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EDPD 584 Universal Design for Learning. Day 1 Instructor: Maureen LaFleche. Agenda (3 minutes). What is on the wiki http://at4allspring10.pbworks.com/What+is+UDL Differentiating Instruction IRPs BC Ministry of Education – Adaptations and Modifications – August 2009 Videos

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Edpd 584 universal design for learning

EDPD 584Universal Design for Learning

Day 1

Instructor: Maureen LaFleche


Agenda 3 minutes
Agenda (3 minutes)

  • What is on the wiki

    • http://at4allspring10.pbworks.com/What+is+UDL

  • Differentiating Instruction

  • IRPs

  • BC Ministry of Education – Adaptations and Modifications – August 2009

  • Videos

  • Principles of UDL

  • UDL Activities

  • Questions


Teaching

Past

planned lessons based on the average students needs

One size fits all

Present

Teaching to diversity

Meeting the needs of ALL learners

Teaching


Moving from

Sage on the Stage

Guide on the Side

Moving from…..


Video no future left behind 5 46 minutes
Video – No Future Left Behind - 5:46 minutes

  • No Future Left Behind - Students

    from Sufferin Middle School created

    this video about education as part of

    Net Generation Education Project

    http://www.youtube.com/watch?v=kra_z9vMnHo

    What do you think about the message that is being given? How realistic do you think it is? Do you think students in your classroom are thinking this way?


Activity 1 how do you teach 2 minutes
Activity 1: How do you teach? (2 minutes)

  • Take a couple of minutes to fill out the UDL Checklist by Access

  • Discuss how you teach with a partner


Video
Video

UDL at a Glance

  • http://www.youtube.com/watch?v=bDvKnY0g6e4


The principles of udl from rose and meyer teaching every child in the digital age 15 minutes
The Principles of UDLfrom: Rose and Meyer – Teaching Every Child in the Digital Age – (15 minutes)

  • Principle 1: To support recognition learning, provide multiple, flexible methods of representation

  • Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

  • Principle 3: To support affective learning, provide multiple, flexible options for engagement.


Udl and multiple modalities means more learning for everyone
UDL and Multiple Modalities Means More Learning for EVERYONE!

  • Research is clear—teaching in multiple modalities increases access for struggling learners and improves learning generally for ALL learners. Increase the level of success for every one of your diverse learners by providing choice and flexibility in the ways you present information using multiple formats and media

    by Carol Seibert


Literacy model
Literacy Model EVERYONE!

speaking

writing

reading

Adapted from Koppenhaver et al. 1993

listening

All components of the model are interrelated and learning

in one area will positively affect the others.


Assistive technology at
Assistive Technology (AT) EVERYONE!

Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. (http://www.washington.edu/accessit/articles?109)


What is udl
What is UDL? EVERYONE!

  • Universal Design for Learning is a theoretical framework developed by CAST to guide the development of curricula that are flexible and supportive of all students (Tracey Hall, Nicole Strangman, and Anne Meyer. 2009).


What is udl1
What is UDL? EVERYONE!

  • Supports research based approaches to teaching and learning such as

  • Multi-sensory or differentiated teaching

  • Use of assistive technology

  • Performance-based assessment

  • Integrated units

  • Cooperative learning

  • Theory of Multiple Intelligences


How did it start
How did it start? EVERYONE!

  • Curb Cuts


Electronic doors
Electronic Doors EVERYONE!

AT

UD


Universal design ud
Universal Design (UD) EVERYONE!

  • Create products and/or environments that are designed, from the outset, to accommodate individuals with a range of abilities and disabilities.

Consider the needs of the broadest possible uses from the beginning. Ron Mace


Are at and udl the same

AT EVERYONE!

…any piece of equipment or product system…that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (IDEA, 2004 P. 108-446)

UDL

To select and use goals, methods, assessment and materials in a way that will minimize barriers and maximize flexibility so that curricula fully support every student’s access, participation, and progress in essential facets of learning (Joy Zabala, Sept. 2006)

Are AT and UDL the same?


What would your udl school look like pre activity
What would your UDL school look like? (pre-activity) EVERYONE!

  • Take 2 minutes and brain storm with a partner what your UDL school might look like.

Brief Discussion



UDL EVERYONE!

UDL

UDL

UDL

UDL

UDL

UDL

UDL

UDL

UDL

UDL


British columbia ministry of education
British Columbia Ministry of Education EVERYONE!

  • Today’s classrooms are diverse and inclusive by nature. Differentiation of instruction and assessment and the principles of universal design are now recognized practices for teachers.

    Both differentiation and universal design provide systematic approaches to setting goals, choosing or creating flexible materials and media, and assessment. To undertake differentiation and universal design, teachers need to be aware of a range of accommodations (multiple means of representation, of expression, and/or of engagement) that may be necessary to help each student in the classroom succeed. These accommodations may take the form of adaptations and/or modifications.

British Columbia Ministry of Education - A Guide to Adaptations and Modifications August 2009


Some think adaptations are cheating
Some think adaptations are cheating…. EVERYONE!

  • Adaptations do not represent unfair advantages to students. In fact, the opposite could be true. If appropriate adaptations are not used, students could be unfairly penalized for having learning differences, creating serious negative impacts to their achievement and self-concept.

