go about the work of teaching and learning in our schools. This module is one of many developed by NIUSI for the networks of schools engaging their faculty, staff, families, students, and community members in ongoing renewal and systemic change.



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Every module is designed around a particular aspect of school-wide improvement with academies that build knowledge, skills, and practices. The intent is simple: Build a common vision, vocabulary, and skill-set around essential elements of school improvement. The best way to implement this module is to bring together building leadership teams from a cluster of schools so that teams can learn from one another and create a practice community that can support innovation. The academies should be offered in sequence, spaced four weeks apart so that some application can occur between sessions, and that there is a plan for on-site coaching between academies.



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NIUSI Modules



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Facilitator Note Each Facilitator Manual provides detailed information about every aspect of an academy from the academy outcomes through the academy content and, finally, evaluations. In most cases, you will follow the same process when presenting every academy: (1) Introduction to NIUSI Academies; (2) Academy Overview; (3) Academy Session; (4) Self-

evaluation; and (5) Academy Evaluation.

Please make sure that you prepare for each academy by reviewing all the materials: Facilitator Manual, lecturette presentation, lesson plans, activity handouts, and participant materials.

If you have questions or comments about this or any other academy, please contact NIUSI We welcome your questions, suggestions, and feedback.

Tips for Facilitating Leadership Academies Before delving into the academy, please read through the following tips that can help your participants get comfortable and maintain their focus on learning and growing. We hope that

you enjoy facilitating these learning opportunities as much as we have.

TIPS FOR GETTING STARTED. Introduce the academy facilitators, and provide an overview of the National Institute for Urban School Improvement and the school or district that is sponsoring the academy. Talk a bit about what a Leadership Academy is, its structure, and how it is designed and what the topic and objectives of this academy are. Explain the roles the facilitators will play and go over the agenda.

Have participants introduce themselves and briefly tell what they’d like to learn or take away with them at the end of the academy, focusing on what would be useful to them in their practice. This should take no longer than 15 minutes. You are provided with a PowerPoint to lead this introduction.

TIPS FOR MOVING THINGS ALONG. Included in the academy is a time schedule – stick to it! Try to begin and end on time, and keep the activities timed as closely as possible to the schedule. Encourage quick transitions between activities and instead of scheduling multiple breaks, invite people to get up to stretch, get a drink or use the bathroom as they need to. Remind participants how much time they’ll have to work on each activity and use the provided time cards to warn participants of the time remaining during each activity. During discussions, try not to let one person dominate the conversation or go off on tangents that are narrowly focused on their own experiences. To “cut people off” politely, ask others what they think or ask a questions to get the discussion moving in a different direction.



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TIPS FOR MANAGING ACTIVITIES. Before beginning an activity, briefly review the activity with the group and discuss its purpose. Read through the tasks and look over supporting materials. Ask if there are any questions. Have each group select a person who will take notes and report to the larger group the outcomes of their discussion or work. While the participants are working in their small groups, circulate from group to group to make sure they are on task and to answer any questions. Be available if a group gets stuck, but don’t interfere in the group process unless they need assistance.

TIPS FOR LECTURETTES. Practice timing yourself so you don’t run over the allotted lecturette period. Plan on providing a variety of examples around preschool, elementary, middle, and high school settings.

TIPS FOR DEBRIEFING ACTIVITIES EFFICIENTLY. Decide how to get the information from the groups. There are a number of strategies you might use. For example, you might have each group write their list of ideas and results during their activities on chart paper to display on the wall or a stand. A second strategy might be to have groups report one item from their list, rotating around the room until no one has anything new to offer. Whatever strategy you decide to use, you should set a time limit on the reporting and encourage people to try not to be redundant.

TIPS FOR PARTICIPANT QUESTIONS. Provide participants with paper for note-taking. Urge them to save their questions for the Q and A period at the end of each lecturette so the academy does not run over the allotted time.

