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Universal Design for Learning (UDL). Stacey N. Skoning UW Oshkosh 8/1/2011. Universal Design for Learning. Tier 1 of an RtI model supports the development of differentiated curriculum and instruction up front (for ALL students).

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Universal design for learning udl

Universal Design for Learning (UDL)

Stacey N. Skoning

UW Oshkosh

8/1/2011


Universal design for learning

Universal Design for Learning

Tier 1 of an RtI model supports the development of differentiated curriculum and instruction up front (for ALL students).

This is NOT designing a lesson, then identifying needed accommodations.


Three areas accommodations are required for student success

Three Areas Accommodations Are Required for Student Success:

Reception/representation (principle #1)

Engagement/motivation (principle #2)

Expression (principle #3)

To do these well, you must ask yourself…

Who are my students?

What must they learn?

How can I teach them?

How can I assess their learning?


Strategies for differentiating

Strategies for Differentiating

Curricular goals

Instructional arrangement

Lesson format

Teaching style

Classroom environment

Materials

Support structure

Alternate activities

(Udvari-Solner, 2005)


Modifying curricular goals

Modifying Curricular Goals

WI Model Academic Standards

WI Extended Grade-band Standards

IEP Goals


Instructional arrangement

Instructional Arrangement

Large group/whole class instruction

Teacher directed small groups

Student directed small groups

Cooperative learning groups

Peer partners

One-on-one instruction

Independent work


Lesson format

Lesson Format

Lecture

Demonstration

Interdisciplinary/Thematic Units

Classroom Workshops

Activity-Based Lessons

Games

Simulations

Role-plays

Group Investigation or Discovery Learning

Experiential Lessons

Process Drama

Computer Assisted Instruction

Community Referenced Lessons

Community Based Lessons or Authentic Learning Experiences

Representing to Learn

Reflective Assessment


Example

Example


Teaching style

Teaching Style

What can I do to support a student who has difficulty:

Becoming interested

Getting started

Drawing conclusions and making inferences

Remembering

Paying attention to the spoken word

Following directions

Paying attention to printed word

Working independently…


Classroom environment

Classroom Environment

Physical Environment

Lighting

Noise

Smell

Temperature

Room Arrangement

Instructional Positioning

Social/Emotional Environment

Establishment of a positive school/classroom community/climate

Use of conflict resolution procedures

Discuss concept of “fair vs. equal”


Modified materials

Modified Materials

Same content but…

Different size, number, or format

Different materials or devices

Different mode of input

Different mode of output

Different level of abstraction


Changing the support structure

Changing the Support Structure

Who needs to provide additional support?

When does this support need to be provided?


Alternate activities

Alternate Activities

A small heterogeneous group pursuing goals that are individualized yet integrally related to the curriculum


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