universal design of learning

Universal Design of Learning

Shanece L. TerrellWalden UniversityEDUC 6714

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)

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.

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

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

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

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.

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

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

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

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

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

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

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

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.

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

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/