Universal Design for Learning:An Educational Environment for ALL Students Linnie Lee Assistive Technology Consultant Kentucky Dept. of Education Feb 22, 2008
To those who attended this presentation: Some of the links went to software on my computer. I have updated the links to go to the site where you can find it.
Overview of Session UDL Background Relationship to other pedagogy Examples of application
Universal Design • Ramps • Curb Cuts • Electric Doors • Captions on Television • Easy Grip Tools
Universal Design • Not one size fits all – but alternatives. • Designed from the beginning, not added on later. • Increases access opportunities for everyone
Barriers are the problem, not the student! It’s About Accessibility: “If you can’t get in the door, there’s no reason to want what’s inside.”
Assumptions of UDL • Typical classes are highly diverse • No single option will work for all students • Teacher adjustments benefit all learners • Retrofitting is more costly for teacher and student • Curriculum needs fixing, not the students • Curriculum materials must be flexible, varied, and diverse
One Size Fits All
UDL and Brain Research Recent research in neuroscience shows that each brain processes information differently. The way we learn is as individual as DNA or fingerprints. In its research, CAST has identified three primary brain networks and the roles they play in learning.
Three Interconnected Brain Networks • Recognition Network (what) • Gathering information • How we identify and categorize what we see, hear, and read. • Strategic Network (how) • Planning and performing tasks. • How we organize and express our ideas. • Affective Network (why) • How students are engaged and motivated. • How they are challenged, excited, or interested.
Three UDL Principles • Represent information in multiple formats and media • Provide multiple pathways for students' action and expression • Provide multiple ways to engage students' interest and motivation www.cast.org
Universal Design for Learning… …incorporates a number of best and promising practices in education under one umbrella.
UDL Differentiated Instruction Learning Styles Multiple Intelligences Brain Research Scaffolding Zone of Proximal Development Technology Integration Classroom Management Response to Intervention
Common Themes under the UDL Umbrella Meet students where they are and take them to the next level. The right amount of support at the right time Not too easy, not too hard. Be flexible
Universal Design for Learning calls for ... • Multiple means of representation (Recognition) • to give learners various ways of acquiring information and knowledge • Multiple means of expression (Strategic) • to provide learners alternatives for demonstrating what they know • Multiple means of engagement (Affective) • to tap into learners' interests, offer appropriate challenges, and increase motivation
Differentiated Instruction provides different avenues to learning: • Content • information, ideas, concepts, materials • Process • planning, goal-setting, defense of view-point, research, editing • Product • Size, construction, durability, expert-level expectations, parts
Multiple means of representation Multiple means of expression Multiple means of engagement Content – how delivered, and what student should know Process – how students will learn Product – how students demonstrate knowledge UDL DI
UDL DI • Proactive • Flexible • Multiple approaches to learning • Student-centered • A blend of best practices in instruction • Focuseson removing barriers • Emphasis on technology • Rooted in assessment
Tools for Implementation of UDL • Textreaders • Read and Write Gold • Microsoft Reader • Google list • Look for • Choice of voice, speed, increment • Start, stop or pause anywhere
Which Network? • Recognition • acquire information and knowledge • Strategic • organize and demonstrate what we know • Affective • tap into interests, • offer appropriate challenge • increase motivation
Tools for Implementation of UDL • Graphic Organizers • Inspiration / Kidspiration • Other Examples • RWG Fact Mapper • Bubbl.us • ReadWriteThink
Tools for Implementation of UDL • Audio/Visual • Sound Object/Voice Comment • Librivox.org • Book Builder • Encyclomedia • Podcasts • Voicethread Which Network?
Tools for Implementation of UDL • Assignment choices • Reading Level • WordWeb • ScienceSongs • Applets Which Network?
During Unit Planning: • What does it mean for my students to understand this topic in ways that are relevant, are authentic, and give them power as learners?
During Lesson Planning: What can I do to make sure each of my learners is fully supported (needs are met) in growing as fast and as far as possible in understanding this topic?
During Implementation: How might I learn more about my students as I watch them interact with the content and the ways I set about to teach it?
Think – Pair – Share What have you learned about UDL today that you will apply in your work next week?
Today’s presentation: ftp://ketsftp.k12.ky.us/OAPD/UDL/KAGE
Other resources (time permitting) http://www.k8accesscenter.org/training_resources/sci_tech_resources.asp http://www.marcopolo-education.org/home.aspx http://free.ed.gov/index.cfm http://www.teachersdomain.org/ http://www.explorelearning.com/ http://scratch.mit.edu/