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Universal Design for Learning: A Framework for Teaching All Learners

Universal Design for Learning: A Framework for Teaching All Learners. July 17-18, 2013 Everett, MA. Get organized:. Sign in, name tag UDL Connect, join our Everett group Scavenger Hunt: get to know some folks in the room Get a snack, restrooms We will officially begin at 9am!.

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Universal Design for Learning: A Framework for Teaching All Learners

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  1. Universal Design for Learning:A Framework for Teaching All Learners July 17-18, 2013 Everett, MA

  2. Get organized: • Sign in, name tag • UDL Connect, join our Everett group • Scavenger Hunt: get to know some folks in the room • Get a snack, restrooms • We will officially begin at 9am!

  3. UDL Connect:For Online Resources & discussions

  4. Getting to Know You Who’s in the room? Scavenger hunt

  5. Who are we? Sherese Harris Email: sharris@cast.org Allison Posey Email: aposey@cast.org

  6. Workshop Goals Day 1: • To learn how UDL addresses challenges of learner variability  expert learners Day 2: • To strategize how to apply UDL to practice • To build tools & resources

  7. Seen another way: UDL Framework Application UDL Guidelines Lesson Planning

  8. This workshop: build awareness

  9. What are your goals? • For this workshop • For your professional development

  10. The Marshmallow Challenge Goal: build collaboration around design

  11. Rules • 18 minutes, team of 4 • build the tallest freestanding structure • Cannot be suspended • Entire marshmallow on top • Use as much/little of the contents in bag (not the bag); can break, cut… • Cannot hold onto the structure Have fun, collaborate & be creative

  12. Begin!

  13. Let’s measure! • Design: • collaborative • iterative process • Goal driven • Feedback about what works/what does not (prototypes) • Ut-oh  ta-da moment

  14. Why start with that activity? • Variability! • Strategy • Engagement • Representation

  15. Variability ‘runs deep’:Learning about learning • People learn the same way • we can measure, IQ • Discrete stages everyone passes through

  16. Learning ‘Styles’ • Multiple Intelligences • Myers-Briggs • Right/left brain

  17. Are you right or left brained?!

  18. Unless you’ve had a hemimspherectomy… you use all of your brain!

  19. Problem with these ‘tests’: • Assumes that brains are fixed • Does not account for context

  20. Neuroscience: Learning *Variability *Learning is a dynamic interaction between learner & environment (context matters!)

  21. Variability:

  22. Learning science has also taught us: • Context matters!

  23. Illusion: context matters

  24. Context matters!

  25. UDL: Variability & Context Matter

  26. Elbow buddy discussion • Share a key take-away. • What resonated? • How do ideas of variability & context relate to this discussion?

  27. Break

  28. Building Background: Started ‘in the margins’

  29. Matthew’s story

  30. Informed by Universal Design … “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.” Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm

  31. You can retrofit, however …

  32. Design from beginning to reduce barriers for individuals, but make available for all

  33. Who benefits from this design?

  34. Choose one & discuss:Who was it designed for? What barriers were reduced?Who else benefits? • Ramps • Curb Cuts • Electric Doors • Captions on Television • Easy Grip Tools…

  35. UD Assumptions Not one size fits all – but alternatives for everyone. Not added on later – but designed from the beginning. Not access for some – but access for everyone.

  36. Universal Design for Learning (UDL) • A mindset for designing learning experiences • all individuals can gain knowledge, skills, and enthusiasm for learning • reduces barriers to the curriculum while maintaining high achievement standards for all

  37. UDL • Accounts for variability and context • Thinks of changing the curriculum, not the student • UDL Guidelines: clarify goals, ensures all have flexible, accessible means to access

  38. Questions, Reflections?

  39. UDL Guidelines: address variability & context

  40. 3 Principles

  41. Team Challenge • Re-design this activity! • thinking about variability from the start • Design so ANYONE could achieve the goal: To have a tall, freestanding structure with marshmallow on top • Consider the 3 UDL Principles: • Recognition • Action & Expression • Engagement

  42. Share ideas

  43. Questions? Comments? Afternoon: diver deeper into the UDL Guidelines

  44. LUNCH 12:00 – 12:30 http://www.funkylunch.com/ MSHA, October 2012

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