Universal design of learning
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Transcript of Universal design of learning
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Universal Design of Learning
Shanece L. TerrellWalden UniversityEDUC 6714
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What is Universal Design of Learning (UDL)?
▪ “an approach to teaching, learning, and assessment” (Howard, 2004, p. 26)
▪ “flexible curricula that provides students with multiple ways of accessing content, expressing what they learn, and engaging their interest and motivation” (Howard, 2004, p. 26-27)
▪ UDL…”gives all individuals equal opportunities to learn” (CAST, Inc., 2007-2011)
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Inspiration for UDL
▪ The idea of “Universal Design” connects to architectural design the idea that all buildings need to be accessible for all people. Some examples include accessibility ramps, power doors, curb cuts
▪ UDL is about providing alternatives so every child can learn. As educators we must make sure we provide flexibility in the curriculum and our teaching style, practice, and method.
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Universal Design of Learning…a shift in our thinking…
▪ More than our traditional adaptions and accommodations
▪ Every student must be provided with the opportunity to learn (Laureate Education, 2009)
▪ No longer just focused on the individual student, we are now focusing the broader educational environment (Laureate Education, 2009)
▪ Not simply fixing the student but fixing how we teach and use our curriculum
▪ No longer a one size fits all approach to teaching and learning
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Universal Design in Action
▪ “…each student needs to have access to the curriculum in a way that promotes the most learning for that individual” (Howard, 2004, p.27)
▪ Develop learning profiles and teach these learning styles, preferences, and intelligences
▪ Provide multiple levels of text on the same content
▪ Make choices available-reflective on the real world
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Three Principals of UDL and Brain Research
▪ Multiple Means of Representation (the “what” of learning)– Recognition Network of the Brain
▪ Means of Action and Expression (the “how” of learning)– Strategic Network of the Brain
▪ Multiple Means of Engagement (the “why” of learning)– Affective Network of the Brain
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What are the Implications?
▪ Each student varies in which network of the brain he or she prefers to learn with.
▪ This means that teachers must create lessons that appeal to all 3 networks of the brain.
▪Using UDL approaches to teaching ensures this will happen.
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Recognition-Multiple Means of Representationthe “what” 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 Education, 2009)
▪ Instructional Examples– Visual/Auditory/Kinesthetic
– Different size text/color/font
– Ability to amplify sound as needed
– Graphic organizers with pictures/text
– Examples
– Connect to other experiences
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Strategic-Multiple Means of Action and Expressionthe “how” of learning
▪ Providing multiple ways for students to show what they know
▪ Strategic network of the brain deals with the process, plans, and actions for the plans (Laureate Education, 2009)
▪ Instructional Examples– Providing choice: written, verbal, and project-based
– Different software tools: mouse, keyboard, joystick
– Scaffolding and activating background knowledge
– Use of wait time
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Affective-Multiple Means of Engagementthe “why” 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 Education, 2009)
▪ Instructional Examples– Engaging learners
▪ Working alone, with partners, small groups-proving choice
– Materials must be relevant and interesting
– Use goal-setting
– Providing choice and options
– Rubrics and checklist
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UDL and Instructional Media
▪ Flexibility in media is key to opening doors to student learning
▪Media such as books and speeches are flexible-may create barriers to learning
▪Digital text, sounds, images, and the Web-can be adjusted to open doors in learning
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UDL and Technology
▪ “…powerful digital technologies applied using UDL principals enable easier and more effective customization of curricula for learners. Advances in technology…have made “on-the-fly” individualization of curricula possible in practical, cost-effective ways, and many of these technologies have built in supports, scaffolds, and challenges to help learners understand, navigate, and engage with the learning environment.”
▪ Universal Design of Learning Guidelines CAST 2011
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Technology and UDL Continued
▪ If used correctly, technology can provide the flexibility necessary to make learning accessible to all students.
▪ Just as planning without the technology much thought needs to go into planning with technology
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Examples of Technology
▪ Blogs
▪ Wikis
▪ Podcasts
▪ Text-to-Speech programs
▪ VoiceThreads
▪ Microsoft Word and Powerpoint
▪ Online graphic organizers
▪ Wallwisher
▪ Edmodo
▪ Moodle
▪ Google Docs
▪ eReaders
▪ Online Visual Thesaurus
▪ Think Map
▪ Glogster
▪ Illumunations
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CAST Online Tools and Resources
– CAST, Inc. (2007–2011). Curriculum self-check: Explore resources-This site can be used to help apply UDL principals in your teaching to reach and engage all students.
– CAST, Inc. (2005–2011). UDL lesson builder-Provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students.
– CAST, Inc. (2006–2011). UDL book builder-Allows teacher to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills.
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UDL at Bluffton ECC
▪ Incorporating the principals of UDL will provide all students with the opportunity to learn
▪ Incorporating the principals of UDL will help us meet the needs of all of our diverse learners
▪ Incorporating the principals of UDL will keep all students engaged and motivated in their learning
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Resources
▪ CAST, Inc. (2007–2011). Curriculum self-check: Explore resources. Retrieved from http://udlselfcheck.cast.org/resources.php#curriculum
▪ CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/
▪ CAST, Inc. (2005–2011). UDL lesson builder. Retrieved from http://lessonbuilder.cast.org/
▪ CAST, Inc. (2006–2011). UDL book builder. Retrieved from http://bookbuilder.cast.org/
▪ Laureate Education, Inc. (Executive Producer). (2009). Reaching an engaging all learners through technology: Brain research and Universal Design for Learning. Baltimore, MD: Author.
▪ Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/