TIPS FOR LEAVE-TAKING. To wrap things up, ask people to take a minute to think about what they learned during the academy. Ask the participants to complete the self-assessment and academy evaluation. Then ask them to share their thoughts and any last words. Use the overhead or chart paper to record what they say as a way to highlight new learning and congratulate the group on their hard work. If this is the first academy in a module, with more academies scheduled to follow, you may ask participants to do homework, either for reinforcement of their learning or as preparation for future learning.



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Leadership Academy Outcomes The goal of all Leadership Academies is to create a network of skilled and knowledgeable teacher leaders, administrators, and family members who will serve as effective agents of change. The participants are predominantly teams of educational professionals from schools and districts who are organized to advance the knowledge and practice related to systems change and school improvement. The Leadership Academy creates a forum for open discussion and learning to help school and community members think more broadly

and systemically about school improvement. The following are the Leadership Academies in this module:

Academy 1: Becoming Familiar with Universal Designs for Learning The purpose of this academy is for participants to familiarize with the basic principles of Universal Design and Universal Designs for Learning. Emphasis will be made on the paradigm shift behind the philosophy of both approaches: instead of providing solutions for deficits, and make adaptations to provide accessibility, Universal Design considers accessibility for all users and students at the initial stages of planning design and curriculum.

As a result of the activities and information shared at this Leadership Academy, module participants will:

• Reflect on the differences between Universal Design and Assistive Technology.

• Identify the origin and foundations of Universal Designs for Learning.

• Apply the foundations of Universal Designs for Learning to educational contexts.

Academy 2: Building UDL into Curriculum and Instruction The purpose of this academy is to provide participants with tools to design instruction based on an UDL approach. Examples are presented in different content areas, and UDL applications for an inclusive social learning environment are described.


• Identify applications of UDL in different content areas.

• Be able to design a classroom learning environment based on an UDL approach.

Academy 3: Implications of UDL for Assessment and Progress Monitoring The purpose of this academy is to provide participants with examples of application and opportunities to apply UDL approaches to assessing students’ ongoing progress, adjusting curriculum and instruction, and addressing legislation that impacts how and what curriculum and assessment is utilized in schools.


• Identify applications of a UDL approach to assess students’ progress in the classroom.

• Reflect on aspects derived from a UDL approach to address legislation.



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MODULE 4: UNIVERSAL DESIGNS FOR LEARNING




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Academy Abstract: The purpose of this academy is for participants to familiarize with the basic principles of Universal Design and Universal Designs for Learning. Emphasis will be made on the paradigm shift behind the philosophy of both approaches: instead of providing solutions for deficits, and make adaptations to provide accessibility, Universal Design considers accessibility for all users and students at the initial stages of planning design and curriculum.

Academy Outcomes: As a result of the activities and information shared at this UDL Academy, module participants will:


• Be able to design a classroom learning environment based on an UDL approach.

Academy Agenda: Review the agenda, noting the structure of the academy (lecture, activities, question-answer period, break time, assessment), and process for answering participant questions.

Introductions, Greetings, & Warm-Up 15 min

Activity 1: Jigsaw a Lesson Plan 30 min

Lecturette 1: Applying UDL to Instruction 20 min

Activity 2: Completing and Improving Your Lesson Plan 30 min

Break 10 min

Lecturette 2: UDL and the Social Learning Environment 15 min

Activity 3: Presentation, Expression, and Engagement 25 min

Leave-taking and Feedback 30 min



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Academy Materials You should have these materials prior to conducting the Academy:

• FACILITATOR’S MANUAL

• ACADEMY POWERPOINTS and access to a PowerPoint presentation system

• FACILITATOR LESSON PLANS: Lesson plans are provided as Appendix A.

• PARTICIPANT HANDOUTS. Handouts are provided as Appendix B and contain the Leadership Academy overview and agenda, paper for note-taking, activity handouts, self-assessment and academy evaluations and resources. (Handouts can be copied double sided and in black and white).

• NAME TAGS (Make sure you have broad tipped felt pens for name tags so that people write their names in large print that can be read from a distance).

• CHART PAPER

• MARKER

• TAPE

Participant Handouts These handouts may be passed out together at the beginning of the academy. They are

packaged together as the academy Participant Handbook.

