Udl overview presentation
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The document discusses Universal Design for Learning (UDL), an educational framework aimed at creating an inclusive learning environment for all students by reducing barriers and providing multiple means of representation, action, and engagement. It emphasizes that UDL should be integrated from the beginning of curriculum design rather than added later, and it includes collaborative activities for educators to define and apply UDL principles in practice. Additionally, it addresses challenges, benefits, and strategies for implementing UDL in diverse educational settings.
Udl overview presentation
- 1. Universal Design for Learning Success for ALL
- 2. What is Universal Design?
- 3. Universal Design Small group Carousel Activity – Creating an Environment for ALL.
- 4. Carousel Debrief… How many modifications were suggested? Was it easy to generate accessibility ideas? What were some of your group’s thought processes when you were creating solutions? Would it be easier to incorporate the ideas generated when the building was built or to go in and make alterations later?
- 5. Universal Design What are some of the drawbacks of retrofitting? • Each retrofit solves only one problem • Retrofitting can be costly • Many retrofits are UGLY! Legislation Impacting Physical Space
- 6. Universal Design Defined… “Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace
- 7. Universal Design Summarized • It’s not one size fits all – but alternatives. • Designed from the beginning, not added on later. • Increases access opportunities What does UD have to do with education besides letting ALL students in the door?
- 8. What is Universal Design for Learning (UDL) ? UDL is an educational approach to teaching, learning, and assessment. Questions: 1. What might Universal Design mean for teaching, learning and assessment? 2. UD in buildings is about access and environment. Is it the same or how might it be different in the learning environment?
- 9. What does research say about Universal Design for Learning (UDL) ? • UDL is… "scientifically valid framework for guiding educational practice," • UDL facilitates the design and implementation of a flexible, responsive curriculum, UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning. • UDL implementation provides the opportunity for all students to access, participate in, and progress in the education curriculum by reducing barriers to instruction.
- 10. Barriers? A building barrier might be stairs; a change made to the building might be _______________. A learning barrier might be a textbook; a change made for learning might be_______________. Pair up and plan a few… A learning barrier might be ___________; a change made for learning might be ______________.
- 11. Universal Design for Learning (UDL) The Center for Applied Special Technology (CAST) believes that… “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. vi Dr. David Rose
- 12. So what do we change?
- 13. What is Universal Design for Learning? • UDL is not one size fits all – but IS alternatives for everyone. • UDL is not added on later – but IS designed from the beginning. • UDL is not access for some – but IS access for everyone.
- 14. Collaboratively Defining UDL… 1. The timer is set for 3 minutes and each person in each group writes their own definition of UDL on an index card. 2. When everyone has completed their definition, they pass their card clockwise to the next person in their group. 3. The person who receives the index card underlines what they feel are the most important words in the definition. 4. The cards are progressively passed, and words underlined until they reach the original writer. 5. Then, the group uses the underlined words to create a unified definition of UDL. 6. Finally, each group presents their definition to the large group.
- 15. Creating a Learning Environment that Challenges and Engages All Students
- 16. Reflection Questions… 1. How can teachers at Sycamore Middle School meet the educational needs of all of their students? 2. To meet the needs of the widest range of students, what should teachers consider when planning their instruction?
- 17. When does UDL play out? • Before Instruction • During Instruction • After Instruction
- 18. Let’s play with UDL… BEFORE instruction • Get to know your students’ abilities, special needs, and learning styles • After reviewing standards, determine learning needs • Devise instructional approaches to reach greatest number of students • Recognize individual needs of students • Set curricular goals • Determine learning supports • Adapt methods and materials to individual student needs • Select appropriate UDL strategies, tools, and features to adapt instruction.
- 19. Let’s play with UDL… DURING instruction • Differentiate instruction to reach students on their own levels • Special educator and general educator consult with one another • Use other methods and ongoing feedback to adjust instruction • Use equitable, flexible, accessible methods to fit instruction to student needs • Special educator and general educator collaborate to resolve residual problems • Use UDL features to determine student progress for feedback and to adjust instruction
- 20. Let’s play with UDL… AFTER instruction • Employ ongoing or alternate assessments to determine progress, needs, and future direction of class • Repeat planning cycle • Make sure assessments reflect UDL characteristics • Assess continuously through variety of formats to track student progress • Adapt delivery of instruction as needed
- 21. UDL... When? - SELF-CHECK Large envelope Lay out the 3 headings on your table: Before Instruction During Instruction After Instruction Take the descriptors and put them in the column you think best represents WHEN they would occur.
