Universal Design for Learning ED554
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Transcript of Universal Design for Learning ED554
Universal Design for LearningAn Educator’s Guide
• ‘flexible curricula that provide students with• multiple ways of accessing content, • multiple means for expressing what they learn, • multiple pathways for engaging their interest
and motivation” (Howard, 2004)
• UDL…”give all individuals equal opportunities to learn” (CAST)
What is UDL?
“…each student (needs) to have access to curriculum in a way that promotes the most learning for that individual” (Howard, 2004)
• Providing multiple levels of text on the same content• Learning about frogs-find books in multiple
reading levels• Digital copies of text with the read aloud
feature
UDL in Action
• Develop Learning Profiles and teach to these learning styles, preferences, intelligences
• Make Choices available – this is more reflective of the real world
UDL in Action
The “how” of learning
• I: Multiple Means of Representation• Recognition Network of the Brain
• II: Multiple Means of Action and Expression• Strategic Network of the Brain
• III: Multiple Means of Engagement• Affective Network of the Brain
Three Principles of UDL and Brain Research
The “what” of learning
The “why” of learning
• Presenting content and information in a variety of ways
• Recognition Network of the brain deals pattern recognition and the brain’s ability to process patterns (Laureate, 2009)
I: Multiple Means of Representation
The “what” of learning
Instructional Examples
• Visual/Auditory/Tactile/Kinesthetic• Different Size Text/Color/Font• Ability to amplify sound• Graphic Organizers w/pictures and text• Manipulative• Anticipatory Guides• Video
I: Multiple Means of Representation
The “what” of learning
• Providing multiple ways for students to show what they know
• Strategic Network of the brain deals with the process, plans and action for plans (Laureate, 2009)
II: Multiple Means of Action and Expression
The “how” of learning
Instructional Examples
• Providing choice – written, verbal, project-based• Different Software• Scaffolding and Activating Background Knowledge• Pair/Share• Cell phones/Student Response Systems• Use of wait time
II: Multiple Means of Action and Expression
The “how” of learning
• Stimulate interest and motivation for learning
• Affective Network of the brain deals with emotions and sorting out what’s important and what’s not (Laureate, 2009)
III: Multiple Means of Engagement
The “why” of learning
Instructional Examples
• Engaging Learners• Working alone, with partners, small group…providing choice
• Material must be relevant and interesting• Bounce Card• Use goal-setting• Providing Choice and Options• Rubrics and Checklists
III: Multiple Means of Engagement
The “why” of learning