• Activity handouts

• Copies of the lecturettes

• Resources

• Self Assessment and Academy Evaluation



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Introductions and Greetings

Academy Overview Spend some time introducing yourself, the module sponsors, and the Leadership Academy to the participants. The overview provides you with Leadership Academy background information, this academy’s purpose and outcomes, and the agenda. If time allows, ask participants to introduce themselves by letting others know where they are from and their roles and responsibilities within their

buildings.

FACILITATOR MATERIALS

Overview PowerPoint

TIME LIMIT

15 minutes

Slide 1

Academy 2 Introduction: Building UDL into Curriculum and Instruction

The purpose of this academy is for participants to familiarize with the basic principles of Universal Design and Universal Designs for Learning. Emphasis will be made on the paradigm shift behind the philosophy of both approaches: instead of providing solutions for deficits, and make adaptations

to provide accessibility, Universal Design considers accessibility for all users and students at the initial stages of planning design and curriculum.



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Slide 2

Introductions

Introduce the academy facilitators (your position and background, and co-facilitators, if any) and the school or district that is sponsoring the academy. Introduce the National Institute for Urban School Improvement. The National Institute for Urban School Improvement (NIUSI) is funded by the Office of Special Education Programs at the U.S. Department of

Education. The mission of NIUSI is to support the building of capacity in urban schools and school districts so that students with disabilities are engaged in high quality curriculum and learning experiences that improve their ability to succeed in school and in post-school opportunities. NIUSI works to develop powerful networks of urban local education agencies and schools that embrace and implement a data-based, continuous improvement approach for inclusive practices. Embedded within this approach is a commitment to evidence based practice in early intervention, universal design, literacy and positive behavior supports. As part of our work, we link existing general education reform networks with special education networks and we also synthesize existing research into products that are made accessible in both print and electronic versions. These offerings support the efforts of professionals, families, researchers, advocacy organizations and others involved in the work to create culturally responsive, inclusive school communities. One of the main goals of The National Institute for Urban School Improvement is to work collaboratively with educators in its partner districts in the area of professional development.

Our work is grounded in the beliefs that professional development must:

• Address specific needs of state, district, school and community with a focus on helping students achieve learning and performance goals.

• Be a collaborative endeavor with teachers, administrators, families and students involved in the design, planning and or implementations.

• Rely upon content and processes that are research-based and proven in practice.

• Be school-based, job-embedded, and continuously evaluated and adjusted to ensure effectiveness in meeting school ands student learning goals.



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Slide 3

Leadership Academies

Talk about what a Leadership Academy is and its structure and design. Explain that timecards are used as a guide for participants to know how much time is remaining in each activity. One strategy through which NIUSI helps educators develop leadership skills for school change is through the Leadership Academy model of professional development. In collaboration with schools

and local universities, NIUSI creates these Leadership Academies for pre-service and In-service activities. Our approach includes careful consideration of the content for professional development, adult learning principles, and a selection of teams from schools and districts that can support their team members’ learning and practice. In this way, professional development can build on converged needs, create a sense of common purpose, and extend the creativity and skill of practitioners. Specifically, we work with urban school districts to build information systems that assist leadership teams to focus on goals for instructional, curricular, and cultural improvement and for empowering action research agendas among school professionals.

Slide 4

Roles

Introduction– Participants: Have participants introduce themselves and briefly tell what they’d like to learn or take away with them at the end of the Academy, focusing on what would be useful to them in their practice.

Roles- Explain the roles the facilitators will play and go over the agenda. Have

participants introduce themselves and briefly tell what they’d like to learn or take away with them at the end of the academy, focusing on what would be useful to them in practice.



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Slide 5

Outcomes



• Be able to design a classroom learning environment based on an UDL approach

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Slide 6

Agenda

Go over the agenda with participants, explaining the way that the Academy is balanced between information and application, and ends with the important task of gathering participants’ feedback.