- 22. What is wrong with this picture?
- 23. Where do you stand …with UDL? • Meet the needs of the widest range of students by reducing the number of barriers to learning • Provide challenging, salient, and age- appropriate materials to students with a range of abilities • Allow students to learn in accordance with their dominant learning preferences • Create alternative ways for students to both receive and deliver information
- 24. To Summarize UDL
- 25. Growing in a Collaborative Climate Anonymously write to these 2 prompts on two paper strips, then fold and place the strips into 2 piles on your table: 1. What is one fear you have about utilizing the UDL framework? 2. What is one thing that excites you about UDL? Now, pull randomly from the piles and discuss openly at your table.
- 26. Return to your Learning Logs… Previous Prompts… How can teachers at Sycamore Middle School meet the educational needs of all of their students? To meet the needs of the widest range of students, what should teachers consider when planning their instruction? With your new or refined understandings about UDL, revise and add to your previous suggestions.
- 27. Affective Strategic Recognition Multiple representations of information Multiple options for expression and action Multiple means of engagement What do we mean by Learning? WHAT …of learning HOW… of learning WHY… of learning
- 28. Connecting to 3 Principles of UDL… WHAT? Principle 1 – Multiple Means of Representation – The educator provides flexibility in the ways information is presented, HOW? Principle 2 – Multiple Means of Action & Expression – in the ways students respond or demonstrate knowledge and skills, and WHY? Principle 3 – Multiple Means of Engagement – in the ways students are engaged.
- 29. TIME FOR A POP Quiz!!! 1. Take out a piece of paper, put your name on it and number 1-3. 2. Move all materials off your work area. 3. Find a piece of paper to cover your answers. What alternatives are there for more UDL friendly assessments?
- 30. Representation Principle 1 Presenting information and course content in multiple formats so that all students can access it Action and Expression Principle 2 Allowing students alternatives to express or demonstrate their learning Engagement Principle 3 Stimulating students' interests and motivation for learning in a variety of ways Examples: • Provide alternatives for accessing information (e.g., visual, auditory) • Provide or activate background knowledge in multiple ways (e.g., pre-teaching concepts, using advanced organizers) Examples: • Provide options for responding (e.g., keyboard instead of pen to complete a writing assignment) • Provide options for completing assignments using different media (e.g., text, speech, film, music) Examples: • Provide options that increase the relevance and authenticity of instructional activities (e.g., using money to teach math) • Provide options that encourage collaboration and communication (e.g., peer tutoring)
- 31. Representation Principle 1 Educators present information and course content in multiple formats so that all students can access it Action and Expression Principle 2 Educators allow students alternatives to express or demonstrate their learning Engagement Principle 3 Educators stimulate students' interests and motivation for learning in a variety of ways Perception Language, expression and symbols Comprehension Physical action Expression and Communication Executive Function Recruiting and interest Sustaining effort and persistence Self-regulation UDL Guidelines 2.0
- 32. UDL Guidelines 2.0 The UDL Guidelines were designed to assist anyone planning lessons or developing curricula to… 1. Reduce barriers 2. Optimize levels of challenge and support 3. Meet the needs of ALL learners from the start For More Information: http://www.udlcenter.org/aboutudl/udlguidelines
- 33. From Theory to Practice… What does it look like to implement the UDL framework into my daily teaching environment?
- 34. DIRECTIONS: Critiquing the model lesson 1. 3 people per group 2. Choose one of the model lessons. 3. Each person, looking through the lens of 1 UDL principle, reads the model lesson. 4. Use the UDL Guidelines Checklist to critique the lesson through the lens of your assigned UDL principle. 5. Discuss with your group your observations of the lesson relative to the UDL checkpoints. 6. Consider, what these checkpoints would they look like implemented in one of your lessons?
