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Universal Design for Learning Rachel McBroom Heather Stewart. Objectives. Review the Summer Institute 2012 theme of “Addressing Student Needs in an Era of New Content Standards” Teaching the whole child allows us to address student needs in the context of new standards.

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Universal design for learning rachel mcbroom heather stewart

Universal Design for LearningRachel McBroomHeather Stewart



  • Review the Summer Institute 2012 theme of “Addressing Student Needs in an Era of New Content Standards”

  • Teaching the whole child allows us to address student needs in the context of new standards.

  • By thinking about the purpose and role of each content area, how it connects to other areas of learning, and how students’ needs are met, we are able to ensure that students receive the appropriate instruction to allow them to be successful.



Universal design for learning rachel mcbroom heather stewart

By the time many students hit middle school, disengagement has become a learned behavior

Keely Potter, Reading Specialist

Region 4 wiki

Region 4 Wiki


Why it matters

Why it Matters

  • In general, it’s true that no one has bars that all the same height

  • Some people are good at some things and not so terrific at other things

  • What does FAIR mean? Everyone doesn’t always get the same. Everyone gets what he or she needs!

  • One size fits all instruction does not address the needs of many students

  • Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels

Universal design

Universal Design

Universal design for learning udl is

UniversalDesignfor Learning (UDL) is

Universal Design for Learning (UDL)

A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners

A different way

A Different Way


Universal design for learning rachel mcbroom heather stewart

Meeting the Needs of ALL Learners

Summer institute 2012

Summer Institute 2012

  • How does this content area prepare students to be future ready?

  • How does this area connect to other content areas?

  • What are the implications for meeting the needs of all learners as related to this content area?

Universal design for learning rachel mcbroom heather stewart

Universal Design

Universal design for learning rachel mcbroom heather stewart


UDL Principles

Principle i multiple means of representation

Principle I: Multiple Means of Representation:

The what of learning

  • To give diverse learners options for acquiring information and knowledge

  • Present content in a variety of formats and modalities

Udl requires multiple means of representation

UDL requires:Multiple Means of Representation





Text Readers

Multiple Means of Representation



Visual Displays

Anticipatory Guides

Graphic Organizers

Principle ii multiple means of action and expression

Principle II: Multiple Means of Action and Expression:

Judy Augatti

Udl requires multiple means of action and expression

UDL requires:Multiple Means of Action and Expression



Thumbs Up/Thumbs Down

Gallery Walks


Chalkboard/Whiteboard Splash

Response Hold-Up Cards

Quick Draws

Numbered Heads Together


Principle iii multiple means of engagement

Principle III: Multiple Means of Engagement

Taps into learners’ interests, offers appropriate challenges, and increases

Udl requires multiple means of engagement

UDL requires:Multiple Means of Engagement


Bounce Cards

Air Writing

Case Studies

Role Plays

Concept Charades

Response Hold-Up Cards

Networking Sessions


With udl more students are

With UDL more students are:



  • Engaged

  • Learning

Summarize learning

Summarize Learning

Work with a partner to summarize what you have learned for the group:

  • Poster

  • Skit

  • Tech Tool – Go Animate - http://goanimate.com


Take a break

Take a Break

Universal design for learning rachel mcbroom heather stewart

What child in your building/classroom comes to mind?

Differentiated instruction

Differentiated Instruction

Discover your learning style

Complete the online survey:


Learning Styles Inventory Test:


Learning Styles Test:


Multiple Intelligences:


Differentiated instruction1

Differentiated Instruction

Multiple means of representation for ells

Multiple Means of Representation for ELLs


Language Support

Word banks

Word walls


Graphic organizers

Sentence starters

Sentence frames

  • Modeling

  • Pictures

  • Realia/Concrete objects

  • Gestures

  • Manipulatives

  • Demonstrations

  • Hands-on

  • Picture dictionaries

Multiple means of expressing for ells

Multiple Means of Expressing for ELLs

  • Role-play

  • Illustrations/ Drawings / Visuals

  • Gestures

  • First language

Multiple means of engagement

Multiple Means of Engagement

  • Student Interaction

    • Oral comprehension supports reading and writing development

    • Differentiate Collaborative Activities

Learning about language

Learning about Language

  • What does it say?

