Edpd 581 what is udl
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EDPD 581 What is UDL?. Day 1 Instructor: Maureen LaFleche. Agenda (3 minutes). Attendance Principles of UDL AT and UDL are they the same Brain Research. Agenda Con’t. Activity 1: Three Brain Networks Activity 2: Cooking a Meal Activity 3: Video – EPIC 2014

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EDPD 581 What is UDL?

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EDPD 581What is UDL?

Day 1

Instructor: Maureen LaFleche


Agenda (3 minutes)

  • Attendance

  • Principles of UDL

  • AT and UDL are they the same

  • Brain Research


Agenda Con’t

  • Activity 1: Three Brain Networks

  • Activity 2: Cooking a Meal

  • Activity 3: Video – EPIC 2014

  • Methods and Practical Applications of UDL

  • Activity 4: Learning Styles Activity


Resources

  • Book

    • Rose, D.H., & Meyer, A. (2002). Teaching every student in the digital age. Alexandria, VA: Association Supervision and Curriculum Department

  • Articles

    • Sheryl Burgstahler. (2006). Universal Design Principles, Process and Applications

    • Smith, F and Leconte, P. (2004-05). Universal Design for Learning: Assuring Access and Success for All Books


Information from this class on UDL can be located at the CAST website @http://www.cast.org/


What is UDL? (20 minutes)

  • Universal Design for Learning is a theoretical framework developed by CAST to guide the development of curricula that are flexible and supportive of all students (Dolan & Hall, 2001; Meyer & Rose, 1998; Pisha & Coyne, 2001; Rose, 2001; Rose & Dolan, 2000; Rose & Meyer, 2000a, 2000b, 2002; Rose, Sethuraman, & Meo, 2000).

  • Concept was inspired by the UD movement in architecture i.e., curb cuts


What is UDL?

  • A combination of recent initiatives

  • Integrated units

  • Multi-sensory teaching

  • Use of assistive technology

  • Performance-based assessment


Brain Research and Learner Differences

  • Learning is distributed along three interconnected networks

Affective

WHY we learn

Strategic

HOW we learn

Recognition

WHAT we learn

Brain Research - Video


The Principles of UDLfrom: Rose and Meyer – Teaching Every Child in the Digital Age

  • Principle 1: To support recognition learning, provide multiple, flexible methods of presentation

  • Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

  • Principle 3: To support affective learning, provide multiple, flexible options for engagement.

  • Video - Principles of UDL


UDL and Multiple Modalities Means More Learning for EVERYONE!

  • Research is clear—teaching in multiple modalities increases access for struggling learners and improves learning generally for ALL learners. Increase the level of success for every one of your diverse learners by providing choice and flexibility in the ways you present information using multiple formats and media

    by Carol Seibert


Literacy Model

speaking

writing

reading

Adapted from Koppenhaver et al. 1993

listening

All components of the model are interrelated and learning

in one area will positively affect the others.


Connections to the New IRP


UDL Connections to the New IRP

Multiple Means of Representation

Multiple Means of Expression

Multiple Means of Engagement


Assistive Technology (AT)

Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. (http://www.washington.edu/accessit/articles?109)


How did it start?

  • Curb Cuts


Electronic Doors

AT

UD


Universal Design for Learning (UDL)

Create products and/or environments that are designed, from the outset, to accommodate individuals with a range of abilities and disabilities.


AT

…any piece of equipment or product system…that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (IDEA, 2004 P. 108-446)

UDL

To select and use goals, methods, assessment and materials in a way that will minimize barriers and maximize flexibility so that curricula fully support every student’s access, participation, and progress in essential facets of learning (Joy Zabala, Sept. 2006)

Are AT and UDL the same?


Purpose

  • Purpose of AT – To increase, improve or maintain the functional capabilities of individuals with disabilities (Joy Zabala, Sept. 2006)

  • Purpose of UDL – to increase the access in the general curriculum for students with and without identified disabilities (Joy Zabala, Sept. 2006)

  • Educational Outcome – increased educational participation and achievement of ALL (Joy Zabala, Sept. 2006)


Your Three Brain Networks

Activity 1 – work with a partner for each of the slides (10 minutes)…….


1. Recognition NetworksExercise your recognition networks' processing by quickly listing the individual objects you recognize in this picture. (1 minute)

Activity: Reflecting on Recognition….

Picture taken from: http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=1


2. Exercise your strategic networks by examining this image for a few different purposes. Notice how you look at the image differently depending on your purpose. (1 minute)

Activity: Reflecting on strategic….

How old do the people in the picture look?

What historical period and geographical location do you think this picture represents? Why?

How might the people be feeling in this picture?

Picture taken from: http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=1


3. Affective NetworksTune into your affective networks by looking at this picture once again, just to see what grabs you. (1 minute)

Activity: Reflecting on Affective….

What in particular strikes you about this picture?

Note something about yourself that might have led you to focus on these particular aspects:

Picture taken from: http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=1


Discussion (report back on Networks – 7 minutes)Did everyone answer the same? Why?


Different Learning Styles Activity 2

  • Cooking a Meal


Think about the ways you would and would not like to learn to do this


Consider the following in regard to the preparing the Indian meal


Activity….Part 1You must learn how to cook this delicious Indian meal, for 4 people – get into groups of 5 and work together to create a lesson plan – use the chart paper to outline your lesson - think about what you need to do to teach this lesson. How do you make the experience work for everyone at your table? Think about the three networks and the strengths and weaknesses that you bring to assignment (15 minutes)


Think about the ways you would and would not like to learn to do this


Activity Part 2 -Group Discussion (10 minutes)

  • How did you learn best – relate this to the students you will work with – what strengths and what challenges do they bring with them


Prediction of the Future

  • EPIC 2014 - Video – 8:54 minutes


Discussion (10 minutes)

  • Do you think that this is far fetched? Why? Why Not?

  • What do you think about the move to technology for all?

  • After learning what you have today what type of a role do you think technology plays in regards to special needs students?


Methods and Practical Application of UDL (10 minutes)


Methods of Universal Design for Learning


Methods of Universal Design for Learning con’t


Methods of Universal Design for Learning con’t


Methods of Universal Design for Learning con’t


Practical ApplicationBeginners Guide to Implementing Universally Designed Classroom ContentBy Michael Abell


Practical Application con’t


Practical Application con’t


Practical Application con’t


Practical Application con’t


How Can We Make Education Functional In Our Classroom?

  • TKAM (5 minutes)


Activity 4

  • In groups of three create a UDL project that you think you would like to do in your class. If you have one in mind great otherwise select one from the activities from the Saskatchewan Schools. (10 minutes)

  • http://www.saskschools.ca/~qvss/curriculum/michart.pdf


UDL Project Example

  • Subject: English – Harry Potter – Philosopher’s Stone – or generic novel

  • Learning Style: Visual/Spatial

  • Activity: Create a Digital Portfolio – Using the computer create a resumé or an autobiography of a character in the novel. Remember to include some or all of the following:

    • Personal Information

    • Family & Friends

    • Pets or Trips or Parties

    • School Work and involvements (Yearbook, sports, etc.)

    • Clubs [such as Boy/Girl Scouts, Chorus, 4-H, etc.]

    • Awards

    • Hobbies

  • Present your final project using PowerPoint, HyperStudio, KidPix, Clicker 5 or other electronic presentation showing off your collection

  • Digital Portfolio Activity


“Where there was once an observer, let there now be a participant.”

- Eliot Eisner


What have we learned?(10 minutes)


Questions


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