UDL BOOT CAMP. Norms: Consider being Agents of Disruption Understand that “dissensus” is worth...
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Transcript of UDL BOOT CAMP. Norms: Consider being Agents of Disruption Understand that “dissensus” is worth...
UDL BOOT CAMP
Norms: • Consider being Agents of Disruption• Understand that “dissensus” is worth exploring• Be active in thought and purpose• Assume positive intent• Realize we will not solve our problems today• Do not engae in assumicide• No Lifeguarding
Trading Card Activity
Learner ProfileActivity
Goals
• Understand the concepts of Universal Design for Learning
• Apply the concepts of Universal Design for Learning to classroom practice
The Challenge
Access, participation, and progress in
the general education curriculum for all
learners
IDEA ‘97
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
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.
The Ladder of Inference & Learning
UDL and the Learning Brain
–Recognition network–Strategic network–Affective network
UDL and the Learning Brain
Recognition networks: “the what of learning”
identify and interpret patterns of sound, light, taste, smell, and touch
It tells us what each of these are but also why they are different
UDL and the Learning Brain
UDL and the Learning Brain
Strategic networks: “the how of learning”
plan, execute, and monitor actions and skills
UDL and the Learning Brain
UDL and the Learning Brain
Affective networks: “the why of learning”
evaluate and set priorities affective networks are essential to wanting to learn
UDL and the Learning Brain
The Myth Around Different Learners
• Not everyone learns differently
• We all have these three networks
• We may have propensity in different areas and leads to variability
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
Flow Theory8 conditions
• Sense of potential control
• Loss of self-consciousness
• Time distortion• Autotelic or self-
rewarding experience
• Clear goals and feedback
• Equilibrium between challenge and skill
• Merging of action and awareness
• Focused concentration
UDL and the Learning Brain
Double generative loop learning
UDL and the Learning Brain
All learners are variable and
universal does not mean
“one size fits all”
The Framework for UDL
Principles of UDL
– Provide multiple, flexible methods of presentation
– Provide multiple, flexible methods of expression and apprenticeship
– Provide multiple, flexible options for engagement
Principles of UDL
• The key is Flexibility not fitting into the box
New Assumptions: UDL
• Students with disabilities fall along multiple continua
• Typical classes are highly diverse
• Teacher adjustments benefit all learners
• Curriculum needs fixing, not the students
• Curriculum materials must be flexible, varied, and diverse
• General Education and Special Education teachers plan curriculum
Questions
• Which methods of teaching are most effective with the ways that each brain network functions?
• What kinds of flexibility must instructional materials have to address the uniqueness of each learner?
Supporting Recognition LearningProvide alternative formats for presenting information
– Provide multiple examples
– Highlight critical features
– Provide multiple media and formats
– Support background context
Recognition: Provide multiple examples K-2 Goal: Recognize that animals (including humans) and plants are living things
that grow, reproduce, and need food, air, and water.
Examples of living things Examples of non-living things
Recognition: Highlight Critical Features
Highlight critical features to identify a bird
Birds have feathers.
Birds have wings.Birds have beaks.
Is this a bird?
Recognition: Multiple Media & Formats
Provide a range of formats and media to ensure access for all
Supporting Strategic Learning
Provide alternative means for action and expression
– Provide flexible models of skilled performance
– Provide opportunities to practice with supports
– Provide ongoing, relevant feedback
– Offer flexible opportunities for demonstrating skill
Strategic: Flexible models of performance
Provide expert models of skilled performance and counter examples of incorrect execution
Think and share!
Think about examples and counter examples of performance, e.g. think about good tennis techniques and poor execution of serving.
Models of successful ways to healthy eating and incorrect ways to healthy eating
And more…
Strategic: Ongoing relevant feedback Feedback is provided in an on-going fashion.
Supporting Affective Learning
Provide alternative means for engagement
– Offer choices of content and tools
– Offer adjustable levels of challenge
– Offer choices of rewards
– Offer choices of learning context
The UDL Approach
• Diversity is the norm in today’s classrooms
• Applying the UDL principles in education is enabled by:
– Appropriate goals
– Flexible and supportive digital materials
– Flexible and diverse methods, and
– Accessible and flexible assessments
GameStorming