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Universal Design for Learning in Today’s Classrooms. Denise C. DeCoste, Ed.D. Segment 1. An Introduction to Universal Design for Learning. What are you doing digitally in your everyday life?. Taking a picture Sending a card Sending a message Finding out about a topic Paying bills

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Universal design for learning in today s classrooms

Universal Design for Learning in Today’s Classrooms

Denise C. DeCoste, Ed.D


Segment 1

Segment 1

An Introduction to Universal Design for Learning


What are you doing digitally in your everyday life
What are you doing digitally in your everyday life?

  • Taking a picture

  • Sending a card

  • Sending a message

  • Finding out about a topic

  • Paying bills

  • Buying a book or music

  • Listening to music

  • Paying for gas

  • Getting directions

  • Buying plane tickets

  • Getting cash

  • Finding a movie

  • Renting a movie

  • Finding a zip code

  • Finding a phone number

  • Getting the weather

  • Getting a recipe



Technology Integration FrameworkMcAnear, A. (February 2008). School-wide technology integration. Learning and Leading with Technology, p. 5.


What is UDL?

Simply put, UDL is the practice of embedding flexible strategies into curriculum during the planning process so that all students can access a variety of learning solutions.

  • Universal design for learning (UDL) anticipates the needs of diverse learners.


A national effort
A National Effort

“Universal design for learning (UDL) is a growing practice across the nation, one that is increasingly referenced in education policy briefs, research literature, teacher professional development, and books and articles for educators.”

Sopko (April 2009). Universal Design for Learning: Policy Challenges and Recommendations. Project Forum at the National Association of State Directors of Special Education (NASDSE).


UDL is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student. Drawing upon new knowledge of how the brain works and new technologies and media now available for teaching and learning, UDL frames a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students accurately”

Teaching Every Student website, Retrieved April 7, 2009 from:http://www.cast.org/teachingeverystudent/content/mentors/site_mentor/site_mentor_udl_def.cfm)


Udl and technology
UDL and Technology

  • UDL strategies can be no tech, low tech or high tech. We need the flexibility of many strategies.

  • However, today’s digital technology makes it possible to create flexible materials.


Udl is built on the premise that
UDL is built on the premise that….

  • Learning differs across tasks

  • Learning differs across development

  • Learning differs across individuals


UDL strategies for instruction are frontloaded rather than retrofitted.

  • More efficient in the long run.

  • Benefits more students

  • More acceptable to students


Universal design for learning (UDL) is a framework for removing barriers by anticipating the needs of all students


Educational reforms that have set the stage for udl
Educational reforms that have set the stage for UDL removing barriers by anticipating the needs of all students

  • Classroom demographic changes

  • Greater understanding of brain development and learning (multiple pathways for learning)

  • Understanding that one size does not fit all

  • Educational legislation: Emphasis on progress for ALL children:

    • NCLB and AYP

    • Full inclusion ad IDEA -IA


Is udl only for students with ieps

Is UDL only for students with IEPs? removing barriers by anticipating the needs of all students

No

UDL is a framework to support the range of learners that exist in typical classrooms.

This would include gifted students, disengaged students, English language learners, as well as, students with documented disabilities.


3 major udl principles

Students have: removing barriers by anticipating the needs of all students

1. Choices which will engage student interest

2. Options for how they learn

3. Choices for how they demonstrate their learning

Teachers provide:

Flexible options for student engagement

2. Flexible ways of presenting lesson content

3. Flexible methods of expression, and assessment

3 Major UDL principles…


Flexible strategies for all students are the hallmark of udl

Flexible strategies for all students are the removing barriers by anticipating the needs of all studentshallmark of UDL


Segment 2

Segment 2 removing barriers by anticipating the needs of all students

Engagement


Principle 1 flexible options for student engagement

Principle 1: Flexible options for student engagement removing barriers by anticipating the needs of all students

Examples of options that engage student interest


Engagement engaging interest in volcanic activity
ENGAGEMENT: removing barriers by anticipating the needs of all studentsEngaging interest in volcanic activity

Using models that “erupt”


Engagement using podcasts to introduce a unit on fables
ENGAGEMENT: removing barriers by anticipating the needs of all students Using podcasts to introduce a unit on Fables

http://www.learnoutloud.com/Catalog/Literature/World-Classics/Aesops-Fables-Podcast/23064#


Engagement using kidspiration with an interactive white board
ENGAGEMENT: removing barriers by anticipating the needs of all students Using Kidspiration with an interactive white board

K. Lee & L. String, MCPS MD

http://www.inspiration.com/Kidspiration


Engagement all about folktales using microsoft photostory3
ENGAGEMENT: removing barriers by anticipating the needs of all students All about folktales using Microsoft PhotoStory3

D. Jackson / MCPS MD

http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx


Engagement interactive whiteboard software to discuss vocabulary using a freyer model
ENGAGEMENT: removing barriers by anticipating the needs of all students Interactive whiteboard software to discuss vocabulary using aFreyer Model