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Activity 1: Jigsaw a Lesson Plan Directions:

• Individually read the attached vignette. • As a small group use the following outline to develop one part of a 55 minute lesson

plan for the students and classroom described. Keep in mind the 8 principles of UDL. • As a whole group discuss how you developed your part of the lesson plan and how it

reflects the 8 principles of UDL: • Equitable Use • Flexibility • Simple, intuitive designs • Perceptible information

• Tolerance for error • Minimal physical effort • Appropriate for size and space for

approach and use • Fully inclusive

Topic

Math in Our Daily Lives

Grade/Age Level Combined 6th-7th grade, inclusive classroom for students in general and special education, and who are learning English. See Vignette.

Outcomes

For All What will all students be able to do as a result of this lesson? (The roots and trunk of the tree)

For Most In addition to the above outcomes, what will most students be able to do as a result of this lesson? (The branches of the tree)



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For Some In addition to the above outcomes, what will some students be able to do as a result of this lesson? (The leaves of the tree)

Media and Materials

Student Centered Learning Environment



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Methods Introducing Activate students’ interest and prior knowledge of lesson content. Provide students background knowledge and link to students’ lives.

Exploring Through strategically planned opportunities, students independently extend their prior and background knowledge of the lesson content. Student directed.

Mediating Teacher directly links information from the introduction and exploration stages to lesson outcomes. Teacher directed.

Ending Lesson is summarized and purpose of lesson is revisited.



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Appendix: Activity 1 Vignette

On the northwest side of a dense metropolis surrounded by time-worn homes, historic churches, and a rich cultural community resides Sunny Middle School. Four years ago the school became a neighborhood school, drastically changing the make up of the student population. Since then the administration, teachers, and other school personal have had difficulty accepting and meeting the needs of the changing demographic. Parents, students and others in the community are feeling confused about the identity of the school. Sunny Middle School currently serves about 600 students, 55% Hispanic, 40% African American, 10% European American and 5% other. Two years ago a new administration team began to implement a more inclusive approach within this school. Some within the school community are excited about these changes, some are not. You are a 6th and 7th grade general education math teacher at Sunny Middle School. Over the past four years there have been significant changes in the student population served within your classroom, each year becoming more and more diverse. With the change to neighborhood schools came students learning English from a variety of cultural backgrounds much different than your own. With the new administration and their inclusive approach came students with a variety of disabilities who in the past had been served in resource and self-contained classrooms. This approach also increased the amount of culturally and linguistically diverse students in your classroom who in the past had been served in ELL classrooms. During 3rd period you have 26 students in your class, 14 of whom are Hispanic, 7 are African American, 3 are European American and 2 are Asian. Of these students, 6 are English language learners who seem to be able to communicate socially with their peers, but are struggling with academic language and 1 student who speaks very limited English. During 3rd period you also have 4 students identified for special education services. One of these students has a Specific Learning Disability in the areas of math and reading, 1 student has a Specific Learning Disability in the areas of math and writing, one student has a significant cognitive disability, and one student has with chronic asthma and misses school frequently.



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Lecturette 1: Applying UDL to Instruction This lecturette provides examples of curriculum, units, and lessons designed with a UDL approach, and applied specifically to the desired outcomes, choice of material and methods in curriculum and instruction, and forms of assessment in the areas of language arts, math, and social studies. The lecturette builds on Activity 1 and provides the basis for Activity 2.

Facilitator Materials

Lecturette 1 PowerPoint

Time Limit

20 Minutes

Slide 1

Lecturette 1: Applying UDL to Instruction

This lecturette provides examples of curriculum, units, and lessons designed with a UDL approach, and applied specifically to the desired outcomes, choice of material and methods in curriculum and instruction, and forms of assessment in the areas of language arts, math, and social studies.

Slide 2

A Review: UDL Curriculum

This is a review of the visual model of UDL presented in Academy 1 Lecturette 2; we will exemplify three of these elements in the following slides.

However, we will focus on the element of assessments in the next lecturette of this academy, and in academy 3 of this UDL module.



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Slide 3

Components of a UDL Lesson Plan

A lesson plan is the backbone of how curriculum and instruction is planned for everyday application. Therefore, lesson plans need to reflect all the elements of a Universally Designed Curriculum: Desired Outcomes, Student-Centered Focus, Media, Methods and Materials, and Assessment.