  • What does it mean?

  • What does it matter?

Implications for the classroom explicit teaching of language

Implications for the Classroomexplicit teaching of language

  • Create a language-sensitive classroom

  • Deconstruct/reconstruct complex text

  • View other languages as assets

Universal design for learning rachel mcbroom heather stewart

Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

Gifted education and new ncscos

Gifted Education and new NCSCOS

  • An opportunity for growth and collaboration with regular education and within the field of gifted.

  • Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.

    • A rising tide raises all ships.

  • CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

Why gifted students need differentiated learning

Why Gifted Students Need Differentiated Learning

For most.…

  • Faster pace of learning (2-3 repetitions)

  • Precocity for information

  • Ability to synthesize information within and across disciplines (conceptual understanding)

  • Intensity of learning in area of interest

  • Asynchronous development

What do gifted learners need in order to maximize their learning

What do gifted learners need in order to maximize their learning?

Learning needs of gifted some not all

Learning Needs of Gifted: Some, Not All

  • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies

  • Depth: Higher levels of thinking, concepts

  • Creativity: Open-endedness, choice

  • Acceleration: Rapid pacing, Focus on Growth

  • Relevance: Personal interest, Real-world problems and audiences, Connections

What does this mean for my classroom

What does this mean for my classroom?

  • Enrich, extend and accelerate the SCOS.

  • Differentiate through content, process and product.

Tools and strategies for challenging gifted learners

Tools and Strategies for Challenging Gifted Learners

  • Concept-Based Teaching

  • Tiered Assignments

  • Project-Based Learning

  • Curriculum Compacting

  • Independent Study with Rubrics

  • Seminars


    All with appropriate challenge!

Non negotiables for gifted learners

Non–Negotiables for Gifted Learners

  • Gifted Children Vary in Needs and Strengths

  • Mindset of Differentiation in Class, School, LEA

  • Pre-assessment to understand needs and strengths; Flexible Grouping

  • Social and Emotional Needs Addressed

  • Academic and Cognitive Growth Addressed


Best practices

Best Practices

Brain Dump

  • Grab a marker

  • ‘Dump’ your best ideas on charts

  • Put your initials next to the one you will describe for the group

  • Optional – http://linoit.com/users/hezstewart/canvases/Brain%20Dump%20UDL



Universal design for learning rachel mcbroom heather stewart

Serving All is a Process

NCDPI Arts Education Literacy Institute 2004

Individualized instruction

Individualized Instruction

Universal design for learning rachel mcbroom heather stewart

Discussion: Read the quote below:

“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”--Wright (2005)

Do you agree or disagree with this statement? Why?

Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

Universal design for learning rachel mcbroom heather stewart


  • NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

What is response to intervention rti

What is ‘Response to Intervention’ (RTI)?

'Response to Intervention' is an emerging approach to the diagnosis of Learning Disabilities that holds considerable promise. In the RTI model:

  • A student with academic delays is given one or more research-validated interventions.

  • The student's academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers.

  • If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to 'respond to intervention' can be viewed as evidence of an underlying Learning Disability.

What are advantages of rti

What are advantages of RTI?

  • One advantage of RTI in the diagnosis of educational disabilities is that it allows schools to intervene early to meet the needs of struggling learners.

  • Another advantage is that RTI maps those specific instructional strategies found to benefit a particular student. This information can be very helpful to both teachers and parents.