Engagement discussing character reactions using inspiration
ENGAGEMENT: removing barriers by anticipating the needs of all students Discussing character reactions using Inspiration

L. Perkins / MCPS MD

http://www.inspiration.com/Kidspiration


Engagement online game where students classify animals and plants based on characteristics
ENGAGEMENT: removing barriers by anticipating the needs of all studentsOnline game where students classify animals and plants based on characteristics

http://www.sciencenetlinks.com/interactives/class.html


Engagement interactive game on the s ystems of the body
ENGAGEMENT: removing barriers by anticipating the needs of all studentsInteractive Game on the systems of the body

http://www.quia.com/rr/269891.html


Http static howstuffworks com flash roller coaster diagram1 swf

ENGAGEMENT: removing barriers by anticipating the needs of all studentsInteractive website that demonstrates the energy of roller coasters

http://static.howstuffworks.com/flash/roller-coaster-diagram1.swf


Engagement web based videos on curriculum themes
ENGAGEMENT: removing barriers by anticipating the needs of all studentsWeb-based videos on curriculum themes

http://www.brainpop.com


Engagement web based virtual manipulatives or concept tutorials for mathematics instruction k 12
ENGAGEMENT: removing barriers by anticipating the needs of all studentsWeb-based virtual manipulatives or concept tutorials for mathematics instruction (K-12)

http://nlvm.usu.edu/en/nav/topic_t_3.html


ENGAGEMENT: removing barriers by anticipating the needs of all students Choices for practicing skills using a textbook publisher’s online resources

www.glencoe.com


Segment 3

Segment 3 removing barriers by anticipating the needs of all students

Presentation


Principle 2 flexible ways of presenting lesson content

Principle 2: Flexible ways of presenting lesson content removing barriers by anticipating the needs of all students

Examples of options for how teachers present information and how students receive information.


Presentation no tech way to present reading strategies
PRESENTATION: No-tech way to present reading strategies removing barriers by anticipating the needs of all students

Mr. Mayo

Classroom bulletin board


Presentation introduction to historical fiction using powerpoint
PRESENTATION: removing barriers by anticipating the needs of all studentsIntroduction to Historical Fiction using PowerPoint

S UlkayMCPS MD


Presentation background information from the internet
PRESENTATION: removing barriers by anticipating the needs of all studentsBackground information from the Internet

http://www.kidport.com/RefLib/Science/FoodChain/FoodChain.htm


Presentation support materials on the textbook publisher s website
PRESENTATION: removing barriers by anticipating the needs of all studentsSupport materials on the textbook publisher’s website

Prentice Hall website http://www.phschool.com


Presentation vocabulary study guides on american government
PRESENTATION: removing barriers by anticipating the needs of all studentsVocabulary Study Guides on American government

D. Gentry / MCPS MD


Presentation picture key vocabulary study guide in a microsoft word table
PRESENTATION: removing barriers by anticipating the needs of all studentsPicture key vocabulary study guide in a Microsoft Word table


PRESENTATION removing barriers by anticipating the needs of all students: Using Kurzweil with Public Domain E-Text of the Odyssey

http://www.gutenberg.org


Presentation reading with embedded vocabulary supports using kurzweil bubble notes
PRESENTATION: removing barriers by anticipating the needs of all studentsReading with embedded vocabulary supports using Kurzweil bubble notes


PRESENTATION: removing barriers by anticipating the needs of all students Greek Myths at a 4th to 5th grade readability level

http://www.donjohnston.com/products/start_to_finish/library/blue/


PRESENTATION: removing barriers by anticipating the needs of all students Biodiversity Video Segment with Closed Captions

http://streaming.discoveryeducation.com/


PRESENTATION: removing barriers by anticipating the needs of all students Video reenactments of history

http://www.donjohnston.com/products/incite/index.html


Segment 4

Segment 4 removing barriers by anticipating the needs of all students

Expression


Principle 3 flexible methods of expression and assessment

Principle 3: Flexible methods of expression, and assessment removing barriers by anticipating the needs of all students

Options for how students demonstrate their learning


Expression alternate way to present a book report
EXPRESSION: removing barriers by anticipating the needs of all studentsAlternate way to present a book report

Book report diorama


Expression give students a choice of tools to express what they know
EXPRESSION: removing barriers by anticipating the needs of all studentsGive students a choice of tools to express what they know

  • Paper and pencil

  • Word processor

  • Portable word processors (Alphasmart/NEO/Fusion)

  • Supported writing software (Clicker, Drafbuilder)

  • Multimedia tools (PowerPoint, Photostory, Windows Movie Maker)

  • Webquests


EXPRESSION removing barriers by anticipating the needs of all students: Using a Clicker 5 Word Bank to Support Writing