Slide 4

Applying the Components of UDL Lesson Plan: For All, For Most, For Some

When determining the outcomes, media, methods, materials, and assessment within UDL curriculum, it is important to remember that one form of each will not meet the needs of all students. For this reason, when we plan each of these areas of curricular focus, we must consider how each area will meet the needs of all

students, most students, and some students. For example, all students will understand the concept of multiplication, while most will be able to demonstrate knowledge of multiplying by a dozen. Some students will be able to apply multiplication to percentages by computing sale prices, Or, most students may be able to complete a computerized math assessment with visually presented multiplication problems, but you will need to think of a different way of assessing multiplication for the student who is significantly visually impaired.

We present a visual representation of this document with the depiction of a tree. All students in any given classroom have access to the components of the lesson plan on the roots and trunk of the tree, however, some students will choose or require additional elements (branches) and finally, some students will require the leaves.

Slide 5

Applying Standards to Outcomes of UDL Curriculum: Transcending the Constraints of Predetermined Standards

In an educational system that is becoming increasingly standards-based, educators have to consider the standards that they are required to adhere to, in addition to other sets of standards which reflect content relevant to the learners in their

classrooms (for example, using the TESOL- Teachers of English to Speakers of Other



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Languages- standards) when determining desired outcomes of UDL curriculum. Most often, the standards which inform the desired outcomes of curriculum and instruction are a combination of national standards of the professional organization of a particular subject area, state standards, locals district standards, and standards the teacher determines relevant for her/his students. In other words, even when educators have standards they must adhere to, it is necessary to add and adapt standards to meet the needs of all students.

Slide 6

UDL Outcomes

Desired outcomes should include the engagement of all students in the lesson

Structuring the lesson so that students understand the content and can apply their understanding of the content to a task observable by the teacher.

Slide 7

UDL Media, Materials, & Methods

The media and materials are the backbone of a curriculum and embody its purpose. The facts, concepts, information, principles, and relationships that are to be learned must be represented in a media that communicates effectively to students and stored and distributed in a media that is accessible to all learners. The most common media in instructional settings

include text, image, speech, video, etc. The Universal Design for Learning context differentiates between traditional or "fixed" media and digital media because digital media are flexible and can be adjusted. Types of materials include publications, such as textbooks, trade books, videos, CD ROMs, workbooks, floppy disks, and audiotapes. Materials also must include the perspective of and representation of students’ cultures in ways that are relevant to the context of their everyday lives.

Methods are the instructional approaches teachers take to facilitate students’ learning, which include how the culture of the classroom facilitates participation, communication, and collaboration in learning endeavors.



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Slide 8

UDL Student-Centered Learning Environments

Student Centered Learning Environments are supported through the use of the other three aspects of UDL curriculum, so that students are a part of creating, rather than simply recipients of curriculum.

Points to consider in creating student-centered learning environments are:

The ways of participating that focus on knowledge sharing, collaboration and cooperation, and communication among everyone in the classroom.

The representation of students in materials and activities.

The input of students to shape future learning endeavors.

Slide 9

UDL Outcome in Language Arts

Flexible and broad outcomes are needed to be inclusive of all students from the beginning. An outcome narrowly designed as “writing a reflection on inferences and predictions in a culturally relevant folktale” would immediately provide a barrier for those students who do not have access to handwriting. Keeping a goal broad, such as “become familiar” can be

demonstrated in a variety of ways. The strategies to provide support depend strongly on the way the desired outcome is stated; if students are expected to become familiar with a folktale by making inferences and predicting, then strategies such as listening to the story instead of reading it through text-to-speech software, or showing animations will work to achieve this outcome.

Slide 10

UDL Media, Methods, & Materials in History

There are many methods that can be utilized to get students to the desired outcome of comparing and contrasting the industrial North with the agricultural South in the 1800s. For example, there are a variety of tools to utilize in engaging with the task: outlines, diagrams, drawing,



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recorded think-alouds. There are also many steps students can utilize in the process of completing the task: using different templates the teacher provides, working with peers, and presenting their work in a number of ways.

Slide 11

UDL Materials in Social Studies

Different materials are appropriate for a diverse range of students.

