The Promises of Universal Design for Learning

Meeting School Standards in a Digital World

Our UDL Team

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Susan Hardin Assistive Technology Consultant

Dr. Maureen StaskowskiSpeech-Language Consultant

Carrie WozniakSecondary ELA Consultant

Mike Klein Science Consultant

http://www.e3t.orgPhil Jankowski

Vice PrincipalFitzgerald HS

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Anticipation Guide

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Classroom

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Diversity

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Rigor

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World Economy

Rapid Changes in the NEW Economy

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A Whole New Mind

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Changing Technology

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Rapid Changes in Technology

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Rapid Changes in Technology

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Student Learning

What we know about student learning:

Students need to be able to: Recognize information, ideas, and

concepts, Apply strategies to process the

information and Be engaged in the process.

Vygotsky, 1978

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Brain research

Recent research in neuroscience confirms that…

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each brain processes information differently.

The way we learn is as individual as DNA or fingerprints.

Center for Applied Special Technologies, CAST

www.cast.org

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When the task is too difficult for learner

ZONE OF PROXIMAL

DEVELOPMENT

When the task is too easy for learner

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Right amount of support

High engagement

Challenge is appropriate

How we’ve been doing business…

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Today’s learning technology

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The Results

Statistics

Freshman failure rate: 30% of all freshman fail one or more classes

High School Drop out rate…it depends– www.michigan.gov/documents/Grad-DropOut01-0

2_52935_7.pdf– http://www.unitedhealthfoundation.com/shr2005/c

omponents/hsgrad.html

Example: 450/freshman class – 128 of them would not graduate

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Universal Design: Designed to meet everyone's needs.

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UDL Definition – a closer look

UDL is an educational approach to teaching, learning, and

assessment, drawing on new brain research and new media technologies to

respond to individual learner differences.

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method

research

21st century technology

ALL

students

Universal Design

for Learning

Recognition Network Strategic

Network

Effective Network

Multiple means of

Engagement

Process

The “why” of learning

Multiple means of

Expression

Product

The “how” of learning

Multiple means of

Representation

Content

The “what” of learning

Representation

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Expression

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Engagement

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World History

Problem Not viewed as relevant

or connected to students lives

Difficulty identifying big ideas

Its big ideas are overwhelming

Vocabulary is new/difficult

SolutionRepresentation Small World Video SlideShare Google Earth/Maps

Strategic/Expression Mindmeister

Engagement Simulation Collaboration33

Other ways to use Google Maps, Mindmeister

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Brainstorm

Science – the Periodic Table

Problem Lesson is boring Not much interaction Students don’t

understand the relationship between elements

Difficulty studying the content

SolutionRepresentation Elements song Sticky note atoms Study Guide

Strategic/Expression Diigo with web site Choice of assessment

Engagement Element song part 2

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Other ways to use Diigo

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Brainstorm

Language Arts- Reading Reflection

Problem Students have difficulty

understanding main ideas Reflections are short, not

well thought out, private Don’t see need to reflect Reports are difficult for

some students, not very motivating

SolutionRepresentation Vocabulary Podcasts

Strategic/Expression Blog Voice Thread Podcast

Engagement Choice Collaboration

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September 25, 2007

November 6, 2007

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September 25, 2007

November 6, 2007

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September 25, 2007

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November 6, 2007

Other ways to use podcasts, blogs, voicethread

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Brainstorm

Algebra – Solving Equations

Problem Students can’t remember

steps to the problem Students can’t remember

how to do it once they get home

The topic is boring, not relevant

Not sure if they really understand it

SolutionRepresentation Sketchcast TeacherTube 2

Strategic/Expression Ta-da List Blog Scribe 2 Discovering Expert Voices

Engagement Choice

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Other ways to use Sketchcast, Ta-da list, TeacherTube

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Brainstorm

UDL Paradigm Shift: how UDL changes the way we think about students and education

Old Assumptions Students who learn

differently constitute a separate category.

New Assumptions Students who learn differently

fall along a continuum of learner differences.

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Instructional adjustments need to be made for at risk students.

• Learning is centered on a single text book.

• The problem is with the student – remediate, remediate, remediate..

• Instructional adjustments need to be made for all learners.

• Learning materials are

varied, digital.• The solution is within the

curriculum. A flexible curriculum adapts to the

needs of all students.

Center for Applied Special Technologies, CAST

www.cast.org

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A UDL Curriculum…

Universal Design for Learning….

Is an alternative to the one-size-fits-all approach to education.

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Universal Design for Learning

Provides teachers with the tools and strategies they need to remove curriculum barriers and increase learning opportunities for every learner.

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Universal Design for Learning

Helps teams efficiently and effectively differentiate instruction with technology, so that ALL students can successfully complete the rigorous school curriculum.

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Practical First Steps

Start small One unit Connect with others Share Cast Resources

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Thank you.

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