UDL
Presented by: Kim Cohen, Alyssa Lindsey, Katie Harmon, Carolyn Sutherland, and Stefanie Trentacoste
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Teacher Breaking Down [video]. Retrieved December 2, 2011 from http://www.youtube.com/watch?v=bsrBQ6AGo_g
Project Background…2
MTTS: Standard V: Integrating Technology into the Curriculum and Instruction
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Outcome: Design, implement and assess learning experiences that incorporate use of technology in the curriculum-related instructional activity to support understanding, inquiry, problem-solving, communication or collaboration.
Indicators: Assess students' learning/ instructional needs to identify the
appropriate technology for instruction. Evaluate technology materials and media to determine their most
appropriate instructional use. Select and apply research-based practices for integrating technology
into instruction. Use appropriate instructional strategies for integrating technology into
instruction. Select and use appropriate technology to support content-specific
student learning outcomes. Develop an appropriate assessment for measuring student outcomes
through the use of technology. Manage a technology-enhanced environment to maximize student
learning.
Maryland State Department of Education. (2002). Maryland teacher technology standards. Retrieve from http://www.mttsonline.org/standards/MDTchrTechStdsMTTS.pdf
Profession Development Plan Overview4
Year 1: Four sessions Into to UDL Microsoft Word Capabilities Microsoft Excel Capabilities Assistive Technology
Year 2: Focus on Reading (2 sessions) Focus on Math (2 sessions)
Year 3: Application of skills and lesson study
In this session, we will:
Define Universal Design for Learning (UDL)
Increase awareness of what teachers are already doing to implement the concepts of UDL
Increase awareness of the tools available for UDL and differentiation of instruction for all students
Apply principles of UDL to improve a lesson
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Session 16
What is UDL?
Take a couple minutes to discuss with a partner what you think UDL means.
It DOES NOT MEAN… Umm… Done Listening! Uh Dude Like…Until (I) Die LaughingUh-nother Damn Lecture
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UDL at a glance…8
UDL at a Glance [video]. Retrieved December 6, 2011 from http://www.youtube.com/watch?v=bDvKnY0g6e4
What is UDL?
Alternatives for everyoneNot one size fits all-
Designed from the beginningNot added on later
Access for everyoneNot just for some
Skip Stahl Universal Design for Learning: Reaching Teaching All Learners CEC 2009
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The student is not the problem!10
Barriers in the curriculum are causing the learning issues.“When you plant lettuce, if it does notgrow well, you don't blame the lettuce.You look into the reasons it is not doing
well. It may need fertilizer, or morewater, or less sun. You never blame the
lettuce…”~Thich Nhat Hahn
Audiences have -A variety of cultural, ethnic and racial backgrounds
Distinct learning stylesDifferent primary languagesDifferent abilities
Why use Universal Design?11
Adapted from the CAST UDL guidelines
Conveniently, accommodations
created for a subset of the population
usually result in increased benefit for
everyone.Skip Stahl Universal Design for Learning: Reaching
Teaching All Learners CEC 2009
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Universal Design For Learning (UDL)
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UDL proposes that children with disabilities do not constitute a separate category, but fall along a continuum of learning differences.
UDL leads us to make adjustments for learner differences for all students, not just those with disabilities.
Adapted from the CAST UDL guidelines
Universal Design For Learning
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UDL also encourages us to look at the development and use of curriculum materials.
Are they varied and diverse? Do they include digital and online
resources, rather than centering instruction on a single text book?
Adapted from the CAST UDL guidelines
http://i.telegraph.co.uk/telegraph/multimedia/archive/01217/Cirque_du_Soleil2_1217933c.jpg
Multiple Means of EngagementClick icon to add picture
Multiple Means of Representation15
Song and Dance, Sign Language, Act things out
http://i.telegraph.co.uk/telegraph/multimedia/archive/01217/Cirque_du_Soleil2_1217933c.jpg
Multiple Means of Engagement
Multiple Means of Engagement16
Role plays, Hands-on, Groups, inside and outside of classroom, choice making
http://abluteau.files.wordpress.com/2009/04/cirque-du-soleil-1.jpg
Multiple Means of Expression17
Art (paint, clay, etc), Voice, Music, Acting Out, Writing
InstructionLearner preferenceDifferentiation Good teaching
Making the instructional connection18
Instruction
Multiple choices Content Process Product
UDL
Multiple means Representation
Engagement Expression
Instruction & Universal Design for LearningBlending, Collaboration, Coordination
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1. Think about a lesson previously taught.2. Use the UDL checklist in order to determine
if principles of UDL are already included in your plan.
3. Identify barriers.
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Putting it into Practice
UDL Checklist21
The lesson plan form should focus on UDL instruction, including goals, methods, assessment and materials.
Provide information in multiple formats and media (Recognition Networks)
Included
Not Included Barrier
Provide multiple examples, Show the range of examples, provide examples and counter-examples.
Represent information in multiple media and formats (e.g., text version of book, online or digital resources)
Highlights critical features (e.g., teacher tone of voice, marker underline, etc.)
Provide supports for limited background knowledge, and establish a context for learning
Provide multiple pathways for students’ action, expression (Strategic Networks)
Included Not Included Barrier
Provide flexible models of skilled performance
Provide ongoing, relevant feedback (e.g., (a) questions and answers in classroom)
Provide flexible opportunities for demonstrating skill. (e.g., written, oral , or visual presentation, explanations, word process)
Provide novel problems to solve (e.g., unique problems outside the initial instructional set to promote generalization and transfer)
Provide multiple ways to engage students (Affective Networks)
Included Not Included Barrier
Offer choices of content and tools (e.g., choice of books to study literature)
Provide adjustable levels of challenge: (e.g., range of materials at different reading difficulties)
Offer choices of rewards
Offer choices of learning context (option to work in study carrel v. open classroom, student use headphones)
Does your lesson need help?Try: www.udlcenter.org
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Educator’s Checklist
http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%20Chklst%208_31_09.doc
http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%20Chklst%208_31_09.doc
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www.udlcenter.com24
1. Open the Educator’s checklist.2. Explore each of the principles looking
for resources that support your curriculum.
3. Can any of the resources provided help you to eliminate barriers?
4. What is one new idea that you would incorporate if you were going to reteach the same lesson?
Putting it into Practice25
Best Practices…26
If the only arrow in your “working with at‐risk kids” quiver is to change the kid rather than the system, you’re shooting yourself in the foot.
Two Options:
1. Redesign schools based on best practices OR
2. Get different kids
Dr. Tim Westerberg
2007 Presentation
Dearborn, MI
Q & A27
Really Cool Websites!!Karen Janowski
Great tools resource blog and Wiki
http://udltechtoolkit.wikispaces.com
http://teachingeverystudent.blogspot.com/
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CAST TOOLS29
Case Stories http://www.cast.org/teachingeverystudent/c
asestories/cs2/index.cfm?page_id=42 Videos from the field
http://www.udlcenter.org/resource_library/videos/fromthefield
Planning Self Check http://udlselfcheck.cast.org/check.php
Lesson Builder http://lessonbuilder.cast.org/
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