The steps of rti for an individual case

The steps of RTI for an individual case…

Under RTI, if a student is found to be performing well below peers, the school will:

  • Estimate the academic skill gap between the student and typically-performing peers

  • Determine the likely reason(s) for the student’s depressed academic performance

  • Select a scientifically-based intervention likely to improve the student's academic functioning

  • Monitor academic progress frequently to evaluate the impact of the intervention

  • If the student fails to respond to several well-implemented interventions, consider a referral to Special Education

System prior to change

System Prior to Change

Special Education

Sea of Ineligibility

General Education

Universal design for learning rachel mcbroom heather stewart

Changing Special Education: 1990s...Bridging the Gap

Special Education


General Education

How we conceptualize rti

How We Conceptualize RTI

  • More than identification for LD

  • Emphasizes prevention and early intervention

  • Premised on Data-based Decision-making for all learners within the system

  • Assumes effective environments

  • Requires instructional grouping

  • Employs research-based strategies

  • Operationalized as a fluid, non-static system

Instructional decision making for student success

Instructional Decision Making for Student Success

Academic Systems

Behavioral Systems

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • High Intensity

  • Of longer duration

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • Intense, durable procedures

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Universal Interventions

  • All students

  • Preventive, proactive

  • Universal Interventions

  • All settings, all students

  • Preventive, proactive







Participant activity take the rti readiness survey

Participant Activity: Take the RTI Readiness Survey

  • Form into pairs or small groups.

  • Together, complete the RTI Readiness Survey.

  • When finished, discuss your results and address these questions:

    • What areas of strength did you identify?

    • What areas did you identify that need work?

    • What would be your group’s top three priorities in starting the RTI model in this school?

RTI Readiness Survey available at: http://www.jimwrightonline.com/pdfdocs/survey_rti_wright.pdf

Universal design for learning rachel mcbroom heather stewart

For a comprehensive directory of up-to-date RTI Resources available for free on the Internet, visit RTI_Wire at:http://www.jimwrightonline.com/php/rti/rti_wire.php

Why use assistive technology

Why use Assistive Technology?

  • Who is paying attention?

  • In one of the many studies available,

    students were attentive to a computer-generated lesson 97% of the time (learning 74% of the targeted nouns) but attentive to a teacher-directed lesson only 62%of the time (learning 41% of the targeted nouns)

    (Moore & Calvert, 2000).

Brain rules

Brain rules!

  • What does the research say?

  • Brain Rules by John Medina

  • Vision trumps all other senses

  • We learn and remember best through visual means

    • 1/3 to ¼ of brain is devoted to visual processing

  • Brain rule #12…we don’t pay attention to boring stuff.

  • Our brains want dynamic, moving images

Udl resources

UDL Resources

UDL definition



Readability of textbooks and materials

Readabilityof Textbooks and Materials

Understand the Importance Readability Plays in Learning

Tools - Determine the Readability of Text

Strategies - bring the readability down without changing the content(auto summary, replace high syllable words - thesaurus, shorten sentences, narrow margins, color backgrounds, spacing, font and size, teach with visuals content specific vocabulary, text-to-speech)

Check for supplemental materials that come with your textbook

Ifstudents can’t

read it

They can’t

understand it

They can’t

learn it

They can’t

practice it

They can’t

implement it

Format reading supports

Format Reading Supports

  • Ability to change the format of text

  • to accommodate student needs:

    • Change background color

    • Change font color

    • Increase character spacing

    • Increase line spacing

    • Enlarge of text

Tools for reading

Tools for Reading

Text-to-Speech (free downloads)

ReadPlease: http://www.readplease.com/

Natural Reader: http://www.naturalreaders.com/ free download, floating text bar, or set to launch when computer comes on

WordTalk is a free text-to-speech plug-in for Microsoft Word:http://www.wordtalk.org.uk/Home/

Macintosh Text-to-Speech: http://www.apple.com/accessibility/macosx/literacylearning.html

Tools for reading1

Tools for Reading

Text-to-Speech (cont.)

