Universal design for learning a workshop in three parts
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Universal Design for Learning: A Workshop in Three Parts. Kathy L. Howery University of Alberta Calgary AT Presentation. Resources. CalgaryATA@ wikispaces. The Series. Day 1 - Introduction to Universal Design for Learning Day 2 - The UDL Guidelines & Tools

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Universal design for learning a workshop in three parts

Universal Design for Learning:A Workshop in Three Parts

Kathy L. Howery

University of Alberta

Calgary AT Presentation



  • CalgaryATA@ wikispaces

The series

The Series

  • Day 1 - Introduction to Universal Design for Learning

  • Day 2 - The UDL Guidelines & Tools

  • Day 3 - Building a UDL Implementation Plan for my district/school/classroom.

Today s session

Today’s Session

  • Review from last session

    • UDL

    • Learner Profiles

    • You plans thus far…

  • Exploring the UDL Guidelines

  • Exploring some tools and resources.

Let s review udl

Let’s Review UDL

Http www udlcenter org aboutudl udlguidelines


That connect to 3 brain networks

That connect to 3 Brain Networks

Let s look at it udl in a different way

Let’s look at it UDL in a different way…

Key concepts

Key Concepts

  • Anticipating Diversity

  • The “Disabled” Curriculum

  • Leveraging Technology & Digital Media

Learner diversity

Learner Diversity…

  • Survey Says:





Gathering information

Gathering information:

Use the Educator’s Checklist to take notes as we explore:

  • http://www.udlcenter.org/aboutudl/udlguidelines/downloads

Principle 1 representation

Principle 1: Representation

  • Students differ in the ways that they perceive and comprehend information that is presented to them.

  • For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information better through visual or auditory means rather than from printed text.

Principle 1 representation1

Principle 1: Representation

Guideline 1: Provide options for perception

Guideline 2: Provide options for language and symbols

Guideline 3: Provide options for comprehension

An example hans rosling s 200 countries 200 years 4 minutes

An example :)Hans Rosling's 200 Countries, 200 Years, 4 Minutes

Let s reflect

Let’s Reflect

  • What are ways you currently provide for multiple means of representation for your students?

Options for perception

Options for Perception

Accessibility Features



Digital Materials

Options for perception1

Options for Perception



Options for perception2

Options for Perception

Text to Speech:

Built in:

Mac Text-to-Speech

Windows Navigator




Read Write Gold/ Kurzweil/ Wynn/ Premier

And for more ideas:


Options for perception3

Options for Perception




Media Access Generator (MAGpie)


Web Captioning Overview


Options for perception4

Options for Perception

Explore the checkpoints:

Options for language and symbols

Options for Language and Symbols

  • Online dictionary support

  • Symbols support

    E.g. http://www.widgit.com/

  • Language support

    E.g. Google translate


  • Sign language


Options for language symbols

Options for Language & Symbols

Explore the checkpoints:

Options for comprehension

Options for Comprehension

  • Digital resources

    • www.LearnAlberta.ca

  • Book Rags

    • http://www.bookrags.com/

  • 60 Second Recap

    • http://www.60secondrecap.com/

  • YouTube

    • http://www.youtube.com/watch?v=DzAtEqFU3Lc&feature=related



Options for comprehension1

Options for Comprehension

Jen: The Tiered Web Page Generator

  • http://www.tieredwebpages.com/

    Free Online Automatic Text Summarization Tool


Options for comprehension2

Options for Comprehension

Explore the checkpoints:

Principle 2 action expression

Principle 2: Action & Expression

Students differ in the ways that they can navigate a learning environment and express what they know.

  • For example, individuals with significant motor disabilities (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (e.g., executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in writing text but not oral speech, and vice versa.

Principle 2 action expression1

Principle 2: Action & Expression

Guideline 4: Provide options for physical action

Guideline 5: Provide options for expressive skills and fluency

Guideline 6: Provide options for executive functions

Let s reflect1

Let’s Reflect

  • What are ways you currently provide for multiple means of action and expression for your students?

Physical action

Physical Action

Writing Tools


Virtual Manipulatives


Options for physical action

Options for Physical Action

Explore the checkpoints:

Expressive skills fluency

Expressive skills & fluency

Digital story telling

  • http://udltechtoolkit.wikispaces.com/Multimedia+and+digital+storytelling

Options for expressive skills fluency

Options for Expressive skills & fluency

Explore the checkpoints:

Executive functions

Executive Functions

Free Graphic Organizers:

  • http://udltechtoolkit.wikispaces.com/Graphic+organizers

    Study Skills Tools:

  • http://udltechtoolkit.wikispaces.com/Study+skills+tools

    CAST Learning Tools:


Options for executive function

Options for executive function

Explore the checkpoints:

Principle 3 engagement

Principle 3 : Engagement

Students differ markedly in the ways in which they can be engaged or motivated to learn.

Some students are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine.

Engagement what do we mean

Engagement? What do we mean?

Three types of engagement:

  • behavioral engagement,

  • cognitive engagement and

  • emotional engagement.

    Fredricks, Blumenfeld, & Paris, 2004

Principle 3 engagement1

Principle 3 : Engagement

Guideline 7: Provide options for recruiting interest

Guideline 8: Provide options for sustaining effort and persistence

Guideline 9: Provide options for self-regulation

Let s reflect2

Let’s Reflect

  • What are ways you currently provide for multiple means of engaging your students?

Recruiting interest

Recruiting Interest

Versions of Romeo and Juliet Throughout History


  • Choice

  • Relevance

  • Novelty vs Predictability

Options for recruiting interest

Options for recruiting interest

Explore the checkpoints:

Sustained effort persistence

Sustained Effort & Persistence

  • Meaningful goals

  • Balance challenge & support

  • Collaboration

  • Mastery

    Free Collaboration Tools

  • http://udltechtoolkit.wikispaces.com/Collaborative+tools

Options for effort persistence

Options for effort & persistence

Explore the checkpoints:

Self regulation


  • Goal setting

  • Scaffolds

  • Feedback for self-assessment




Options for self regulation

Options for self-regulation

Explore the checkpoints:

How the guidelines build

How the Guidelines “Build”

Taking inventory

Taking Inventory

Use the Educator’s Checklist to take your current inventory

  • http://www.udlcenter.org/aboutudl/udlguidelines/downloads

    In what ways are you currently attending to the guidelines?

    Considering the learners in your class(es) which guidelines do you want to focus on? Why?

Upcoming events of note

Upcoming Events of Note:

  • http://www.stevehargadon.com/2010/01/dave-edyburn-live-interview-wednesday.html

Next session

Next session:

  • UDL Implementation

  • Designing learning that works for all students, Ch. 10,

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