Edpd 584 universal design for learning
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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

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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

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)

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?

  • 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?

  • 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?

  • Curb Cuts


Electronic doors

Electronic Doors

AT

UD


Universal design ud

Universal Design (UD)

  • 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

…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)

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

Brief Discussion


Edpd 584 universal design for learning

UDL Fad or Reality?


Edpd 584 universal design for learning

UDL

UDL

UDL

UDL

UDL

UDL

UDL

UDL

UDL

UDL

UDL


British columbia ministry of education

British Columbia Ministry of Education

  • 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….

  • 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


Edpd 584 universal design for learning

British Columbia Ministry of Education - 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

  • 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

  • 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 Learninghttp://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’thttp://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’thttp://louisville.edu/education/ciidl/acms/udl.html


Methods of universal design for learning con t

Methods of Universal Design for Learning con’t


Student barriers to the curriculum

Student Barriers to the Curriculum


If students have problems

If students have problems…..

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 …..

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 …..

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


Edpd 584 universal design for learning

If students have problems…..

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


Edpd 584 universal design for learning

If students have problems…..

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

  • Take a couple of minutes to check out

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


To kill a mockingbird

To Kill A Mockingbird

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

    http://tkamforall.pbwiki.com/


In class activity

In-Class Activity

UDL - Webquest


Edpd 584 universal design for learning

“Where there was once an observer, let there now be a participant.”

- Eliot Eisner


What have we learned 10 minutes

What have we learned? (10 minutes)


What would your udl school look like post activity

What would your UDL school look like? (post-activity)

  • 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


Edpd 584 universal design for learning

Questions


Resources

Resources

  • 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

  • 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

  • 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

  • All photos obtained from Microsoft Clipart


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