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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. 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

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  1. Universal Design for Learning:A Workshop in Three Parts Kathy L. Howery University of Alberta Calgary AT Presentation

  2. Resources • CalgaryATA@ wikispaces

  3. 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.

  4. Today’s Session • Review from last session • UDL • Learner Profiles • You plans thus far… • Exploring the UDL Guidelines • Exploring some tools and resources.

  5. Let’s Review UDL

  6. http://www.udlcenter.org/aboutudl/udlguidelines

  7. That connect to 3 Brain Networks

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

  9. Key Concepts • Anticipating Diversity • The “Disabled” Curriculum • Leveraging Technology & Digital Media

  10. Learner Diversity… • Survey Says:

  11. Guidelines

  12. Checkpoints…

  13. Gathering information: Use the Educator’s Checklist to take notes as we explore: • http://www.udlcenter.org/aboutudl/udlguidelines/downloads

  14. 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.

  15. Principle 1: Representation Guideline 1: Provide options for perception Guideline 2: Provide options for language and symbols Guideline 3: Provide options for comprehension

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

  17. Let’s Reflect • What are ways you currently provide for multiple means of representation for your students?

  18. Options for Perception Accessibility Features http://www.apple.com/accessibility/ http://www.apple.com/accessibility/ Digital Materials

  19. Options for Perception Readability http://lab.arc90.com/experiments/readability/

  20. Options for Perception Text to Speech: Built in: Mac Text-to-Speech Windows Navigator Free: http://www.readplease.com/ Commercial: Read Write Gold/ Kurzweil/ Wynn/ Premier And for more ideas: http://udltechtoolkit.wikispaces.com/Free+text+to+speech

  21. Options for Perception Captioning: CapScribe http://snow.idrc.ocad.ca/index.php?option=com_content&task=view&id=393&Itemid=356 Media Access Generator (MAGpie) http://ncam.wgbh.org/invent_build/web_multimedia/tools-guidelines/magpie Web Captioning Overview http://webaim.org/techniques/captions/

  22. Options for Perception Explore the checkpoints:

  23. Options for Language and Symbols • Online dictionary support • Symbols support E.g. http://www.widgit.com/ • Language support E.g. Google translate http://translate.google.com • Sign language http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi

  24. Options for Language & Symbols Explore the checkpoints:

  25. 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

  26. Wikipedia

  27. Options for Comprehension Jen: The Tiered Web Page Generator • http://www.tieredwebpages.com/ Free Online Automatic Text Summarization Tool http://www.textcompactor.com/

  28. Options for Comprehension Explore the checkpoints:

  29. 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.

  30. 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

  31. Let’s Reflect • What are ways you currently provide for multiple means of action and expression for your students?

  32. Physical Action Writing Tools http://udltechtoolkit.wikispaces.com/Writing+tools Virtual Manipulatives http://www.conceptuamath.com/

  33. Options for Physical Action Explore the checkpoints:

  34. Expressive skills & fluency Digital story telling • http://udltechtoolkit.wikispaces.com/Multimedia+and+digital+storytelling

  35. Options for Expressive skills & fluency Explore the checkpoints:

  36. Executive Functions Free Graphic Organizers: • http://udltechtoolkit.wikispaces.com/Graphic+organizers Study Skills Tools: • http://udltechtoolkit.wikispaces.com/Study+skills+tools CAST Learning Tools: http://www.cast.org/learningtools/index.html

  37. Options for executive function Explore the checkpoints:

  38. 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.

  39. Engagement? What do we mean? Three types of engagement: • behavioral engagement, • cognitive engagement and • emotional engagement. Fredricks, Blumenfeld, & Paris, 2004

  40. 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

  41. Let’s Reflect • What are ways you currently provide for multiple means of engaging your students?

  42. Recruiting Interest Versions of Romeo and Juliet Throughout History http://historical-fiction.com/?p=1161 • Choice • Relevance • Novelty vs Predictability

  43. Options for recruiting interest Explore the checkpoints:

  44. Sustained Effort & Persistence • Meaningful goals • Balance challenge & support • Collaboration • Mastery Free Collaboration Tools • http://udltechtoolkit.wikispaces.com/Collaborative+tools

  45. Options for effort & persistence Explore the checkpoints:

  46. Self-regulation • Goal setting • Scaffolds • Feedback for self-assessment Games: http://nobelprize.org/educational/ http://www.rememberthemilk.com/

  47. Options for self-regulation Explore the checkpoints:

  48. How the Guidelines “Build”

  49. 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?

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