UDL

UDLUDL

Universal Design for LearningUniversal Design for Learning

UDL BeginningsUDL Beginnings

Inspired by Inspired by ArchitectureArchitecture

Buildings once Buildings once designed with only designed with only stairs needed to stairs needed to be modified for be modified for accessibility by accessibility by everyoneeveryone


To make buildings more accessible, To make buildings more accessible, things were added such as stairs and things were added such as stairs and elevatorselevators

With education focusing more on meeting With education focusing more on meeting the needs of all students, people began the needs of all students, people began to look at UDL from an education to look at UDL from an education standpointstandpoint


IDEA IDEA Individuals with Disabilities Education ActIndividuals with Disabilities Education Act Mandates that ALL students are taught and Mandates that ALL students are taught and

progress within the general curriculumprogress within the general curriculum The central idea upon which UDL has found The central idea upon which UDL has found

its place within the classroomits place within the classroom


UDLUDL Provides flexibility into Provides flexibility into

the classroomthe classroom Every student has the Every student has the

maximum opportunity maximum opportunity to learnto learn

Looks for the focus to Looks for the focus to change in the change in the classroom so that classroom so that education benefits all education benefits all of the studentsof the students We must provide ramps We must provide ramps

and elevators in learningand elevators in learning

3 Principles of UDL3 Principles of UDL

Principle 1: Provide multiple means of Principle 1: Provide multiple means of representation.representation. PerceptionPerception

Learners require different ways of approaching content.Learners require different ways of approaching content.

Language, Expressions, and SymbolsLanguage, Expressions, and Symbols Present content in multiple representationsPresent content in multiple representations

ComprehensionComprehension Teaching learners how to turn information into usable Teaching learners how to turn information into usable

knowledgeknowledge

Principle 1: Provide multiple Principle 1: Provide multiple means of representation.means of representation.

ExamplesExamples Enlarging textEnlarging text Translation softwareTranslation software Sound adjustmentsSound adjustments Graphic Organizers Graphic Organizers

and physical modelsand physical models Multiple forms of Multiple forms of

vocabulary (pictures, vocabulary (pictures, graphics, compare graphics, compare and contrast)and contrast)

VideoVideo Concept mapsConcept maps Connect prior Connect prior

knowledgeknowledge OutlinesOutlines Interactive modelsInteractive models Text to speech Text to speech

softwaresoftware Physical movementPhysical movement


Principle 2: Provide Multiple Means of Action Principle 2: Provide Multiple Means of Action and Expressionand Expression Physical ActionPhysical Action

Provide materials with which all learners can interactProvide materials with which all learners can interact

Expression and CommunicationExpression and Communication Provide alternate modalities in expressionProvide alternate modalities in expression

Executive FunctionExecutive Function Allowing learners to take advantage of their environmentAllowing learners to take advantage of their environment

Principle 2: Provide Multiple Principle 2: Provide Multiple Means of Action and Means of Action and ExpressionExpression

ExamplesExamples Alternates to Alternates to

respondingresponding Alternates to Alternates to

interactioninteraction Message BoardsMessage Boards ChatChat BlogsBlogs Digital StoryDigital Story Spell CheckSpell Check

Concept mapsConcept maps Goal settingGoal setting ObjectivesObjectives Stop and thinkStop and think Show and explainShow and explain ChecklistsChecklists Graphic OrganizersGraphic Organizers ReflectionReflection Role-PlayingRole-Playing Peer assessmentPeer assessment


Principle 3: Provide Multiple Means of Principle 3: Provide Multiple Means of EngagementEngagement Recruiting interestsRecruiting interests

Gain interests of students in multiple ways and Gain interests of students in multiple ways and knowing the learnerknowing the learner

Sustaining effort and persistenceSustaining effort and persistence Capture the long lasting attention of the studentsCapture the long lasting attention of the students

Self-regulationSelf-regulation Students are able to take control of their learningStudents are able to take control of their learning

Principle 3: Provide Multiple Principle 3: Provide Multiple Means of EngagementMeans of Engagement

ExamplesExamples ChallengeChallenge Rewards and Rewards and

recognitionrecognition Appeal to various Appeal to various

cultures and diversitycultures and diversity DiscussionsDiscussions RoutinesRoutines Set goalsSet goals

Freedom and Freedom and alternatives in alternatives in learninglearning

Cooperative learningCooperative learning ReflectionReflection MentoringMentoring SimulationsSimulations Rubrics Rubrics

UDL and TechnologyUDL and Technology

Technology provides Technology provides avenues for avenues for appealing to a wide appealing to a wide range of learnersrange of learners

