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Principles of UDL
Multiple
– means of representation
– means of action and expression
– means of engagement
Recognition Networks
Universal Design for Learning
The "what" of learning
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
Strategy: Present information and content in different ways
Strategic Networks
The "how" of learning
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
Strategy: Differentiate the ways that students can express what they know
Affective Networks
The "why" of learning
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
Strategy: Stimulate interest and motivation for learning
3 Major UDL principles…
Students have:
1. Choices which will engage student interest
2. Options for how they learn
3. Choices for how they demonstrate their learning
Teachers provide:
1. Flexible options for student engagement
2. Flexible ways of presenting lesson content
3. Flexible methods of expression, and assessment
Why Neuroscience?
Neuroscience is an alternate representation of what underlies what we do and how we learn
If we consider neuroscience in our instructional planning,
we will meet the needs of more student brains.
UDL and the Learning Brain
Knowledge* networksStrategic networksAffective networks
• Multiple Means of Representation
• Multiple Means of Action & Expression
• Multiple Means of Engagement
3 Principles of Universal Design for Learning
Recognition (Representation)
Strategic(Action &
Expression)
Affective **Engagemen
t**
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
Vygotsky
UDL and the Learning Brain
Task is too difficult for learner
ZONE OF PROXIMAL DEVELOPMENT
Task is too easy for learner
UDL and the Learning Brain
Knowledge networks: “the what of learning”
- identify and interpret patterns of sound, light, taste, smell, and touch
Knowledge (formerly recognition) Networks
Principles of Universal Design for Learning
Multiple Means of Representation
– Recognition Network of the brain
•The “WHAT” of learning– Provide multiple examples – Highlight critical features – Provide multiple media and formats – Support background context
…Recognition network…
Multiple Means of Representation
Multiple Means of RepresentationExamples
– Read aloud
– Highlight phrases
– Listen to audiotape
– Text-to-speech
– Built-in talking glossary
– Built-in language translation
Knowledge Networks
UDL Principle I: Multiple Means of Representation– Examples:
– Use digital text so size and color of text or images can easily be changed
A
AThe United States was a young country in 1800
Knowledge Networks
UDL Principle I: Multiple Means of Representation– Examples:
– Use digital text that can be read aloud by using text-to-speech (TTS) software
Knowledge Networks
UDL Principle I:
Multiple Means of Representation– Examples:
– Use physical objects and spatial models
1454 ft.
0Photo by David Sim
Photo by Hobvias Sudoneighm90 houses
17
Universal Design for Learning A Lesson Plan: To Kill a
Mockingbird• Video streaming• Digital Photos • Electronic text• Talking Books • Visual Map• Spark Notes– text and
audio• Low Tech Tools• Vocabulary Support
UDL and the Learning Brain
Strategic networks: “the how of learning”
- plan, execute, and monitor actions and skills
Strategic Networks
Principles of Universal Design for Learning
Multiple Means of Action & Expression
- Strategic Network of the brain
•The “HOW” of learning– Executive functioning– Provide opportunities to practice with supports – Provide ongoing, relevant feedback – Offer flexible opportunities for demonstrating skill
…Strategic Network…
Multiple Means of Action & Expression
Multiple Means of Action and Expression
– Written response
– Verbal response
– Visual art project
– Dramatic response
– iMovie (Macintosh)
– Multimedia: Power Point, Hyperstudio
Strategic Networks
UDL Principle II: Multiple means of action & expression– Provide options that facilitate managing information and
resources (e.g. graphic organizers and templates for data collection and organizing information)
Template by Inspiration Software, Inc: Concept Map for Science from Inspiration 7.0.
Strategic Networks
UDL Principle II: Multiple means of action & expression
Allow students to compose in different media:• Provide options for students to share their knowledge (e.g.
oral report, essay. multimedia presentation)
Photo by Dan Zen
Strategic Networks
UDL Principle II: Multiple Means of Action & Expression
Examples:
• Provide scaffolds that can be gradually released with increasing independence and skills (e.g. embedded prompts and hints in digital reading and writing software)
This is a good time to stop and make a prediction about what you think will happen next in the story.
