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Exploring Universal Design for Learning (UDL): The UDL Guidelines. Developed by CAST Adapted by BCSC 2012. Essential Questions. What is Universal Design for Learning (UDL)? How are the UDL Guidelines structured? How can I use the UDL Guidelines for effective planning? . CAST, March 2012. - PowerPoint PPT PresentationTRANSCRIPT
Ralabate, October 2011
Universal Design forLearning (UDL)
Developed by CASTAdapted by BCSC 2012
Exploring Universal Design for Learning (UDL): The UDL Guidelines
Ralabate, October 2011
Essential Questions
What is Universal Design for Learning (UDL)?
How are the UDL Guidelines structured?
How can I use the UDL Guidelines for effective planning?
CAST, March 2012
Ralabate, October 2011
1st Question: “What is UDL?”
What do I know?How did I learn it?
CAST, March 2012
UDL tip: This exercise activates background knowledge and recruits interest.
Ralabate, October 2011
3 Networks = 3 UDL Principles UDL tip: This graphic offers information in text, visuals, & color.
Ralabate, October 2011
Universal Design for Learning (UDL)
UDL Principles Multiple Means of Engagement (Affective) Multiple Means of Representation (Recognition) Multiple Means of Action and Expression (Strategic)
What UDL ishttp://www.udlcenter.org/aboutudl/whatisudl
The UDL Guidelines http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
CAST, March 2012
Ralabate, October 2011
http://www.youtube.com/watch?v=bDvKnY0g6e4
CAST, March 2012
UDL tip: This video offers information in another medium.
Ralabate, October 2011
What do you know and understand about the three principles?
What do you know and understand about the nine guidelines?
CAST, March 2012
UDL tip: Asking key questions, prepares & scaffolds learning.
2nd Question:“How are the guidelines structured?”
Ralabate, October 2011
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
Universal Design for LearningREPRESENTATION
InputThe “What?” of learning
Options to see, hear and perceive information:
_________________________________________________________________________________________________________________________________________________________________________________________
Options to decode language, math, symbols:
_________________________________________________________________________________________________________________________________________________________________________________________
Options to make sense and understand knowledge:
_________________________________________________________________________________________________________________________________________________________________________________________
ACTION/EXPRESSIONOutput
The “How?” of learning Options to do, move and interact: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to differentiate expression of knowledge: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to plan, strategize and initiate action: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
ENGAGEMENTConnection
The “Why?” of learning Options to care, value and find relevance: ___________________________________ ___________________________________ ___________________________________ __________________________________ ___________________________________ Options to vary challenge and/or support:
______________________________________________________________________ _________________________________________________________________________________________________________ Options to set goals and self regulate: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Bartholomew Consolidated School Corporation 2012Scaffolding: support for understanding & varies challenge and/or support.
Universal Design for Learning: ExamplesREPRESENTATION
InputThe “What?” of learning
Options to see, hear and perceive information:
EXAMPLES:Video, Lecture, Demonstration, Diagram,
Story, Textbook, Website
Options to decode language, math, symbols:
EXAMPLES:Text to speech, Manipulatives, Pictures
Options to make sense and understand knowledge:
EXAMPLES:Graphic Organizer, Clues, Prompts, Aided
Questions, Models
ACTION/EXPRESSIONOutput
The “How?” of learning Options to do, move and interact:
EXAMPLES:Game, Acting/Role playing, Demonstrate,
Lab, Speech, Typing, Recording
Options to differentiate expression of knowledge:
EXAMPLES:Journaling, Oral expression, Timeline,
Worksheet, Exam
Options to plan, strategize and initiate action:
EXAMPLES:Project, Portfolio, Create a video
ENGAGEMENTConnection
The “Why?” of learning Options to care, value and find relevance:
EXAMPLES:Discussion, Guest speaker, Journaling,
Video, Experiment
Options to vary challenge and/or support:
EXAMPLES:Learning Center, Small Group Activity, Discrepant Event, Worksheet, Internet
Options to set goals and self regulate:
EXAMPLES:Interest Inventory, Reflection, Survey, Goal
Setting Activity
Bartholomew Consolidated School Corporation 2012
Examples and modeling provide scaffolding.
GOAL: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ESSENTIAL QUESTION(S): ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
METHODS: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ASSESSMENT: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
MATERIALS: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________ ______________________________________
Bartholomew Consolidated School Corporation 2012
Universal Design for Learning: Planning Organizer
Ralabate, October 2011
What is Curriculum?