TextHELP: Read&Write Gold, ScreenShot Reader, etc: http://www.texthelp.com/page.asp

Kurzweil 3000: http://www.kurzweiledu.com/kurz3000.aspx

Text to MP3

VozMe: http://vozme.com/

Tools for reading audio books

Tools for Reading / Audio Books

Bookshare: http://www.bookshare.org/

Recording for the Blind and Dyslexic: http://www.rfbd.org/info_teachers_educators.htm

Tar Heel Reader: http://tarheelreader.org/

Browser Books: http://staff.prairiesouth.ca/~cassidy.kathy/browserbooks/index.htm

Children’s Storybooks Online: http://www.magickeys.com/books/

Tools for reading audio books1

Tools for Reading / Audio Books

Proprietary Reading Systems

Start to Finish Books (Don Johnston, Inc.): http://www.donjohnston.com/products/start_to_finish/library/index.html

…are designed to provide multiple supports (auditory, visual, cognitive).

See the Product Demo:

How does S2FWork?

(then Advance to text structure)

Portable text readers

Portable Text Readers

Classmate – Don Johnston, Inc.

Kindle2 – Amazon.com

Sony eBook Reader

Intel® Reader


Blio Software (Ray Kurzweil)

Symbol supported text

Symbol Supported Text





Communicate: SymWriter

News-2-YouEx of what you get/booklet...

Symbol World

Slater Software Website– see"free stuff" tab

Create symbol supported calendars schedules

Create Symbol-Supported Calendars & Schedules

Microsoft Word using free graphics, tables,…

Remember that line drawings may

be advantageous

Slater Software Free Symbols:


(see free stuff tab)

Clip Art: http://atresources.org/wiki/Visual_Supports

Academic supports flexible design representation examples

Academic SupportsFlexible Design / Representation - Examples

LitCharts: http://www.litcharts.com/         Provides online and pdf summaries of classic literature with side-by-side summary and analysis. An iPod app for each story is available for purchase (.99).

Sparknotes: http://www.sparknotes.com/ Online summaries of classic literature;

iPod app. available

No Fear Shakespeare: http://nfs.sparknotes.com/ side-by-side translation into

plain English.

WatchKnow: http://www.watchknow.org/

        Videos for kids to learn from.  Thousands of videos. Organized.

Universal design for learning rachel mcbroom heather stewart

Academic Supports

Flexible Design / Representation - Examples cont.

Read Print:http://www.readprint.com/        A free online book library of classic literature (over 8,000 titles).  Reading Mode places the text in a pop-up window that is easier to read.

Librivox: http://librivox.org/newcatalog/

Audio recordings, access to text files, podcasts and artwork of public domain literature.

Gutenberg: http://www.gutenberg.org/

Free download of digital text from public domain literature.


Create custom textbooks online.

Tools for writing presenting

Tools for Writing / Presenting

Multimedia & Digital Storytelling

MakeBelief Comics: http://www.makebeliefscomix.com/

comic strip development utilizing writing skills

ToonDoo: http://www.toondoo.com/even more features

create a video from audio & visual resources

Animoto: http://animoto.com/

Flixtime: http://flixtime.com/

Voice Thread: group conversations around pictures, documents, videos

http://voicethread.com/ - home

Online Art Tools: http://haugen.wikispaces.com/Art+Tools+Online

Six Ways for Students to Create Videos: http://www.freetech4teachers.com/2009/11/six-easy-ways-for-students-to-create.html

Universal design for learning rachel mcbroom heather stewart

Tools For Writing / Presenting

  • Flip Video Camera (discontinued brand)

  • Cell Phone Video

  • YouTube

  • Tooble

  • TeacherTube

  • Flip Video Camera

  • Cell Phone Video

  • Flip Video Camera

  • Cell Phone Video

  • YouTube

  • Flip Video Camera

  • Cell Phone Video

  • YouTube

  • Tooble

Tools for math

Tools for Math

  • Create a Graph: http://nces.ed.gov/nceskids/createagraph/default.aspx

  • National Library of Virtual Manipulatives: A collection of more than 100 on-line virtual manipulatives and math tools for K-12.   This website offers tools for all areas of Ohio’s Math Content Standardswww.nlvm.usu.edu

  • WebMath: Shows correct answers and computations for most math operationshttp://www.webmath.com/

Tools for math cont d

Tools for Math cont’d.