British Columbia Ministry of Education - A Guide to Adaptations and Modificati0ns August 2009


British Columbia Ministry of Education - EVERYONE!A Guide to Adaptations and Modifications August 2009


Adaptations include but are not limited to

audio tapes, electronic texts, or a peer helper to assist with assigned readings

access to a computer for written assignments (e.g. use of word prediction software, spell‐checker, idea generator)

alternatives to written assignments to demonstrate knowledge and understanding

advance organizers/graphic organizers to assist with following classroom presentations

extended time to complete assignments or tests

support to develop and practice study skills; for example, in a learning assistance block

use of computer software which provides text to speech/speech to text capabilities

pre‐teaching key vocabulary or concepts; multiple exposure to materials

working on provincial learning outcomes from a lower grade level

Adaptations include, but are not limited to:

British Columbia Ministry of Education - A Guide to Adaptations and Modifications August 2009


Purpose
Purpose with assigned readings

  • Purpose of AT – To increase, improve or maintain the functional capabilities of individuals with disabilities (Joy Zabala, Sept. 2006)

  • Purpose of UDL – to increase the access in the general curriculum for students with and without identified disabilities (Joy Zabala, Sept. 2006)

  • Educational Outcome – increased educational participation and achievement (Joy Zabala, Sept. 2006)


Brain research and learner differences
Brain Research and Learner Differences with assigned readings

  • Learning is distributed along three interconnected networks

Affective

WHY we learn

Strategic

HOW we learn

Recognition

WHAT we learn


Methods of universal design for learning http louisville edu education ciidl acms udl html
Methods of Universal Design for Learning with assigned readingshttp://louisville.edu/education/ciidl/acms/udl.html


Methods of universal design for learning con t http louisville edu education ciidl acms udl html
Methods of Universal Design for Learning con’t with assigned readingshttp://louisville.edu/education/ciidl/acms/udl.html


Methods of universal design for learning con t http louisville edu education ciidl acms udl html1
Methods of Universal Design for Learning con’t with assigned readingshttp://louisville.edu/education/ciidl/acms/udl.html



Student barriers to the curriculum
Student Barriers to the Curriculum with assigned readings


If students have problems
If students have problems….. with assigned readings

Digital Text is versatile, flexible, media rich, moveable, changeable, portable, language rich, up-to-date and it talks. These features reduce frustrations for students who have difficulty reading.


If students have problems with
If students have problems with ….. with assigned readings

Podcasts, Vodcasts, and PowerPoint presentations can be given to the student before/after so that they can view lecture at their own pace to assist with the comprehension of the lecture.


If students have problems with1
If students have problems with ….. with assigned readings

Pairing students or providing other options for presentation can reduce feelings of anxiety caused from presenting in front of groups of people.


If students have problems….. with assigned readings

Flow charts, e-text, graphic organizers, list of web resources, software assist with mechanics, written output (quantity and quality)


If students have problems….. with assigned readings

Allowing students to use spell and grammar checkers, word processors, voice notes and software that assist with the writing process helps to reduce frustrations and help to minimize barriers.


Saskatchewan schools learning styles
Saskatchewan Schools Learning Styles with assigned readings

  • Take a couple of minutes to check out

    http://www.saskschools.ca/~qvss/curriculum/michart.pdf


To kill a mockingbird
To Kill A Mockingbird with assigned readings

  • My attempt at creating a UDL lesson plan for teachers to engage all learners

    http://tkamforall.pbwiki.com/


In class activity
In-Class Activity with assigned readings

UDL - Webquest




What would your udl school look like post activity
What would your UDL school look like? (post-activity) participant.”

  • Think about what you have learned today about UDL and take 2 minutes and brain storm with a partner what your UDL school might look like.

Brief Discussion


Questions participant.”


Resources
Resources participant.”

  • AccessIT – University of Washington http://www.washington.edu/accessit/articles?109

  • ACCESS – Colorado University – How do you Teach? A Quick UDL Checklist - http://accessproject.colostate.edu/udl/documents/how_do_you_teach_checklist.pdf

  • BC Education - A Guide to Adaptations andModifications - http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf

  • CAST –Center for Applied Special Technology - http://www.cast.org/

  • CAST – What is UDL - http://www.cast.org/publications/ncac/ncac_diffinstructudl.html

  • Hall, Tracey, Strangman, Nicole, Meyer, Ann. Differentiated Instruction and Implications for UDL Implementation - http://www.cast.org/publications/ncac/ncac_diffinstructudl.html


Resources con t
Resources con’t participant.”

  • IDEA - Definition of AssistiveTechnolgy. IDEA, 2004 P. 108-446

  • University of Louisville - Center for Innovation and Instruction for Diverse Learners. http://louisville.edu/education/ciidl/acms/udl.html

  • Siebart, Carol - Success for All Learners Part II:

    Providing Multiple Means of Representationhttp://www.donjohnston.com/research/articles/LLarticleUDL_2.html

  • Rose, David, Meyer, Ann. Teaching Every Student in the Digital Age: Universal Design for Learning. 2002

  • Zabala, Joy NOTE TAKING GUIDE: AT, UD, UDL: Complementary Strategies for Addressing the Needs of ALL Students in Varying Learning Environments. http://www.doe.state.la.us/Lde/uploads/9910.pdf (Sept. 2006)


Videos
Videos participant.”

  • No Future Left Behind http://www.youtube.com/watch?v=kra_z9vMnHo

  • UDL at a Glance http://www.youtube.com/watch?v=bDvKnY0g6e4


Photos
Photos participant.”

  • All photos obtained from Microsoft Clipart


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