Curriculum includes: Goals Assessment Methods Materials/Media
CAST, March 2012
A word about Goals
Goals aligned with UDL– Are flexible– Allow multiple ways
for learners to achieve them
– Do NOT embed the means for achieving the goal unnecessarily
UDL tip: Highlighting certain words aids comprehension.
Ralabate, October 2011
How do we align the UDL Guidelines with curriculum planning?
What questions would you ask of yourself while planning?
CAST, March 2012
UDL tip: Asking key questions, prepares & scaffolds learning.
3rd Question: How can I use the UDL Guidelines for effective planning?
EngagementGoals What is the goal of this TASK? Is the means embedded?
Do goals allow for self-advocacy/choice making/socially appropriate responses?
Can collaboration enhance motivation/generalization? Am I allowing for exploration? Are the demands appropriate for level(s) of socio-
emotional development?
•AssessmentHow do I know they’re getting it?
What incentives will enhance performance? Are learners able to self-monitor progress? Reflect on
performance? Correct errors? Are the learners offered choice/options? Do the demands and resources match or optimize
challenge? Does evaluation cause anxiety?
•Methods/MaterialsWhat instructional strategies, techniques?Which tools, media & supplies?
Is the activity meaningful? Functional? Relevant? Are materials safe? How do social dynamics affect the techniques or
tools/media? Do materials distract from efforts? Do methods/materials need to be personalized?
RepresentationGoals What is the goal of this TASK? Is the means embedded?
Is repetition needed? How much scaffolding? Fading? Prompting? Are both content & its representations meaningful? Am I offering both linguistic and non-linguistic
representation? Is there flexibility?
AssessmentHow do I know they’re getting it?
Are there external factors affecting performance? Am I working within their Zone of Proximal
Development (ZPD)? Am I providing too much/too little support? Am I providing a practice period? Are representations meaningful? Is there flexibility?
Methods/MaterialsWhat instructional strategies, techniques?Which tools, media & supplies?
Am I defining vocabulary? Clarifying syntax/structure? Am I offering multiple exemplars? Models? NON-
examples? Are there language/cultural barriers? Am I making use of technology? Multi-media? Are the critical features/big ideas highlighted? Am I activating background knowledge? Are there transfer & generalization options?
Ralabate, October 2011
What questions would you ask to address action and expression?
CAST, March 2012
UDL tip: Reflection questions foster collaborative learning.
Action & Expression
Goals What is the goal of this TASK? Is the means embedded?
AssessmentHow do I know they’re getting it?
Methods/MaterialsWhat instructional strategies, techniques?Which tools, media & supplies?
Action & Expression
Goals What is the goal of this TASK? Is the means embedded?
Are alternative means allowed?(e.g., draw, point, describe) What alternative or AT tools are in IEP?
Do goals focus on communication with peers? Adults? Are multiple expression outlets allowed? Are graduated levels of support addressed? Is the learner involved in goal setting?
AssessmentHow do I know they’re getting it?
What supports are needed for responses? Is strategic development obvious in the assessment? Am I providing enough time for practice/formulation? Are multiple expression tools/options allowed? Are there supports for learner decision making? How do learners monitor their progress?
Methods/MaterialsWhat instructional strategies, techniques?Which tools, media & supplies?
Do the methods/strategies support the learner in planning/developing strategic decision making?
What AT, multi-media or other tools are necessary? Are materials age-appropriate/appealing? Do learners manage their own materials/resources?
Ralabate, October 2011
Summary
UDL is based on what we’ve learned in neuroscience and the learning sciences about HOW we learn.
There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression.
There are 3 Guidelines for each UDL Principle = 9 UDL Guidelines moving from access to comprehension and deep engagement.
We can plan a UDL Curriculum (Goals, Assessment, Methods, Materials/Media) by asking questions based on the UDL Guidelines.
CAST, March 2012
Next Steps:
YOU:– Focus on one lesson or unit.
– Be self reflective of a previous lesson or unit.
– Use the tools and resources.
– Design the lesson.
– Have FUN!!!!
YOUR SUPPORT:– Evaluate your needs and barriers.
– Provide additional support, scaffolding and professional development
Resources
http://cast.org/ http://bookbuilder.cast.org/ http://udlexchange.cast.org/home http://www.udlcenter.org/ BCSC UDL Website [email protected]