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Engage Learning Styles in UDL: Accommodate, Adapt, Play!

Welcome to a comprehensive look at Universal Design for Learning (UDL) principles and learning styles. Explore different ways of engaging, representing, and expressing information. Discover how UDL focuses on abilities and how learning styles impact perception and judgment. Dive into the concepts of sensing, intuition, thinking, and feeling in learning styles. Learn how to bridge the gap between different learning style profiles and leverage multiple means of representation, expression, and engagement. Let's Name.It, 'Xplain.It, Frame.It, and Game.It to facilitate a dynamic learning experience!

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Engage Learning Styles in UDL: Accommodate, Adapt, Play!

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  1. Name It, ‘Xplain It, Frame It, Game It ! Accommodating Learning Styles within a UDL Context

  2. Ready ?!? Who wants to play catch ?!?

  3. How did you just react…? • OH, NO…please don’t throw ! • YES, PLEASE…throw it to me ! • I’m going to watch and wait, to see what everyone else does. • Hmmm…what’s he really up to ?

  4. Universal Design for Learning, Recognizes that people are: VARIABLY ABLED. (e.g. right-handed or left-handed).

  5. Universal Design for Learning, Recognizes that people are: MULTI – ABLED. (e.g. arms or head).

  6. Universal Design for Learning, Recognizes that people are: TEMPORARILY ABLED. (e.g. loss of sight).

  7. Universal Design for Learning, Recognizes that people are: REDUNDANTLY ABLED. (e.g. enabled through audio cues).

  8. UDL principles encourage: • multiple means of representation; • multiple means of expression; • multiple means of engagement.

  9. Ability is diverse ! • Physical, • Visual, • Hearing, • Learning, • Attention, • Communication.

  10. UDL and Learning Styles: Relies on multiple means of ENGAGEMENT… …through multiple means of representation and expression.

  11. Learning style theory: • People take-in information in different ways (perception), • and decide how to engage on different bases (judgment).

  12. SENSING INTUITION Perception aspects

  13. THINKING FEELING Judgment aspects

  14. Mastery Interpersonal Understanding Self-Expressive The combined aspects form four learning “styles”: Sensing Intuition Thinking Feeling

  15. SENSING Mastery Interpersonal THINKING FEELING 56.25 Understanding Self-Expressive INTUITION A completely balanced learning style profile:I, M, U, and S all = 56.25 (range 0 - 125) 25

  16. SENSING Mastery Interpersonal THINKING FEELING 56.25 Understanding Self-Expressive INTUITION The average learning style profile for all subjects combined: I=58.8, M=53.8, U=64.2, and S=48 25

  17. SENSING Mastery Interpersonal THINKING FEELING 56.25 Understanding Self-Expressive INTUITION subject with lowest I-score: I=18, M=81, U=107, and S=19 25

  18. SENSING Mastery Interpersonal THINKING FEELING 56.25 Understanding Self-Expressive INTUITION subject with lowest M-score: I=72, M=7, U=49, and S=97 25

  19. SENSING Mastery Interpersonal THINKING FEELING Understanding Self-Expressive INTUITION Subject with lowest S-score: I=76, M=40, U=92, and S=17 25 56.25

  20. SENSING Mastery Interpersonal THINKING FEELING Understanding Self-Expressive INTUITION Subject with lowest U-score: I=87, M=42, U=25, and S=71 25 56.25

  21. SENSING Mastery Interpersonal THINKING FEELING Understanding Self-Expressive INTUITION The learning style “gap”: the two extreme individual subjects’ profiles overlap 10%

  22. Due to this “gap,” UDL uses: • multiple means of representation; • multiple means of expression; • multiple means of engagement.

  23. Name It, ‘Xplain It, Frame It, Game It ! Accommodating Learning Styles within a UDL Context

  24. UDL and Learning Style: • UDL focuses on ability: what a person can do, and builds from there. • The learning style cycle focuses on each person’s preferred method of learning to strengthen the other three. • The N / ‘X / F / G model presents each important concept in four ways: one “favorite” + three alternatives.

  25. Pashler, H. E., et al. (2009). Psychological Science in the Public Interest. 100 percent 75 50 25 0 Score verb kin verb kin control experiment

  26. Name It ! Name It, ‘Xplain It, Frame It, Game It !

  27. Name It ! To engage students who like to solve puzzles, a statement or question is presented, along with clues of some kind.

  28. Name It ! How does an organization “guide” itself? G V M O P O

  29. Name It ! How does an organization “guide” itself? GOALSVISION MISSION OUTCOMESPHILOSOPHY OBJECTIVES

  30. Name It ! Arrange the words in a sequence / list from most general to most detailed:

  31. Name It ! Arrange the words in a sequence / list: • PHILOSOPHY • VISION • MISSION • GOALS • OBJECTIVES • OUTCOMES

  32. Name It ! The concept is named: PVMGO/O !

  33. ‘Xplain It ! Name It,‘Xplain It, Frame It, Game It !

  34. PHILOSOPHY: • WHAT do we value and believe, and WHY do we continue to value and believe it? • VALUES AND BELIEFS are essential and enduring concepts or truths that guide behavior toward achieving desirable outcomes…

  35. PHILOSOPHY: An organization’s core is stable over time, a reliable base.

  36. VISION: • HOW will the future be different by upholding and applying our values and beliefs? • Leaders subscribe to the notion that the future can be shaped; it is not predetermined…

  37. VISION… …evokes inspiration and forward thinking among staff and supporters.

  38. MISSION: • WHAT is it that we actually DO to achieve our vision? • A dream (vision) cannot be realized without concrete action…

  39. MISSION: A mission provides an organization’s reason for being, and the motivation to get the job done – stated in the present tense.

  40. GOALS: • HOW will we accomplish the intermediate steps or stages that will help us complete our mission? • A timeline is developed, enumerating major targets and completion dates.

  41. OBJECTIVES: • What am I going to do this moment to accomplish my individual and organizational goals? • The moment-to-moment, day-by-day duties required to meet goals, and WHO is going to do them...

  42. OBJECTIVES: • Require a detailed script… • listing coordinated actions, • and the particular individuals responsible for implementing them.

  43. Outcomes: • Organizations must “prove” that they have accomplished their mission and achieved their vision. • Outcomes are measurable results (statistics) that show what has been done, and what has changed. • (e.g. an increase in participation or satisfaction over a period of time).

  44. Frame It ! Name It, ‘Xplain It,Frame It, Game It !

  45. Frame It ! Express PVMGO/O in a visual way: • Diagram, • Sketch, • Drawing, • Cartoon, • Storyboard.

  46. A student’s example:

  47. PVMGO

  48. Game It ! Name It, ‘Xplain It, Frame It,Game It !

  49. Game It ! Create an activity that uses physical objects and / or requires people to move around – to be active: • Playing, • Demonstrating, • Patterning or arranging, • Acting-out a scenario.

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