- 35. UDL in Practice… Grade 1 Grade 6 1. View the video and watch for UDL actions you could try. 2. Reflect in your learning log on one practice that appeals to you. 3. Share with your small group the practice you have chosen and describe how it will benefit your students.
- 36. How do I apply the UDL Guidelines in my lessons? Use the UDL Guidelines to critique your own lesson: 1.How many checkpoints are represented by your lesson plan? 2.What’s the evidence? 3.What changes will you make to your lesson plan ?
- 37. Digging Deeper through More Practice & Implementation Opportunities
- 38. Will it work for Johnny? Collaborate to decide if one of the analyzed lessons will work for Johnny and/or the other students described on the cards in your envelope. After you choose a lesson, read the student descriptions and consider: • Will the lesson hold up? • Why or why not ? • What UDL changes could you make to reduce barriers for these students ? Station 1:
- 39. MD DOE Website • http://marylandlearninglinks.org/1021 Station 2:
- 40. Lesson Plan - Peer Review 1. Exchange your revised lesson plan with a partner 2. Peer review the lesson plan using the UDL guidelines 3. Provide feedback, (2 strengths and 2 recommendations) Station 3:
- 41. What technology tools can I use? http://udltechtoolkit.wikispaces.com/
- 42. For More information on UDL……. What online resources are available? Top 4 UDL Websites
- 43. US Dept of Ed Office of Special Education Programs http://www.osepideasthatwork.org/udl/instrpract.asp
- 44. National Center on UDL http://www.udlcenter.org/
- 47. So, what is UDL to you NOW? Table groups craft a representation (pictorial, demonstration, graphic) of your current/collective concept of UDL to accompany your definition of UDL. Time to leap of the Blooms Ladder; be CREATIVE!!!!!!!!!!!!!
- 48. Popcorn Be ready to pop up and answer the questions. #1 – What is UDL? #2 – What students need AND benefit from UDL? #3 – What time do we start tomorrow?
Editor's Notes
- #3: The concept of equitable access originated in architecture and was termed Universal Design. When you look at the building on this slide and think about access, what possible issues come to mind? Who might have access challenges? Possible answers to draw out of participants – those in wheelchairs, those on roller blades, those pushing a stroller, those use strolling laptop cases, those with lung capacity issues or paraplegics, etc
- #4: This module opens with a Carousel Activity In this activity the large group is sub-divided into not more than 7 small groups. Each group gathers around a wall chart, with a picture of a building on it. A timer is used to allow each group to discuss and chart changes they might make to the displayed building that would make it more accessible. After 2-3 minutes the groups rotate clockwise. The facilitator listens to see if timing needs to be adjusted. When the groups return to their original building the process and the results are discussed.
- #5: If you skim through these questions you will gain some insight into the topics that are considered in the debrief discussion.
- #6: Then we go a little deeper. We use the problems of architectural retrofitting to build our case for planning. From this perspective, participants see the benefits of considering as many needs as possible before the lesson occurs.
- #7: Here, an expert’s definition is offered because the participants have built a context within which it can begin to make sense.
- #8: These points have all been laid as a foundation. And so, we segue into Universal Design for Learning with this question: (Animate in the bottom textbox, includes the door.)
- #9: We read this statement about UDL. And ask the teachers to discuss these questions with a shoulder buddy. Animate in the two text boxes with the questions. We give about 2 minutes and then invite sharing.
- #10: This slide provides the big rocks that research has to say about UDL. All of this is elaborated as we move forward, so this is offered as background. As you see in these bullets, the essence of UDL is flexibility that allows for alternatives that better address the myriad of variations in learners’ needs, styles, and preferences. With UDL, each student is addressed as an individual with unique needs, interests, and abilities.
- #11: We then use analogy stems to scaffold the experience the teachers had offering solutions for building barriers to finding solutions for learning barriers. We do the first one together and then move to partners. Like this… (read the stems and wait for words to fill the blanks)
- #12: David Rose at CAST drives home that the challenge is not to “fix” the child who is struggling, but to “fix” the curriculum so that it will meet diverse learner needs. Background: Founded in 1984, CAST is a not-for-profit, educational research and development organization whose mission is to expand learning opportunities for all individuals, especially those with disabilities and at-risk learners, through innovative uses of technology and UDL. CAST = Center for Applied Special Technology
- #13: So, what do we change? We change aspects of the curriculum to increase the learning. And, UDL is one of the ways we do that.
