Universal Design For Learning

Principles of UDL

Brain Networks

Representation

Engagement

Action and Expression

Recognition Networks

Affective Networks

Strategic Networks

ToolsTechnology

Resources

Learning Impact

Origination of UDLOrigination of UDL Universal Design for Learning came from a group Universal Design for Learning came from a group

of architects who realized that many entrances to of architects who realized that many entrances to buildings didn’t meet the needs of all people buildings didn’t meet the needs of all people (2011). Rather than trying to retro fit buildings to (2011). Rather than trying to retro fit buildings to meet the needs of everyone, the decision was meet the needs of everyone, the decision was made to remodel in a way that allowed access to made to remodel in a way that allowed access to everyone. This lead to the idea that creating a everyone. This lead to the idea that creating a system for every student to have adequate access system for every student to have adequate access to information and appropriate methods to express to information and appropriate methods to express their comprehension would be more effective than their comprehension would be more effective than trying to force students to meet the one style of trying to force students to meet the one style of teaching that was occurring in classrooms(2011).teaching that was occurring in classrooms(2011).

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RepresentationRepresentation

This is about allowing equal access to all This is about allowing equal access to all learners learners

This means that there should be adaptations This means that there should be adaptations for students that have visual or auditory for students that have visual or auditory challengeschallenges– This might include interactive books onlineThis might include interactive books online– This might include larger text booksThis might include larger text books– This could also include books on cdThis could also include books on cd

RepresentationRepresentation

Finding ways to make sure that vocabulary, Finding ways to make sure that vocabulary, symbols and other objects have the same symbols and other objects have the same meaning is vital for understandingmeaning is vital for understanding

The ultimate goal is comprehension that The ultimate goal is comprehension that leads to deeper understanding of the leads to deeper understanding of the content (Wakefield, 2013)content (Wakefield, 2013)

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Action and ExpressionAction and Expression

Finding ways to convey the Finding ways to convey the information other than just reading or information other than just reading or listening will strengthen many listening will strengthen many students understandingstudents understanding

Allowing student to demonstrate Allowing student to demonstrate understanding in multiple ways understanding in multiple ways (discussion, video, written) allows for (discussion, video, written) allows for more students to be successful more students to be successful (Wakefield, 2013)(Wakefield, 2013)

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EngagementEngagement

► Trying to find ways to create interest Trying to find ways to create interest through student choice, and relevance of through student choice, and relevance of the information will lead to a higher level of the information will lead to a higher level of interest from the studentsinterest from the students

► Trying to find ways to get students to persist Trying to find ways to get students to persist in the face of challenges is vital for their in the face of challenges is vital for their success in the classroom as well as lifesuccess in the classroom as well as life

► Ultimately we want them to be intrinsically Ultimately we want them to be intrinsically motivated to not only learn our content, but motivated to not only learn our content, but to further their lives when done with school to further their lives when done with school (Wakefield, 2013)(Wakefield, 2013)

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Recognition Networks

This network is designed to organize what we know into groups that can then be accessed

This applies primarily to simpler tasks that the brain is trying to complete ("Cast: About udl," 2012)

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Strategic NetworksStrategic Networks

►This is the planning and organizing This is the planning and organizing portion of the brainportion of the brain

► It is responsible for determining how to It is responsible for determining how to complete a task and prioritizing what complete a task and prioritizing what must be done first, second and so on must be done first, second and so on to accomplish the goal that is to accomplish the goal that is presented to the student ("Cast: About presented to the student ("Cast: About udl," 2012)udl," 2012)

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Affective Networks

• This is the motivation portion of the brain

• When this portion of the brain is activated this usually results in higher levels of interest in the content of the class ("Cast: About udl," 2012)

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Impact on LearningImpact on Learning

►With this program students interest level With this program students interest level should increaseshould increase

►Their ability to comprehend content at a Their ability to comprehend content at a higher level should increasehigher level should increase

►Their desire to take on challenges and Their desire to take on challenges and increase their own learning should also increase their own learning should also increase increase

►This is all due to the ability to work within This is all due to the ability to work within their strengths and take advantage of the their strengths and take advantage of the flexibility designed within this processflexibility designed within this process

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TechnologyTechnology

►With the use of technology we are able With the use of technology we are able to increase the variety with which to increase the variety with which content is presented, we can vary the content is presented, we can vary the evaluation methods that each student evaluation methods that each student would be given and can allow for would be given and can allow for interaction with content in a way that interaction with content in a way that is different from basic text or oral is different from basic text or oral communication of the educational communication of the educational materialsmaterials

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Book BuilderBook Builder

This CAST tool is a great way to challenge This CAST tool is a great way to challenge your more advanced studentsyour more advanced students

They can read about topics that are being They can read about topics that are being covered in class to increase their content covered in class to increase their content knowledge or create their own digital book knowledge or create their own digital book that can then be uploaded to this website that can then be uploaded to this website for future students to readfor future students to read

There are also many books to choose from There are also many books to choose from and they can be searched by content as and they can be searched by content as well as grade level to make the book well as grade level to make the book choices more appropriate for each classchoices more appropriate for each class

Lesson BuilderLesson Builder

This UDL tool allows you to create This UDL tool allows you to create UDL based lesson plans and then UDL based lesson plans and then store them on their online server for store them on their online server for future use by anyone who wants to future use by anyone who wants to use ituse it

This is a great online tool to help with This is a great online tool to help with ideas on how to adapt curriculum, ideas on how to adapt curriculum, modify lessons to meet the UDL modify lessons to meet the UDL format and store lessonsformat and store lessons

Science WriterScience Writer This is a tool that is designed to help This is a tool that is designed to help

students write better science reportsstudents write better science reports There are many valuable features that There are many valuable features that

make the process more effective for make the process more effective for studentsstudents

This would be a very valuable process for This would be a very valuable process for the starting of the year to help get students the starting of the year to help get students on the right track to making quality reports on the right track to making quality reports for a classfor a class

This could also be a great follow up tool This could also be a great follow up tool periodically during the year to make sure periodically during the year to make sure they are still meeting all the needs of they are still meeting all the needs of writing a good reportwriting a good report

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ResourcesResources

Laureate Education, Inc. (Producer). (2011). Laureate Education, Inc. (Producer). (2011). Universal Design for Learning.  Universal Design for Learning.  Researching Researching and Engaging All Learners through and Engaging All Learners through TechnologyTechnology. Baltimore, MD: Dr. Margaret . Baltimore, MD: Dr. Margaret McLaughlin & Dr. David Rose.McLaughlin & Dr. David Rose.

Wakefield, M. (2013, 04 17). Udl guidlines Wakefield, M. (2013, 04 17). Udl guidlines 2.0. Retrieved from 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidehttp://www.udlcenter.org/aboutudl/udlguidelines lines

Cast: About udl. (2012, 01 01). Retrieved Cast: About udl. (2012, 01 01). Retrieved from http://cast.org/udl/index.html from http://cast.org/udl/index.html

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