Ecotourism efforts are currently underway in Africa, Asia and the Pacific, the America’s, and Europe. Ecotourism's approach to incorporate and sustain native communities allows for a cultural connection within curriculum and materials.

Using a program such as Kidpix, a student with a cognitive disability who is from South America is able to create a presentation about tourism in the rainforests of Brazil, relying on images, speech and text. This student will engage in the use of pictures, Portuguese language (the student’s native language and the language spoken at home) video clips, and music that represent her/his home country and the issue of ecotourism.

Slide 12


A student struggling with hand coordination is able to create video clip montage utilizing a trackball mouse and a program (such as iMovie). Using websites such as you tube or videogametrailers.com, the student will find examples of impact and role changes in various video games series. The student will be expected to provide or record a voice-over linking the

identified events or changes to the footage in the video montage.



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Slide 13


A student learning English and ASL reads text resources from the computer, and also has a choice between choosing English or Italian. The student will create a power point presentation on the influence that FIFA and the World Cup has on tourism. The student will highlight the last 5 World Cups, focusing on where they were

located, pictures of the stadium, and attendance records. Through the student's translator, the presentation will be given to the class.

Slide 14


A student with ADHD realizes she/he works better with headphones that block the noise in the classroom, while conducting an online discussion about race based upon bell hook’s book Black Looks: Race and Representation.

Slide 15

A UDL Curriculum Tool

Thinking Reader is based on CAST's research into digital learning environments and the research of renowned reading experts, Thinking Reader provides students with instruction and practice in key reading strategies. Using unabridged core literature such as the novels Roll of Thunder and The Giver, this universally designed resource enables struggling

readers to read the same high-quality books as their peers. The prompts in the assessments support strategic thinking; each student response is saved in a log, and may be viewed and discussed by others.



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Slide 16

Applying the Components of UDL Lesson Plans: For All, For Most, For Some

As we talked about earlier, when determining the outcomes, media, methods, materials, and assessment within UDL curriculum, it is important to remember that one form of each will not meet the needs of all students. For this reason, when we plan each of these areas of curricular focus, we must consider how

each area will meet the needs of all students, most students, and some students. Now let’s give it a try as we apply the components of UDL Lesson Plans in our next activity.



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Activity 2: Completing and Improving Your Lesson Plan

• Review the lesson plan you began in activity 2.

• Identify strengths and areas in need of improvement for your current lesson plan and practices.

• Develop specific suggestions to improve your lesson plan which reflect the 8 principals of UDL and complete your lesson plan.

• Think, Pair, Share

Prior Practices Improved Practices



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Topic Math in Our Daily Lives

Grade/Age Level

Combined 6th-7th grade, inclusive classroom for students in general and special education, and who are learning English. See Vignette.

Outcomes

For All What will all students be able to do as a result of this lesson? (Roots & trunk of the tree)

For Most In addition to the above outcomes, what will most students be able to do as a result of this lesson? (Branches of the tree)

For Some In addition to the above outcomes, what will some students be able to do as a result of this lesson? (Leaves of the tree)



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Media and Materials

Student Centered Learning Environment

Methods Introducing Activate students’ interest and prior knowledge of lesson content. Provide students background knowledge and link to students’ lives.

Exploring Through strategically planned opportunities, students independently extend their prior and background knowledge of the lesson content. Student directed.

Mediating Teacher directly links information from the introduction and exploration stages to lesson outcomes. Teacher directed.



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Ending Lesson is summarized and purpose of lesson is revisited.



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Lecturette 2: UDL and the Social Learning Environment This lecturette applies principles of UDL to the ways to engage and stimulate learning in the classroom through building a supportive, interesting learning environment for all learners. It also provides the basis for Activity 3.

Facilitator Materials

Lecturette 2 PowerPoint

Time Limit

15 Minutes

Slide 1

Lecturette 2: UDL and the Social Learning Environment

In the last lecturette, we talked about how to apply principles of UDL to Curriculum and Instruction. In this lecturette, we will expand upon this by applying principles of UDL to the ways to engage and stimulate learning in the classroom through building a supportive, interesting learning environment for all learners.

