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Universal Design for Learning . A Framework for Designing Access to Core Content Expectations for ALL Students. Susan Hardin Macomb Intermediate School District [email protected]

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universal design for learning

Universal Design for Learning

A Framework for Designing Access to Core Content Expectations for ALL Students

susan hardin macomb intermediate school district shardin@misd net
Susan Hardin

Macomb Intermediate School District

[email protected]

MITS is an IDEA Mandated Activities Project awarded by the Michigan Department of Education, Office of Special Education and Early Intervention Services

slide3
MITS is an IDEA mandated Activities Project awarded by the Michigan Department of Education, Office of Special Education and Early Intervention Services. Its purpose is to help the State Board of Education achieve its vision of Universal Education by sharing Universal Design for Learning resources and professional development opportunities with educators across the state.
goals for this presentation
Goals for this presentation:
  • Understand the impact that changes in society, technology, research, educational policy and demands have on teaching and learning
  • Understand the framework of Universal Design for Learning and its relation to student achievement
  • Identify the components of a Universally Designed Lesson/Curriculum
  • Locate resources regarding UDL information, materials and technology
today s classroom
Today’sclassroom:
  • Teachers must deliver instruction to diverse groups of students who come from a variety of cultures with varying languages, learning styles, abilities and disabilities.
  • These students are included in the General Education classroom.
  • Educational demands are on the rise
    • Shift from acquiring knowledge to integrating knowledge
    • Higher curriculum standards
    • All students are held to the same standards
accountability and assessment
Accountability and Assessment
  • No Child Left Behind (NCLB) state assessment participation rate.
  • Adequate Yearly Progress (AYP) disaggregate subgroups, 1% participation cap.
  • Individuals with Disabilities Education Act of 2004 (IDEA 2004)
    • Match state benchmark and standards
    • Access for every student
  • Response to Intervention (RtI)
  • Equity In Every Instructional Opportunity (EIEIO)
think about how these phrases would have sounded 10 years ago
Think about how these phrases would have sounded 10 years ago…
  • I lost all of my addresses because I forgot to hotsync
  • Beam your answers to your neighbor
  • I have to take myearbudsout of myIpod
  • You’re being arrested for piracy
  • Brittney Spears is the most searched for person…

and she’s not even lost!

changes in the world economy
Changes in the World Economy
  • We are currently preparing students for jobs that don’t yet exist . . .
  • Using technologies that haven’t been invented . . .
  • In order to solve problems we don’t even know are problems yet.
      • David Warlick in “The New Literacy”
a whole new mind
A Whole New Mind
  • Shift in qualities required for success
    • design
    • story
    • symphony
    • empathy
    • play
    • meaning

Daniel Pink

brain research
Brain research
  • Recent research in neuroscience confirms that…

each brain processes information differently.

The way we learn is as individual as DNA or fingerprints.

Center for Applied Special Technologies, CAST

www.cast.org

where are we now
Where are we now?
  • Although substantial progress has been made to increase physical access to the classroom, cognitive access often remains a barrier

Dave Edyburn

slide16

Why?

The mismatch

success for at risk learners begins
Success for at-risk learners begins
  • with good curriculum,
  • flexible materials,
  • engaging assignments and
  • built in universal access features
what we know about student learning
What we know about student learning:

Students need to be able to:

  • Recognize information, ideas, and concepts,
  • Apply effective strategies to process the information and
  • Be engaged in the process.

Vygotsky

slide19
ZONE OF PROXIMAL DEVELOPMENT

When the task is too difficult for learner

When the task is too easy for learner

slide20
Highengagement

Right amount

of support

Challenge is

appropriate

universal design for learning udl
Universal Design for Learning (UDL)

Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

Center for Applied Special Technologies, CAST

www.cast.org

udl definition a closer look
method

research

21st century technology

ALLstudents

UDL Definition – a closer look

UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

slide25
CAST

www.cast.org

slide26
Support diverse recognition networksProvide students with multiple ways to take in, organize and make sense of new information
  • Provide multiple examples
  • Highlight critical features (Big Idea)
  • Provide multiple media format
  • Support background context knowledge

Center for Applied Special Technologies, CAST

www.cast.org

an example
An example…
  • Next you will hear an audio file that briefly explains about the brain research that has taken place regarding the principals of UDL.
  • Those of you who are auditory learners should be comfortable with this next segment. Those who need visual cues or hands on practice might find it challenging.
udl and the learning brain
UDL and the Learning Brain

