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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


Resources
Resources

  • 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.






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

http://www.apple.com/accessibility/

http://www.apple.com/accessibility/

Digital Materials


Options for perception1
Options for Perception

Readability

http://lab.arc90.com/experiments/readability/


Options for perception2
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


Options for perception3
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/


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

    http://translate.google.com

  • Sign language

    http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi


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

    http://www.textcompactor.com/


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

http://udltechtoolkit.wikispaces.com/Writing+tools

Virtual Manipulatives

http://www.conceptuamath.com/


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:

    http://www.cast.org/learningtools/index.html


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

http://historical-fiction.com/?p=1161

  • 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
Self-regulation

  • Goal setting

  • Scaffolds

  • Feedback for self-assessment

    Games:

    http://nobelprize.org/educational/

http://www.rememberthemilk.com/


Options for self regulation
Options for self-regulation

Explore the checkpoints:



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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