Slide 2

UDL is Culturally Responsive

Culturally responsive education aligns with the principles of Universal Designs for Learning in several ways. They both support equal academic opportunities and access for all students.

The concept of “diversity” is not applied only to differences in ethnicity, language, or ability. As we talked about in our last

lecturette, UDL curriculum and instruction is flexible and responsive to all students’ needs and backgrounds in order to ensure that obstacles and barriers are not present in inclusive learning environments.



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Slide 3

Applying the UDL Framework to the Social Learning Environment

In applying the UDL framework to the creation of an inclusive social learning environment, there needs to be a wide array of PRESENTATION methods accessible to all students; this is especially important for students who learn well through recognition.

Also, methods for students to EXPRESS and engage in APPRENTICESHIP relationships need to be available, especially for students who learn well through applying specific strategies.

Further, several ways in which students ENGAGE in the learning process should be provided, especially for students who learn well through affective or emotional approaches.

Slide 4


Here are some of the elements of the social learning environment of a classroom which affect how people think, feel, interact, and engage. Can you think of others?

Slide 5


Let’s use the example of how the use of digital text is related to the nature of learning through recognition, strategy, and affect.

In relation to recognition learning, digital text allows for different features to present the text: color, size, availability of read-aloud, conversion to Braille.



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Slide 6


In relation to strategic learning, digital text allows for navigation through the text and note taking support for students who cannot handwrite and also allows for voice recording and/or drawing features.

Slide 7


In relation to affective learning, digital text provides different levels of challenge, and support for vocabulary and background knowledge through hyperlinks. Also, students may choose from a menu of possible activities in which to engage in an application of new vocabulary around the concept of “democracy.”

Slide 8

UDL: Focus on Multiple Means for Action and Expression

How do you address all types of learning preferences through the social learning environment of your classrooms? Think about approaches to oral participation, written participation, composition through authentic projects, and students teaching others, including the teacher.

Slide 9

UDL: Focus on Multiple Means of Engaging Your Students

How do you engage students in your classroom with high interest, relevant material that is accessible for all students?

Presentation format can include stories, real life examples, video, power point, photos, slides, interactive books, music, and movement. Can you think of other ways to

engage your students in an active and authentic social classroom environment?



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Activity 3: Presentation, Expression, & Engagement Directions: Universal Designs for Learning is grounded in these three features to create an inclusive learning environment. Include your curriculum outcome as a foundation for your ideas, which should include possible ways for information to be presented, for students to express their knowledge, and for students to be engaged in the learning process.



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Leave Taking

Leave Taking,

Part 1: Self Assessment Facilitator Materials

None

Participant Materials

Self Assessment

Activity Purpose

The self assessment provides the participant with an objective means of evaluating the knowledge and skills gained in this academy.

Activity Time Limit

10 minutes

Facilitator Note

None

Activity

Have participants complete the Self Assessment. Remind groups that their assessments will be collected for module assessment purposes and they do not need to put their names on the assessments.



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Leave Taking, Part 2: Debrief Facilitator Materials

Chart paper, overhead, or presentation slide

Participant Materials

Self Assessment

Activity Purpose

This activity gives participants a chance to compare their evaluation answers.

Facilitator Note

None

Activity Time Limit

10 minutes

Activity

Return to whole group and ask participants to share their responses. Use an overhead or chart paper to record what they say as a way to highlight new learning, and congratulate the group on their hard work.



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Leave Taking, Part 3: Academy Evaluation Participant Materials

Academy Evaluation

Activity Purpose

This activity provides feedback for developers from module participants.

Activity Time Limit

10 minutes

Facilitator Note

Collect the Academy Evaluations and return them to the National Institute for Urban School Improvement.

Activity

Have participants complete the Academy Evaluation. This evaluation gives the module developers a chance to see how the academy is being received and allows them to improve it as needed.