Tale of Two Cities, Charles DickensBook IChapter I. The Period
It was the best of times, it was the worst of times,it was the age of wisdom, it was the age of foolishness,it was the epoch of belief, it was the epoch of incredulity,it was the season of Light, it was the season of Darkness,it was the spring of hope, it was the winter of despair,we had everything before us, we had nothing before us,we were all going direct to Heaven, we were all going directthe other way--in short, the period was so far like the presentperiod, that some of its noisiest authorities insisted on itsbeing received, for good or for evil, in the superlative degreeof comparison only.
• Using a Document Camera, math problems can be projected on a large screen for the entire class to see. Textbook problems and diagrams can be shown in one location, rather than each student trying to follow from the books on their desk. Teachers can work through an algebra equation as the document camera captures and projects every movement of the pencil as the problem is solved providing a large visual interpretation of the correct method to solve the problem and how to check the work.
Using document camera technology paired with internet images and resources accessed on laptops enhances instruction.
UDL Principles Strengthen Universal Instruction
Using the TI-Navigator System creates a connection between students and educator wirelessly networking each student’s graphing calculator to the classroom computer. A growing body of research indicates that effective use of the TI-Navigator system and graphing calculators improves student engagement, understanding and performance. Educators can:
• Track the progress of individual students or the class in real time•View student coursework, check problem solving techniques and guide
performance•Use instant feedback to create a learning environment proven by research to
increase student success
UDL Principles Strengthen Universal Instruction
Teacher Websites
UDL Principles Strengthen Universal Instruction
Using a video camera and document camera, teachers can capture student demonstrations of problems for website posting.
UDL Principles Strengthen Universal Instruction
Creating Product Assignments
• What students must know, understand, be able to do as a result of the study.
• Identify the format of the project.• Determine expectations for quality
(content, process, product).• Decide on scaffolding (brainstorming,
rubrics, time lines, planning/goal setting, storyboarding, critiquing, revising/grading).
• Differentiate based on readiness, student interest, student learning profile.
“Become” one of the Characters. Comment on the events of the reading from his/her point of
view. Show incidents the way this character sees it. Include the thoughts and feelings of the character that may not be
mentioned in the story. Length 3-paragraph essay.
Quote a phrase or a section of the text that impressed you for
some reason (beautiful language, interesting thoughts, meaningful to you for some reason). Explain why you chose that section. Also be sure to tell where the quote fits into the context of the story.
Length 3-paragraph essay.
Draw a picture of a scene from the reading. Then in a minimum 3-paragraph essay, explain the scene, why you chose it and its significance to the novel as a
whole.
Create a dictionary of terms that would help someone reading this book. Make a list of at least 25 particular words (jargon,
slang, technical language, specialized terminology, etc) that the author uses in this story. These words must be slightly
out of the ordinary; they should have particular significance in the book. Define
each word as it is used in the story. Make it look official-include part of
speech, pronunciation if possible, and images/pictures! Be Creative!
Write a letter to the author of the book. Tell him/her what you liked
and disliked about the story and his/her writing style. Give
them specific reasons and examples from the story to
support what you say. Be sure that your letter is in the correct format. Your letter should be at least two pages (typed) long.
Create a book jacket description for the story. Pretend you are
trying to “hook” readers’ interest in the story by explaining it
contents on the back of the book. How would you tell people what the book is about and persuade them to pick it up and read it?
Include an image/picture on the front cover.
Create a board game based on the characters, events, or theme of your book. Be sure the game is playable, and that participants must rely on their knowledge of the book in order to succeed!
Become a casting agent. If your book were to be made into a
movie, which famous stars who would you choose to play the
roles of each character? Support your choices with explanations
(appearance, experience, similarities, personality, etc.)
Explanations should be at least one paragraph in length.
Build a timeline for the major events in the story, focusing on at least ten incidents. Highlight the initial conflicts, climax, resolution of the story in some way. Be sure
that the action is accurately placed and that the times
between events is indicated neatly.
Draw a map of where your story took place. It should contain
areas where significant events happened. Use a key to describe these happenings. Be certain to
include a title and label the appropriate areas. Detail, color,
and accuracy are points to remember.
Write an obituary for one of the characters in the book. Include
an image/picture of the character. It must be at least three
paragraphs. Use information gathered from the story as well as your own imagination. Read obituaries in the newspaper or
online for examples.
Write a “Dear Abby” column with questions from three of the
characters in the novel asking for advice. Their problems/questions
should be in keeping with how they were presented in the book.
