Universal Design for Learning (UDL)

1. Universal Design for Learning(UDL)

2. UD in Architecture • a movement of designing structures with all potential users in mind • incorporated access features at the outset • working at the design level, accessibility incorporated more elegantly and inexpensively

3. Roots in Architecture 7 principles of Universal Design • Useful to people with diverse abilities • Flexibility in use • Simple and intuitive use • Perceptible information • Tolerance for error • Low physical effort • Size and space for approach and use + see handout

4. Beyond providing access, features had unanticipated benefits for the population at large, providing more widespread usability . ( ROSE and Meyer 2001)

5. UDL: What’s in a Title? • Universal: -access for all; - provide supports for access to all to quality education - opposite of “typical learner” or “teaching to the middle”

6. Design for Learning - planning with learners who were previously marginalized in mind from the outset - consider potential barriers for these students ( barriers as missed opportunities for learning) - anticipate potential barriers and make plans for all learners to accessing education

7. Neuroscience Research • Three broad neural networks in the brain • 1) recognition of patterns = Recognition Network • 2) Planning/generation of patterns= Strategic Networks • 3) selection/prioritization of patterns= Affective Network

8. 1) Recognition networks:(‘what’ of learning) -provide multiple examples -highlight critical features -provide multiple media and formats -support background context

9. 2) Strategic Networks(‘How of learning’) -provide flexible models of skilled performance -provide opportunities to practice with supports -provide ongoing, relevant feedback -offer flexible opportunities for demonstrating skill

10. 3) Affective Networks(‘Why’ of learning) • Offer choices of content and tools • Offer adjustable levels of challenge • Offer choice of learning context

11. Three Principles of UDL to support diversity: 1) To support recognition learning by multiple methods of presentations. 2) To support strategic learning by providing multiple methods of expression/ apprenticeship. 3) To support affective learning by multiple methods for engagement.

12. Planning Flexible and Adaptive Instruction Goals Methods Materials Assessment

13. Traditional curricula present a host of barriers that limit some students' access to information and learning. (i.e. printed text ) • A UDL curriculum takes on the burden of adaptation, so that the student doesn't have to, minimizing barriers and maximizing access to both information and learning. * see handout

14. Therefore…. • If We: recognize students' varying background knowledge, readiness, language, preferences in learning and interests, • And want to react responsively to maximize student engagement; • Then, we need a process to teaching and learning for students of differing abilities in the same class. • Differentiated Instruction (DI) is such a process. ( Tomlinson)

15. Differentiated Instruction(DI) • The intent of DI is to maximize each student's growth and individual success by meeting each student where he or she is, and assisting in the learning process.

16. DI: Employing Principles of Good Practice • Teachers recognize that authentic learning requires students to be actively processing. • A goal is to plan instruction so that each learner will be interested, engaged, and essential understanding and skills will be accessible to all. • Each child should feel appropriately challenged most of the time.

17. “Appropriate Challenges” through Multiple Pathways Multiple options for: • “taking in” information (Content), • “making sense” of ideas (Process), and • “expressing” what they have learned (Product/ assessment).

18. 1. Content: Access to the content is key. • The instructional concepts should be broad-based, focusing on concepts, principles and skills students should learn. • The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners.

19. 2. Process • select,and design instructional strategies that require the students to understand and apply meaning. • Emphasize critical and creative thinking as a goal in lesson design. • Use Bloom’s Taxonomy guidelines • Vary tasks within instruction as well as across students • Use Dynamic Grouping Strategies

20. 3. Product/Assessment • Vary expectations and requirements for student responses. • students can demonstrate or express their knowledge and understanding in different ways. • may be formal or informal • should occur before, during, and following the instructional episode.

21. Assessment…. • as a teaching tool to extend rather than merely measure instruction. • should be used to help pose questions regarding student needs and optimal learning.

22. For each of these categories, a differentiated approach calls for a teacher to use students’ readiness levels, interests, and learning profiles as the basis for selecting the appropriate strategies to use at the appropriate time..

23. Readiness • Readiness is “a student’s entry point relative to a particular interest or skill” (Tomlinson, 1999, p. 11).

24. Student interests • Interest is a student’s “affinity, curiosity or passion for a particular topic or skill” (Tomlinson, 1999, p. 11)

25. Learning Profile… • outlines how a student learns (Tomlinson, 1999). • developed by assessing how, and under what conditions, students learn best. • Many factors influence a person’s learning profile, however according to Tomlinson (2003), research supports the following four key areas: learning style, intelligence preference (this refers to preferences within the context of Howard Gardner’s MI), gender, culture.

26. 8 Principles of DI 1. Teachers focus on the essential concepts and skills. 2. Teachers understand, appreciate, and build upon student differences. 3. Assessment and instruction are inseparable. 4. All students participate in respectful work. 5. Teachers and students are collaborators in learning.

27. 6. Goals in a differentiated classroom are for maximum growth and individual success. 7. Flexibility is the hallmark of a differentiated classroom. 8. Teachers adjust content, process, and products in response to students’ readiness, interests and learning profiles.

28. Teachers differentiate by