David Rose, CAST

www.cast.org

imagine if we had a visual display to support the audio clip
Imagine if we had a visual display to support the audio clip:

Brain Network

Distributes processing

to different parts/places

of the brain

Distributes processing differently

when you are a beginner

at a task than when you

are an expert at the task

-Recognition

-Strategic

-Affective

ttyn talk to your neighbor
TTYN (Talk To Your Neighbor)
  • Think about your own learning preferences. What supports would want to be sure were in place for you?
slide33
Support diverse strategic networks Provide students with multiple approaches, knowledge and strategies for learning.
  • Provide flexible models of skilled performance. (conspicuous strategies)
  • Provide opportunities to practice with scaffolds. (supported practice)
  • Provide on-going relevant feedback.
  • Offer flexible opportunities to demonstrate skill.

Center for Applied Special Technologies, CAST

www.cast.org

slide34
Support diverse affective networksProvide students with engaging activities that include multiple levels of challenge, variety of content and support.
  • Offer choices of content and tools.
  • Offer adjustable levels of challenge.
  • Offer choice of rewards
  • Offer choice of learning context.

Center for Applied Special Technologies, CAST

www.cast.org

slide35
Multiple means of representation

Content

Multiple means of engagement

Process

Multiple means of expression

Product

CAST

www.cast.org

universal design for learning a lesson plan to kill a mockingbird
Universal Design for Learning A Lesson Plan: To Kill a Mockingbird
  • Video streaming
  • Digital Photos
  • Electronic text
  • Talking Books
  • Visual Map
  • Spark Notes– text and audio
  • Low Tech Tools
  • Vocabulary Support
universal design for learning 8 th grade history

Universal Design for Learning: 8th Grade History

Studying for the End of the Unit Exam

Mr. Langhorst’s Virtual Classroom

universal design for learning materials in the classroom
Universal Design for Learning Materials in the classroom
  • Video streaming (www.unitedstreaming.com)
  • Electronic text books (www.accessiblebookcollection.org)
  • Digital photos (www.pics4learning.com)
  • Talking Books (MP3, Start-to-Finish, Thinking Reader)
  • Concept maps
  • NASA Explores (http://www.nasaexplores.com/)
  • Blogging (www.visitmyclass.com)
  • Clay animation (www.tech4learning.com/claykit)
  • Pod Casting (http://epnweb.org)
  • Digital Storytelling (http://www.scott.k12.ky.us/technology/digitalstorytelling/ds.html)
  • Project Based Learning (Regions)
  • ASK
resources
Resources
  • Resources mentioned in this presentation:

http://www.protopage.com/hardins

slide42
TTYN
  • How has the advent of new technologies effected instructional design?
case study
Case Study:

Mrs. Jones’ Fourth Grade Classroom

From: A Practical Reader in

Universal Design for Learning

state standards instructional goals
Center for Applied Special Technologies, CAST

www.cast.org

State StandardsInstructional Goals

Traditional Approach

  • Student groups create a map containing political, topographical, and natural resources in the selected state of study
  • Students will orally present and describe the state and map results to the class

UDL Approach

Students map the political, topographical, and natural resources of a selected state

Students present results to demonstrate understandings of the state and its resources

state standards instructional objectives
Center for Applied Special Technologies, CAST

www.cast.org

State Standards:Instructional Objectives

Traditional Approach

Read the social studies text and (a minimum of) two additional resources to gather information about state resources, geography, and political structures

Write a compare-and-contrast table of state resources

Make a representative map using available materials

Present information to the class

Raise hands to answer teacher and presenter questions on the presentation

UDL Approach

The students will (a) collect information, (b) make comparisons, and (c) create maps to represent state resources, topography, and political information

Present information to the class. Analyze information and respond to questions.

curriculum methods introduce lesson
Center for Applied Special Technologies, CAST

www.cast.org

CurriculumMethods-Introduce Lesson

Traditional Approach

Teacher provides a brief lecture on the home state. She reminds students of previous studies of land and resources, and the impact of natural resources on population growth, political, and land-use issues.

Teacher divides the students into working groups to complete their research, map-making, note-taking, and presentation

UDL Approach

Avoid limiting presentation style. May be students who do not respond, comprehend, or attend well to a lecture style. Consider using media in the presentation (e.g. concept map/graphics, video, audio summary) to enhance and illustrate concepts and topics introduced and reviewed

Consider frequent questions and statements of clarification; solicit student participation

Consider assigning students to working groups by mixed abilities to make use of complementary skills

Provide demonstrations of performance expectations

curriculum methods guide the lesson
Center for Applied Special Technologies, CAST

www.cast.org

CurriculumMethods- Guide the Lesson

Traditional Approach

Students read the textbook chapter on the selected home state to find out about the state resources, boundaries, topography, and population center. Students are required to use at least one outside resource.