- #14: We offer these summary bullets about UDL and then engage table groups in a collaboration to come up with a strong definition of UDL.
- #15: Then, this collaborative writing activity is used to craft a definition of UDL in each table group. PAUSE for skimming or paraphrase the steps for the audience.
- #16: To continue the process of OWNING UDL, we watch a 2 minute video example of Sycamore Middle School’s journey with UDL. http://iris.peabody.vanderbilt.edu/udl/challenge.htm
- #17: After the video, the teachers write reflections around these questions in the Learning Logs we provide. A couple of volunteers are invited to share out their reflections.
- #18: In this section we look at how UDL plays out before, during and after instruction. We use a game format with each table team competing for the greatest number of UDL actions already used by the members of their team. Facilitator information: Without knowing this is a competition, the participants independently view the content of the next 3 slides; recording on index cards the # of hits they have when they compare their own instructional practice to the bullets on the slides. A pile is formed for each: Before/During/After. As a group they create a group name, they write it down and give it to the presenter. After everyone has done the comparison task for all three slides and placed their number anonymously in the piles, the facilitator announces the game. Each group is given a minute to create a group name. The facilitator asks each group the table total for BEFORE - for pile #1, which becomes Pitch #1. They will call it out and the facilitator writes in the appropriate column just small in the corner of the box. After all the teams have responded to the 1st pitch, determine the team with the highest number and do nothing, but for all other teams, put a large “X” in the column under Pitch 1. Repeat for pitch 2 and 3. Obviously the teams with 3 strikes ,“X” are out. The team with the fewest strikes, Wins. Provide a small prize.
- #19: Here are the bullet descriptors of UDL practice that typically occur BEFORE instruction.
- #20: During…
- #21: And after… We don’t have time to do this activity, but detailed directions are provided in the notes on the module slides.
- #22: This game activity is followed by a small group sorting task that serves as a check for understanding. Each table is given an envelope with all 3 heading cards (Before Instruction, During Instruction, After Instruction) and each of the bulleted descriptors that appeared on the slides, on a separate strip. As described on this slide, the group task is to sort the descriptors into the 3 categories. An answer key allows the groups to self-check their placements and make adjustments as indicated.
- #23: So, what is wrong with this picture? Time is given for table talk.
- #24: Teachers are asked to compare their own CURRENT practice relative to each of these 4 characteristics of UDL They rate themselves from 1 – 4, with 1 the lowest level of implementation and 4 the highest. We do this with hand signals at chest level; modeling a formative assessment technique. Note: model hand gesture.
- #25: Next,, we look at the UDL in video format; acknowledging our consideration of the diversity of our teacher learners and summarizing the ground covered, so far. View: 4 minute video which is a review and rap up of UDL that puts in a nice concise overview that is very on point and will reinforce and bring together all of what the participants have worked on up to this point. http://www.cast.org/library/video/udl_at_a_glance/index.html
- #26: We know and want to model how important it is in the learning process to create a climate in which learners feel comfortable acknowledging what they don’t know or understand. So, in the activity described on this slide, participants are guided to function as a learning community.
- #27: From here, we ask the teachers to return to the reflective writing they did in their learning logs, relative to Sycamore MS, and apply their new and refined understandings about UDL; to make revisions or additions to what they wrote before. (Animate in the green direction. )
- #28: Having activated and extended our teachers experience and knowledge of UDL, at this point, we begin connecting to research in ways that can give the teachers the background they need to believe in the importance and the power of instruction that is universally designed and in turn make a stronger commitment to implementing this instructional practice. We begin with this model of what modern cognitive science tells us about learning. Our capacity to study the brain has changed dramatically – technology has given researchers an inside look at learning, via Pet scans, cat scans and MRIs. As the images show, they can “see” when, where and under what conditions the brain burns sugar – which is an indicator that those neural networks are firing. The 3 networks illustrated, represent the “what” ; the “how” and the “why” of learning.
- #29: And, the 3 Principles of UDL correspond to these 3 clusters of neural activity. The goal is for educators to design learning experiences that flex in ways that accommodate differences in each of these three brain networks.