You must include your solutions/answers as Dear Abby. Each Q and A should be about
one typed page.
Make a collage of a major theme from the book. Use clippings from magazines, newspaper, etc. The collage should include at least 10 different clips. On the back of the
collage, explain in Three Paragraphs what theme(s) you
are representing and what it has to do with you novel.
UDL and the Learning Brain
Affective networks: “the why of learning”
- evaluate and set priorities
Affective Networks
Principles of Universal Design for Learning
Multiple Means of Engagement
**This is where SEL lives
- Affective Network of the brain
•The “WHY” of learning– Offer choices of content and tools – Offer adjustable levels of challenge – Offer choices of rewards – Offer choices of learning context
TRUST
RESPECT
ATTITUDE
BEHAVIORS/MANNERISM
KNOWLEDGE/SKILLS
SMART MODEL
Physician’s Creed:
First, Do No Harm
Educator’s Creed:
Above all, do nothing to
diminish hope
“Every child needs one person who is crazy about him.”
Will you choose to be the missing puzzle
piece in your students’ lives?
Runner Bingo
…Affective Network…
Multiple Means of Engagement
Affective Networks
UDL Principle III:• Multiple Means of Engagement
– Examples:
• Provide students with choices in such things as: – the type of rewards or recognition available – the tools used for information gathering or
production
Photo by Joel BombardierPhoto by Steve Jurvetson
Multiple Means of Engagement
– Flexibility in use of tools to access information
– Keep ongoing personal journal
– Use archived resources
– Choice in means of expression
– Flexible grouping strategies
Ebb and Flow of ExperiencesEbb and Flow of Experiences[Tomlinson][Tomlinson]
Individual Individual
Small Group Small Group
Whole Group
Back and forth over time or course of unit
Affective Networks
UDL Principle III:• Multiple Means of Engagement
– Examples:• Design activities so that outcomes are authentic,
communicate to real audiences, and are purposeful
Photo by Steve JurvetsonPhoto by Glenda Owens
Vocabulary
The goal of teaching vocabulary is for the student to make that word an active part of his thinking process.
VocabularyVocabulary instruction that works best actively involves the student in
getting to the word from every possible perspective.
Example
FearEmotions/reactions –
terror horror
fainting quaking
Example
FearPeople/Animals/Things
Monster HumanoidGhost PoltergeistBogeyman Dracula
Alien
Example
FearPlaces
Funeral Parlor GraveyardHaunted House Dark AlleyUnlit Street Cemetery
Exercise
Exhilarant Emotions/reactions –
Exercise
Exhilarant
People/Animals/Things
Exercise
Exhilarant
Places
Emotion and Learning:Implications for Mathematics
Instruction
Emotion and Education
Emotion drives attention, which drives learning, memory and problem solving and almost everything else we do…by not exploring the role that emotion plays in learning and memory, our profession has fallen decades behind in devising useful instructional procedures that incorporate and enhance emotion. (Sylwester, 1998)
Mathematics Education Slope
• Standard 1: The student must be able to calculate the slope of a line that passes through any two points on the coordinate plane.
• Standard 2: The student must differentiate between positive/negative slope.
• Standard 3: The student must understand the meaning of slope in application problems.
Mathematics EducationSlope: Standard Approach
• Algebraically define slope
• Calculate slope for several pairs of points
• Describe positive and negative slope
Mathematics EducationSlope: Standard Approach
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Mathematics EducationSlope: Emotional Approach
Mathematics EducationSlope: Emotional Approach
Year Blue Book Value1997 $21,0651998 $18,0251999 $16,2402000 $14,4602001 $12,7052002 $11,0002003 $9,2502004 $7,600
Mathematics EducationSlope: Emotional Approach
Subaru Outback DepreciationSource: www.kellybluebook.com
$0
$5,000
$10,000
$15,000
$20,000
$25,000
1997 1999 2001 2003
Year
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Mathematics EducationSlope: Emotional Approach
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Mathematics EducationSlope: Emotional Approach
• Interpretation: Depreciation of -1,923.57 $ per year• Follow Up:
– Which cars might have higher/lower rates of depreciation? Why? – Do any cars have a positive appreciation? Why?– Will depreciation always be linear? Why?
27.195320041997
600,7065,21
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