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Universal Design for Learning

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Universal Design for Learning - Page Text Content

BC: Created by: Lisa Freeze 2011

FC: By: Lisa Freeze | EDUC 6714-2 Reaching & Engaging all Learners through Technology | Universal Design for Learning UDL | July 2011 | Instructor: Dr. Jacqui Derby

1: Contents | Out Line of UDL . . . . . . . . . . . . . . . . . . . . . . . . . 2 Examples of UDL in Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Three Principles of UDL . . . . . . . . . . . . . . . . . . 4 Examples of Instructional Method of Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Central Role of Technology in UDL . . . . . . . . 8 Potential Impact of UDL on Student Learning in MY school . . . . . . . . . . . . . . . . . . . 9 Summary of Brain Research . . . . . . . . . . . . . 10 Brain Research, Instructional Implications & the use of Technology . . . . . . . . . . . . . . . . . 13 Implication of Learning Differences . . . . . . 14 CAST online Tools & Resources . . . . . . . . . . . . 16

2: Universal Design for Learning (UDL) | Universal Design for Learning (UDL) was inspired by an idea that originated from architecture. From the beginning architects would make available alternative ways to get into a building, in doing so they would meet the needs of an increasingly diverse public. | captions on TV

3: elevator to replace stairs | Ramps, curb cuts on sidewalks, easy grip tools, and speaker phones are just some examples in our physical environment that are universally designed. | water fountains to allow wheelchair access

4: 1. Provide multiple means of Representation | 2. Provide multiple means of Action and Expression | 3. Provide multiple means of Engagement | 3 Principles of UDL

5: Examples of Instructional methods for each UDL principle | 1. Provides multiple means of Representation- gives learners various ways to acquire information and knowledge by providing alternative representations. | Perception: Providing the same information through different modalities using visual examples, sounds or music, and touch to feel. | Language, Expression, & Symbols: Providing alternative representations linguistic & Non-linguistic using vocabulary, mathematical symbols, pictures or images. | Comprehension: Activate knowledge, highlight patterns, critical features, big ideas, & relationships

6: Examples of Instructional methods for each UDL principle continue... | 2. Provides multiple means of Action and Expression- Provides learner's alternatives for demonstrating what they know through written text as well as speech. | Physical Action: Vary the methods for response and navigation (with a single switch, through voice activation switches, expand keyboards etc.) optimize access to tools and assistive technologies. | Expressive Skills & Fluency: Allows students to express their knowledge, ideas, and concepts through alternative ways such as story telling in conversation, written formats, multi-media, music, etc. | Executive Function: Provides scaffolding for executive functions in order to set long-tern goals, plan effective strategies for reading goals, progress monitoring, modify strategies

7: 3. Provides multiple means of Engagement- Ways that reflect the important individual differences amongst learners in order to tap into learners' interests, challenge them appropriately, and motivate them to learn. | Recruiting Interest: Allow students to make their own choices and participate in the design of activities | Sustaining Effort & Persistence: Provide & display goals, foster collaboration & communication, give feedback, & differentiate the level of difficulty within the lesson or activity | Self Regulation: Students need to apply their intrinsic abilities in order to adjust their emotions as well as their motivation with the intention of obtaining personal goals they set for themselves.

8: Central Role of Technology in UDL | Technology plays a central role inside the classroom in UDL and is a method for students to use in order to efficiently achieve a goal. Technology is also a flexible way to facilitate the implementations and conceptualization of UDL. Furthermore it is a way for teachers to present information to students in order to engage and motivate them. In addition, teachers might use technology to assist students in daily task. | Videos with visual cues such as sign language, electric wheelchair, and eyeglasses are just some examples of assistive technologies that are essential features of UDL in the classroom for students that might be deaf, unable to walk, or have trouble seeing.

9: Impact of UDL on student learning in MY school | The impact of UDL on student learning in my school would be great: it would allow barrier free learning while allowing teachers new ways to present information and support students learning while engaging them in lessons and activities. Teachers would be aware of individual differences in students recognition, strategic, or affective networks and work to give each student an opportunity to learn in their unique way. Teachers would use flexible methods and materials while creating environments that will work for students that are gifted, may have physical impairments, or learning disabilities. | The teacher will create a pathway to allow all students no matter their skills, habits, or needs an opportunity to work as part of a regular class.

10: 3 Primary Brain Networks | supported by | supported by | supported by | Affective Network | Strategic Network | Recognition Network | Multiple means of Representation | Multiple means of Expression | Multiple means of Engagement

11: Recognition, strategic, and affective are three networks that work together in different ways for each student. If a student is dependent on one network, that network will influence the way a student learns, comprehends information, and demonstrates knowledge. | Brain Research and what it tells us about learning differences. | Recognition Network: The "What of Learning, located in the back of the brain and allows us to process patterns (sensory). | * Sound of Music * Smell of popcorn * Feel of cotton * Recognize faces

12: Strategic Network: The "How" of Learning, focuses mainly on the process of actions and plans (muscles) and is located in the front of the brain. | * Dance, play football, swim * Plan to make dinner, clean the house, going to work. | * What kind of action should I take? * What things make us scared, happy, sad, or excited? | Affective Network: The "Why" of Learning, allows us to process emotions (our actions).

13: Brain Research, Instructional Implications & the use of | Technology allows us to reach the recognition network by providing multiple means of representation with video and audio representation. | While working to represent information, plan and take action, students are working on how they will process different emotions using the affective network. | Students strategic network is also reached by providing multiple means of actions and plans for action with technology by allowing students to work on the computer to type a report, record video or audio with video camera and so much more.

14: UDL promotes the success of all learners by supporting all types of diversities including cultural, ethnic, linguistic, and academic | UDL acknowledges that we process information differently (three brain networks) therefore giving teachers the tools and information to help all learners. | tools that are as flexible and diverse as the students tools that provide teachers a variety of ways to reach all learners

15: UDL engages all types of learners no matter their abilities interest, or experiences by reducing the learners' barriers in the classroom | teachers are able to customize the curriculum teachers are able to incorporate technology

16: CAST Online Tools | UDL Goal Setter: Is a great tool for teachers to define clear goals for student achievement. | UDL Solutions Finder: This is a great tool to assist educators so that you can apply UDL in your classroom. With thsi tool you are able to apply CAST three UDL principles to gain additional media, material, and methods to your lessons & activities for your classroom. | Curriculum Barrier Finder: This tool allows teachers to take a deeper look at the methods & materials used in the classroom and find hidden barriers. | www.cast.org/teachingeverystudent/tools/ | UDL Lesson Builder: To meet the needs of diverse learning challenges of students this tool for educators will help you design lessons & unit of study.

17: Res | our | ces | Scott, S., McGuire, J.M., & Embry, P. (2002). Universal design for instruction fact sheet. Storrs: University of Connecticut, Center on Postsecondary Education and Disability. | Laureate Education, Inc. (Executive Producer), (2002). Reaching and engaging all learners through technology: Brain Research and Universal Design for Learning. Baltimore: Author. | UDLCAST, (Producer). (2010). Udl at a glance. (WEB). Retrieved from http://www.youtube.com/watch? v+bDvKnYog6e4 | CAST,. (2011). Teaching every student in the digital age: universal design for learning (udl). Retrieved from http://www.cast.org/pd/institute/aug01.html | Cast (2011). Universal Design for Learning Guidlines version 2.0. Wakefield, MA: Author.

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