Universal design for learners
- 1. UNIVERSAL DESIGN FOR LEARNERS Sarah Terrone November 27, 2011
- 2. Yes or No? Would you fit into these Could you enter this building? pants?
- 4. One style does not fit all your students Teach the “what”, the “how” and the “why” of learning!
- 5. Brain Research Three networks of the brain Recognition Identified and understand. Strategic Plan and execute. Affective Motivate and excite.
- 6. How do these go together? Three networks of the Three principals of UDL brain Provide Recognition Multiple means of Identified and representation. understand. Multiple means of Strategic action and Plan and execute. expression. Multiple means of Affective engagement. Motivate and excite.
- 8. Multiple Means of Representation •Provide: •Options for perception •Language and symbols •Comprehension In the classroom •Vary introduction of material •Offer different representations •Active prior knowledge (Review and Preview (RAP)) •Highlight big ideas (color contrast, enlarged) (CAST, 2011)
- 9. Multiple Means of Action and Expression Provide: •Physical Action •Expression and Communication •Executive functions In the classroom •Assistive Technologies •Literature Groups •Multimedia projects •Goal setting •Self-assessments •“Stop and Think” •Checklists ( CAST, 2011)
- 10. Multiple Means of Engagement Provide: •Options for recruiting interest •Options for sustaining effort and persistence •Options for self-regulation In the classroom •Multiple Intelligence/student interest survey •Choice •Spelling menus, design class rules, choose rewards, involve learners in all possible tasks. •Provide a safe and supportive learning environment. •Foster collaboration and communication •peer editing, lit groups, online wiki’s, interviews •Rubrics (CAST, 2011) (Sousa,portfolios •Self-Assessments and 2006)
- 11. Technology and UDL (Rose&Meyer, 2002)
- 12. Technology and UDL Assistive/Adaptive Technologies Voice recognition software In addition to… that turns spoken word into a typed document. Inspiration – Concept Language Translation mapping tool. software Power Point, Photo Spell Check, grammar check Story, Windows Movie Supportive Maker. technologies Read Aloud (remediation, compens Social Media ation, extension) (blogs, wiki’s, discussi Software products that reinforce concepts. on forums. Creating digital video and multimedia presentations (CAST, 2011) (Bray, Brown & Green, 2004)
- 13. How will UDL impact our students? Understand how our students learn Reach potential Teach learning process Provide a safe, happy and productive learning
- 17. Resource for fifth grade and up http://udleditions.cast.org/
- 20. References CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. CAST, Inc. (2005–2011c). UDL lesson builder. Retrieved from http:/lessonbuilder.cast.org/ Log In. (n.d.). UDL Curriculum Self-Check. Retrieved November 16, 2011, from http://udlselfcheck.cast.org/check.php?op=edit CAST, Inc. (2006-2011). UDL Strategy Tutor. Retrieved from http://cst.cast.org/cst/auth-login CAST, Inc. (2006-2011). UDL Editions by Cast. Retrieved from http://udleditions.cast.org/ Laureate Education, Inc. (Executive Producer). (2010). Universal Design for Learning. Baltimore, MD: Author. Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/ Sousa, A. (2006). How The Brain Learns. California: Corwin Press. Log In. (n.d.). UDL Curriculum Self-Check. Retrieved November 16, 2011, from http://udlselfcheck.cast.org/check.php?op=edit
Editor's Notes
- #4: We all know that when it comes to clothing “one size does not fit all.” We also know that not all people can enter a building using stairs. To things Universal was have to change the design. Such as various sizes and styles of pants or building ramps to enter or building or elevators to change floors. It is the same way with teaching.
- #5: One style will not reach all learners…This is the inspiration and foundation of UDL. UDL helps teachers develop their lessons to reach all the learners in their class and optimize their learning potential. (CAST WEBSITE) UDL also teaches children how to be highly proficient learners in any given environment. (CAST, 2011).Using the universal design for learning your lessons will be developed in way that supports brain research on how children learn best and will give them the tools to becoming lifelong learners.
- #6: UDL is based on brain research that shows us how the brain distributes and processes information. Although, the overall process is the same for everyone, the rate at which it is completed or areas of strength are different for each person. The three networks that determine what, how and why we learn work together when new information is presented to create a memory or learnt material. Recognition – What of learning – is located in the back of the brain and holds the sensory axons. Here information is brought into the brain through our senses. We are able to recognize, sort and gather incoming facts. Strategic – How of Learning – located at the front of the brain. How we plan and execute our ideas. Affective – The why of learning – in the inner part of the brain. Deals with emotions, what we like and don’t like. What interests us, motivates and excites us.
- #7: The three principals of Universal Design for Learners are to provide multiple means of representation, action and expressions, and engagement. It is impossible to learn, if you do not understand the means in which it is presented to you. Provide your students with multiple means of representation.Visual: on Smart Board or in notebookAuditory: Video, voice thread, read aloud, lectureKinesthetic: give students manipulativesAdjustability: enlarge text, sound
- #9: re
- #10: Because of the many barriers students in the classroom may have it is important to have a variety of ways for them to express themselves. A typical classroom could have a child with language barriers due to an impairment of a cultural difference. A physical handicap where moving around the room is difficult or lack strategic skills such as organization.
- #11: Because of the many barriers students in the classroom may have it is important to have a variety of ways for them to express themselves. A typical classroom could have a child with language barriers due to an impairment of a cultural difference. A physical handicap where moving around the room is difficult or lack strategic skills such as organization.