- #30: Ok, time for a POP QUIZ. Make this dramatic. Give the directions in a scowling voice. Take out a sheet of paper and number it 1-3. Are you getting a little anxious? How does it feel to be a student? What if you were a student with dyslexia who could not number your paper? What if you had Tourette’s syndrome and started to tic from the anxiety? What if you were a high achiever and had not anticipated, nor studied, for a quiz and are panicking because God forbid you not get a 100% on every assignment. What if… Well here we go… On your paper list the 3 brain networks. And, for bonus points – label each network to show the correlation to the WHY, WHAT and HOW of learning. Do you need to know if you are correct? Do you need feedback? (Flip back to previous slide) Activity Follow Up: Animate in the What alternatives… text box. We give our teachers opportunity to generate ideas for assessments that could get the same information using a more UDL friendly assessment.
- #31: Building on their experience thinking of alternatives for the quiz; we study this diagram that drills down to examples of instructional moves that align with the principles of UDL.
- #32: Then, Participants pull out their UDL Guidelines 2.0 Groups are assigned sections to read Time is allowed for table discussion, and Groups report out
- #33: This slide allows us to move on, while reinforcing the expectation for independent study.
- #34: Time to remember, SPI strives for much more than knowledge or even understanding. These modules were designed to get to the DOING!!! So the last third of this module is all about DOING; about visualizing and planning implementation.
- #35: This task scaffolds our teachers towards designing lessons that are, as we say more UDLish. .
- #36: Our next step towards implementation covers the same content, but with different representation. Animate in the 3 steps of the activity and say: If you skim through these directions, you can get the picture of this stage of our scaffold. The format is to show a lesson and then show a team of UDL experts commentating. This models and sets the stage for our teachers to look at lessons through the lens of the UDL checkpoints. http://www.youtube.com/watch?v=KuTJJQWnMaQ&feature=c4-overview-vl&list=PLDD6870F2D42327F3
- #37: For those teachers who bring lessons, opportunity is provided for self-assessment relative to the UDL Guidelines.
- #38: Teachers are then split into 3 groups by numbering off or self-selecting after the tasks at each of the 3 stations are briefly described. Groups spend about 10 minutes at each station, OR if time is limited they just rotate to one or two of the three stations. Detailed directions for each station are provided on the next 3 slides and can be printed and put out at the stations. Participants should be able to use these directions to get started independently. Notes for facilitator: Station 1:Participants will use the scenario cards in the Facilitator’s materials and analyze the Butterfly or the Factals lesson as to whether it will work for the students described on the cards Station 2: Participants will need to take their laptop or mobile device. Slide 40 can be printed and provided to participants choosing this station Station 3: Participants will need to take their lesson plan and paper to write feedback on. They will work in pairs.
- #39: Here are the directions for Station # 1… As you see…
- #40: At Station # 2 teachers investigate Maryland’s website.
- #41: And, at Station # 3 they have the opportunity to give and receive peer feedback on their lessons.
- #42: Next, all the teachers have opportunity to investigate a free online Technology Toolkit for UDL in All Classrooms. The notes in the module offer a process for collecting and sharing information.
- #43: Again, in an effort to sustain momentum for learning, before we leave this module, we share the Top 4 UDL Websites. We have copied the URLs for you onto a handout in your folders.
- #44: The 1st website is Ideas that Work from the US Dept of Education.
- #45: Next, the National Center on UDL…
- #46: And, of course, the CAST site that we have used and referenced today.
- #47: Finally, the IRIS Center where the Sycamore MS scenario is located.
- #48: This is the culminating group task we use in the UDL module. As you read through the assignment, you will see reference to engagement at the highest level of the Blooms ladder; which of course models the expectations coming our way through the Next Gen CSOs. We have been elated by the products our teachers have produced and by the depth of understanding these products represent.
- #49: We close this section of the SPI Academy with a game of POPCORN. For POPCORN, we ask a short series of questions and the teachers respond by popping up out of their seats if they have an answer. The facilitator then chooses one or more folks to share their answer. Question 1: What is UDL? Removing barriers so that all students have the same access to learning Question 2: What students need AND benefit from UDL? ALL students Question 3: What time do we start tomorrow? 8:30 AM