L Wilson MCPS MD


Expression spelling and vocabulary support using clicker 5
EXPRESSION removing barriers by anticipating the needs of all students: Spelling and vocabulary support using Clicker 5

D Jackson/MCPS MD


Expression inspiration notes to list main characteristics
EXPRESSION: removing barriers by anticipating the needs of all students Inspiration notes to list main characteristics

A. Dentes & R. Briggs /MCPS MD


Expression notetaking using microsoft word side by side view
EXPRESSION: removing barriers by anticipating the needs of all students Notetaking using Microsoft Word side-by-side view


EXPRESSION removing barriers by anticipating the needs of all students: Using Inspiration as a Prewriting Graphic Organizer

Odyssey

http://www.inspiration.com/


Assessment match pictures and definitions to concepts using inspiration
ASSESSMENT: removing barriers by anticipating the needs of all studentsMatch pictures and definitions to concepts using Inspiration

K. Grinham / MCPS MD


Assessment using a text reader to read and answer test questions
ASSESSMENT: removing barriers by anticipating the needs of all studentsUsing a text reader to read and answer test questions

V. Rosenberg / MCPS MD


Assessment digital worksheets and tests
ASSESSMENT: removing barriers by anticipating the needs of all studentsDigital worksheets and tests

MCPS MD


Segment 5

Segment 5 removing barriers by anticipating the needs of all students

Implementing UDL in the Classroom


Udl a national trend
UDL: A national trend removing barriers by anticipating the needs of all students

The technology now exists to make teaching and learning more adaptable to meet the needs of a wide range of students.

Proactive curriculum design is essential in light of limited resources and limited time to create individualized accommodations. But it will take time.


One step at a time
One step at a time…. removing barriers by anticipating the needs of all students

  • Shifting to a more universally designed curriculum cannot be accomplished overnight.

  • It can only be accomplished by committed teachers willing to relook at their instructional strategies, and then begin to design instructional units in ways that provide more flexibility for all students.


First steps
First Steps removing barriers by anticipating the needs of all students

  • Have a clear understanding of the goals and the tasks that are important to your instructional unit.

  • Identify the nature of the learners in your classroom.

  • Design UDL solutions

UDL Solutions Planning Table

http://www.montgomeryschoolsmd.org/departments/hiat/udl/UDL_Planning_Table.doc


Udl solutions table
UDL Solutions Table removing barriers by anticipating the needs of all students


Educator strategies
Educator Strategies removing barriers by anticipating the needs of all students

  • Schedule time to collaborate and plan flexible materials

  • Focus on one or two curriculum units per quarter

  • Coordinate efforts; work in teams

  • Set goals and criteria

    • Who is the target group of students

    • What are the learning barriers

    • Identify flexible strategies that will narrow the achievement gap

  • Share materials

  • Sharet ten minute Tech-Tips at monthly staff meetings

  • Tech Tuesdays to share readily-usable, flexible strategies

  • Train students in the use of technology

  • Collect measures of student success (e.g., grades, attitudes, time on task, performance)


Hiat website
HIAT website removing barriers by anticipating the needs of all students

http://www.montgomeryschoolsmd.org/departments/hiat/udl


References
References removing barriers by anticipating the needs of all students

  • Casper, B., & Leuchovius, D. (2005, April). Universal design for learning and the transition to a more challenging academic curriculum: Making it in middle school and beyond. Retrieved September 15, 2006, from http://www.ncset.org/publications/viewdesc.asp?id=2165

  • Center for Applied Special Technology (CAST). Universal Design for Learning (2007). What is universal design for learning? Retrieved August 5, 2006, from http://cast.org/research/udl/index.html

  • Center for Applied Special Technology (CAST). (2007). UDL Questions and Answers. Retrieved March 12, 2008, from http://www.cast.org/research/faq/index.html

  • CAST UDL Lesson Builderis a free online resource to help educators create UDL-based lessons. http://lessonbuilder.cast.org

  • CAST UDL Toolkitsare a free online resource designed to support professional development providers and other educators conducting workshops in universal design for learning by providing resources for face-to-face training sessions and ongoing follow-up support. http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61


Additional Web Resources: removing barriers by anticipating the needs of all students

  • http://www.cast.org/research/udl/index.html

  • http://www.cited.org/index.aspx

  • http://www.osepideasthatwork.org/UDL/index.asp

    Publications:

  • Council for Exceptional Children (2005). Universal design for learning: A guide for teachers and education professionals. Arlington, VA: Pearson.

  • Hitchcock, C., Meyer, A., & Rose, D. (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.

  • Rose, D., & Meyer, A., (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Curriculum and Development.

  • Rose, D. & Meyer, A. (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press.

  • Sopko (April 2009). Universal Design for Learning: Policy Challenges and Recommendations. Project Forum at the National Association of State Directors of Special Education (NASDSE). Obtained April 20, 2009 at http://www.projectforum.org.


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