  • Math Playground: pre-K through 6 math games, activities, etc.http://www.mathplayground.com/

  • Learning Today: Online math games Included are number and operations, measurement and geometryhttp://www.learningtoday.com/corporate/maths-games.asp

  • Khanacademy by Salman Khan:

  • Khanacademy on YouTube or website: khanacademy.org

  • library of videos covers K-12 math, science topics such as biology, chemistry, and physics, and even reaches into the humanities with playlists on finance and history. Each video is a digestible chunk, approximately 10 minutes long, and especially purposed for viewing on the computer.

At and adolescent learners article

AT and Adolescent Learners article

Annotations and study skill features.

  • Literacy software with text-to-speech and study skill features can assist learners to be active readers.

  • Teach readers how to annotate with virtual post-it notes, bookmarking, highlighting, and color coding.

Tools for science social studies

Tools for Science & Social Studies

Learning Science.org: http://learningscience.org/

Sharing the best science interactives and resources. Search tied to academic content standards.

Windows to the Universe:


Covers Earth and Space sciences and includes documents, images, movies, and animations presented at three different reading levels.

Science Hack: Videos on numerous science topics.


WatchKnow: Videos on numerous topics, including Social Studies (1200), Science (2739).http://www.watchknow.org/

Google Earth: http://earth.google.com/

TimeToast: Create online timelines. http://www.timetoast.com/

Udl tools for work tools for study skills

UDL Tools for Work: Tools for Study Skills

Webspiration (Beta), online graphic organizer: Available for purchase at : http://mywebspiration.com

Awesome Highlighter, highlighting tool for web pages:


Flashcard Machine: free web application that enables users to create interactive web-based study flash cards and share them with others.http://www.flashcardmachine.com/

VocabAhead: over 1000 difficult words explained using Vocabulary Videos and Flash Cards: http://vocabahead.com/

15 Tools to Help Students Get Organized: http://www.freetech4teachers.com/2009/12/15-tools-to-help-students-with.html

Tools for collaboration

Tools for Collaboration

Google Apps – Education Edition:  http://www.google.com/google-d-s/tour1.html

Zoho Writer:   http://www.zoho.com/

Diigo: http://www.diigo.com/tools

Skype for video conferencing: http://www.skype.com/

Wiki's: http://www.wikispaces.com/

Blog: http://www.blogger.com/home

Tools for this and that

Tools for This and That

Word Magnets: http://www.triptico.co.uk/flashFiles/wordMagnets/WordMagnets.html

Wordle: http://www.wordle.net/

Tagxedo: http://www.tagxedo.com/

Online Digital Musical Instruments: http://otot.wikispaces.com/file/view/Online+Digital+Instruments.pdf

Online Art Tools: http://haugen.wikispaces.com/Art+Tools+Online

LACMA: Families and Children in American Art: http://www.lacma.org/programs/familygame/index.aspx

Visual Recipes: http://visualrecipes.com/


Universal design for learning rachel mcbroom heather stewart

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

Exit ticket

Exit Ticket

  • Each participant identifies one significant idea from the day

  • The first person begins by sharing one idea that struck them. In less than three minutes describe why this is important.

  • Each person responds to that idea and what the presenter has said in less than one minute. (The purpose here is to expand on the presenters thinking, providing a different look, clarifying the thinking, or to question the presenter’s assumption about the issue.)

  • After going around the circle once with each person responding, the initial presenter has the “Final Word” on what they are now thinking or on what was said.

  • Repeat the process until everyone has had an opportunity to have the “Final Word”.

Universal design for learning rachel mcbroom heather stewart




  • Review Resources

  • Professional Development Plan

  • Coaching Plan

  • Debrief

Contact information

Contact Information

Regional DPI Staff

  • Donna Albaugh donna.albaugh@dpi.nc.gov

  • Rachel McBroom rachel.mcbroom@dpi.nc.gov

  • Heather Stewart heather.stewart@dpi.nc.gov

Thank you

Thank You!

Digital tools used during the course of this meeting have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the meeting.

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