ExamplesExamples VoiceThreadVoiceThread Concept MappingConcept Mapping BlogsBlogs SmartBoardsSmartBoards

Examples (cont.)Examples (cont.) Movie making Movie making

SoftwareSoftware Text Translation and Text Translation and

speechspeech PowerPointPowerPoint PhotoStoryPhotoStory WikisWikis GamesGames Remediation WebsiteRemediation Website

UDL and Student UDL and Student LearningLearning

AlternativesAlternatives Different avenues for every student to learnDifferent avenues for every student to learn

FlexibilityFlexibility Differentiating curriculum and activities Differentiating curriculum and activities

within the classroomwithin the classroom

WITH UDL, ALL STUDENTS HAVE AN WITH UDL, ALL STUDENTS HAVE AN OPPORTUNITY TO LEARN!OPPORTUNITY TO LEARN!

3 Networks of the Brain3 Networks of the Brain

Recognition NetworksRecognition NetworksStrategic NetworksStrategic NetworksAffective NetworksAffective Networks

Recognition NetworksRecognition Networks

The “What” of The “What” of learning.learning.

Processes patternsProcesses patterns The senses (touch, The senses (touch,

smell, taste, see, smell, taste, see, hear)hear)

Necessary to Necessary to provide multiple provide multiple representationrepresentation

Strategic NetworksStrategic Networks

The “How” of The “How” of learning.learning.

Processes Actions Processes Actions and Plansand Plans Executing skillsExecuting skills

Necessary to offer Necessary to offer multiple means of multiple means of expressionexpression

Affective NetworksAffective Networks

The “Why” of The “Why” of learning.learning.

Processes emotions Processes emotions and evaluates and evaluates patternspatterns

Necessary to provide Necessary to provide multiple means of multiple means of engagementengagement

UDL and DiversityUDL and Diversity

As mentioned before, UDL provides multiple As mentioned before, UDL provides multiple avenues for the student to learnavenues for the student to learn

The focus of UDL is for the learner to have The focus of UDL is for the learner to have more than one way to reach a proficient level more than one way to reach a proficient level of learningof learning

By implementing the UDL design teachers are By implementing the UDL design teachers are becoming pro-active in being aware of the becoming pro-active in being aware of the different needs and interests of studentsdifferent needs and interests of students

UDL and DiversityUDL and Diversity

UDL’s purpose to be flexible and provide UDL’s purpose to be flexible and provide alternativesalternatives Meets multiple needsMeets multiple needs

LanguageLanguage CultureCulture GenderGender StyleStyle PreferencePreference Ethnicity Ethnicity

Revisiting TechnologyRevisiting Technology

All of the technologies listed previously All of the technologies listed previously cater to multiple brain networks.cater to multiple brain networks. All provide multiple representations, All provide multiple representations,

expressions, and engagementexpressions, and engagement They also provide avenues for diverse They also provide avenues for diverse

learnerslearners For example, the text to speech software For example, the text to speech software

can help ELLs or students who have trouble can help ELLs or students who have trouble with text.with text.

CAST Tools and UDLCAST Tools and UDL

UDL Lesson BuilderUDL Lesson Builder Provides a format to build lessons to engage all Provides a format to build lessons to engage all

learners.learners. UDL Class Profile MakerUDL Class Profile Maker

A guide for helping teachers observe the strengths A guide for helping teachers observe the strengths and weaknesses of each student.and weaknesses of each student.

UDL CAST Strategy TutorUDL CAST Strategy Tutor Helps students and teachers use the internet more Helps students and teachers use the internet more

effectively by allowing for better techniques and effectively by allowing for better techniques and organization in doing research on the internet.organization in doing research on the internet.

ReferencesReferences

CAST, Inc. (2002–2011). Teaching every student: Tools CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/http://www.cast.org/teachingeverystudent/tools/

National Center on Universal Design for Learning. (2011, National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelineshttp://www.udlcenter.org/aboutudl/udlguidelines

Laureate Education, Inc. (Executive Producer). (2010). Laureate Education, Inc. (Executive Producer). (2010). Reaching and Engaging All Learners Through Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.Technology. Baltimore, MD: Author.

Rose, D., & Meyer, A. (2002). Rose, D., & Meyer, A. (2002). Teaching every student in Teaching every student in the digital age: Universal design for learningthe digital age: Universal design for learning. Retrieved . Retrieved from from http://www.cast.org/teachingeverystudent/ideas/tes/ http://www.cast.org/teachingeverystudent/ideas/tes/

UDL

Education

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