Student groups must also take written notes to support their research work

UDL Approach

Provide multiple means to access resource materials (audio, digital, with graphics, video

Scaffold reading with supports for decoding and vocabulary (talking dictionary)

Support reading strategies with cooperative working groups (e.g. paired reading, discussion sessions)

Consider alternative means for note-taking (e.g. audio-recorded summary, electronic note-taking, scanning, Google Notebook)

Scaffold note-taking by allowing students to use a graphic organizer with information prompts built in (e.g., name of state, land mass, geographic location)

curriculum methods close the lesson
Center for Applied Special Technologies, CAST

www.cast.org

CurriculumMethods- Close the Lesson

Traditional Approach

Using the map, groups give oral presentations, including resource information, to the class

Each student takes notes during the presentations

Students draw and write a compare/contrast chart of the physical, political, and geographical characteristics of the states presented by all groups

UDL Approach

Provide students with options for presenting information (e.g., presentation may be written, oral (podcast), video, or visual)

Provide audience with scaffolds and alternative means of collecting information as students make presentations (e.g. recordings, notes, response questions)

Consider alternatives for writing a compare/contrast chart (e.g. oral, pictorial, digital, using digital Venn diagram (Inspiration) )

curriculum media and materials
Center for Applied Special Technologies, CAST

www.cast.org

CurriculumMedia and Materials

UDL Approach

Printed text may constitute a barrier for students with physical or reading disabilities. If texts are digitally available, teachers and students have options for text-to-speech, large print, on-line vocabulary help and a variety of display formats.

Provide various means and materials that students can use to create a map. Examples include: a) draw a map; b) create a map with clay; c) create a map electronically with computer tools; d) have students verbalize for others the details of what to place on a map and where.

Traditional Approach

Social Studies textbook

Encyclopedia

Map materials

Tag board

Colored pencils

Rulers

Glue

Clay

Trays

CD software on U.S. geography

curriculum media and materials51
Center for Applied Special Technologies, CAST

www.cast.org

CurriculumMedia and Materials

UDL Approach, cont.

3. Some learners may have organizational deficits, making it challenging for them to understand and make use of library structure and thus the library resource. Provide scaffolds and instruction to find materials in multiple formats – text, digital, audio, etc.

      • Select possible materials for students to review
      • Direct students to area of media center w/appropriate resource materials
      • Consider textbook barriers noted in “materials/classroom”
  • Some learners may have difficulty using computers with a CD, hindering access to the resource material
      • Provide supports and instruction to use of CD resources;
      • Evaluate access issues for vision, decoding, etc., for the various students in the class
how are curriculum creators responding
How are curriculum creators responding?
  • Pearson
    • audio study guides
  • Holt and Reinhart Elements of Literature
  • Houghton Mifflin Social Studies
a udl curriculum
A UDL Curriculum
  • Is designed, developed and flexible from the start.
  • Has built in supports.
  • Is designed to maximize options for students and teachers
  • Meets the needs of all learners.
  • Is under the auspices of general education.

Center for Applied Special Technologies, CAST

www.cast.org

udl paradigm shift how udl changes the way we think about students and education
Old Assumptions

Students who learn differently constitute a separate category.

New Assumptions

Students who learn differently fall along a continuum of learner differences.

Center for Applied Special Technologies, CAST

www.cast.org

UDL Paradigm Shift: how UDL changes the way we think about students and education
  • Instructional adjustments need to be made for at risk students.
  • Instructional adjustments need to be made for all learners.
  • Learning is centered on a single text book.
  • Learning materials are varied, digital.
  • The problem is with the student – remediate, remediate, remediate..
  • The solution is within the curriculum. A flexible curriculum adapts to the needs of allstudents.
david rose says
David Rose says….
  • “UDL is really a merging of general education and special education, a sharing of responsibility, resources, and ownership. It gets away from the “their kids-our kids” divide between general ed. and special ed.”

-A Practical Reader in Universal Design for Learning

consider udl ttyn
Consider UDL TTYN
  • Think of a lesson
  • How could you add
    • Multiple, flexible means of representation
    • Multiple, flexible means of expression
    • Multiple, flexible options for engagement
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