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 Instruction3

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

Intro 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 Laughing

Uh-nother Damn Lecture

7

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 someSkip 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 not

grow well, you don't blame the lettuce.

You look into the reasons it is not doing

well. It may need fertilizer, or more

water, or less sun. You never blame the

lettuce…”

~Thich Nhat Hahn

Audiences have -

A variety of cultural, ethnic and

racial backgrounds

Distinct learning styles

Different primary languages

Different 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)13

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 Learning14

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 Engagement

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

Instruction

Learner preference

Differentiation

Good teaching

Making the instructional

connection18

Instruction

Multiple choices

Content

Process

Product

UDL

Multiple means

Representation

Engagement

Expression

Instruction & Universal Design for Learning

Blending, 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.org22

Educator’s Checklist

http://www.udlcenter.org/sites/udlcenter.org/files/Guid

eline%20Ed%20Chklst%208_31_09.doc

http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%2

0Chklst%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.co

m/

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CAST TOOLS29

Case Stories

http://www.cast.org/teachingeverystudent/casestories/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/