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Resources The Center for Applied Special Technology (CAST) http://www.cast.org The CAST website contains a series of theoretical and applied resources on Universal Designs for Learning. Teaching Every Student TES Website http://www.cast.org/teachingeverystudent Specific applications of Universal Designs for Learning to the classroom, case studies, and theoretical resources are found in the TES website. Kentucky Department of Education- Universal Design for Learning http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Universal+Design+for+Learning/ The Kentucky Department of Education has been recognized as one of the states that has implemented successfully Universal Design(s) for Learning. Exemplary practices of schools and districts are available on their website.

http://www.cast.org/�

http://www.cast.org/teachingeverystudent�

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Universal+Design+for+Learning/�

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Universal+Design+for+Learning/�



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References Cited

Casper, B. & Leuchovius, D. (2005). Universal design for learning and the transition to a more challenging academic curriculum: Making it in middle school and beyond. National Center on Secondary Education and Transition. Retrieved July 10, 2007, from http://www.ncset.org/publications/viewdesc.asp?id=2165

CAST (2007) Case study: Teaching probability in middle school. Retrieved June 30, from

http://www.cast.org/teachingeverystudent/casestories/cs3/index.cfm Curry, C. (2003). Universal Design: Accessibility for All Learners. Educational Leadership,

61(2) 55-60. Hitchcock, C., Meyer, A., Rose, D. & Jackson, R. (2002). Providing New Access to the

General Curriculum: Universal Design for Learning. Teaching Exceptional Children, 35(2), 8-17.

McGuire, J., Scott, S. & Shaw, S. (2006). Universal design and its applications in

educational environments. Remedial and Special Education, 27(3), 166-175. Pisha, B. & Stahl, S. (2005) The Promise of New Learning Environments for Students

with Disabilities. Intervention in School and Clinic, 41(2) 67-75. Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for

learning. Retrieved on June 30, 2007, from http://www.cast.org/teachingeverystudent/ideas/tes/index.cfm

Salazar, L., Falkenberg, C. A., Nullman, S., Silio, M. & Nevin, A. (2004). Universal design

and differentiated instruction: A position paper to resolve potentially competing mandates of the Individuals with Disabilities Education Act” and “No Child Left Behind.” (ERIC Document Reproduction Service No. ED490358)

http://www.ncset.org/publications/viewdesc.asp?id=2165�

https://exchange.asu.edu/exchweb/bin/redir.asp?URL=http://www.cast.org/teachingeverystudent/casestories/cs3/index.cfm�

https://exchange.asu.edu/exchweb/bin/redir.asp?URL=http://www.cast.org/teachingeverystudent/ideas/tes/index.cfm�



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Glossary Affective Learning

Affective refers to the emotional elements of learning with the desired outcome that one feels a sense of positive emotion as a result of being engaged in the learning process.

Assistive Technology According to the Assistive Technology Act of 1998, Assistive Technology is "...products, devices or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase or improve the functional capabilities of individuals with disabilities..." Barriers (in terms of UDL philosophy) Barriers can be anything that inhibits a student’s access to participating in activities and learning content in the school environment. CAST

Founded in 1984, the Center for Applied Special Technology has gained international recognition for excelling in achieving their 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” particularly in the area of Universal Designs for Learning.

Culturally Responsive

To be culturally responsive is to value, consider, and integrate individuals’ culture, language, heritage and experiences leading to supported learning and development.

CUD

The Center for Universal Design (CUD) is a national information, technical assistance, and research center that evaluates, develops, and promotes accessible and universal design in housing, commercial and public facilities, outdoor environments, and products. Their mission is to improve environments and products through design innovation, research, education and design assistance.



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Retrofit

To add parts, devices, equipment, or strategies not in existence or available at the time of original design for use in or on an existing structure, which includes not only concrete structures such as a building or classroom, but also the structure of the educational setting, environment and delivery of information. (http://www.thefreedictionary.com/retrofit)

Universal Designs

Universal Designs is an approach to the design of products, services and places to be accessible and usable for as many people as possible regardless of age, ability, or circumstance.

Universal Designs for Learning

UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences, so that all students have an equal opportunity to learn and participate. This is done using multiple means of representation, to give learners various ways of acquiring information and knowledge; multiple means of expression, to provide learners alternatives for demonstrating what they know; and multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

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