The following presentation was developed for the PaTTAN Summer Reading Conference'

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Welcome

• The following presentation was developed for the
  PaTTAN Summer Reading Conference.
• These materials were developed by CAST.
• You are welcome to review these materials
• If you choose to use any of the materials
  contained here, please site CAST as your resource
  for the information

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Questions?

• Contact
• CAST
• 40 Harvard Mills Sq. 3
• Wakefield, MA 01880
• 781-245-2212
• We welcome you to visit our Web Site
• www.cast.org

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Universal Design for Learning and Effective
Teaching Practices
Summer Reading Conference PaTTAN University
Park, PA

• Presented by Tracey Hall
• CAST

June 30, 2003
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Beginnings
CAST began as an outpatient clinic of North
Shore Childrens Hospital Salem, MA
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CAST is currently located in Harvard Mills
Square, Wakefield, MA.
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Mission
Founded in 1984, CAST is a not-for-profit
organization whose mission is to expand
educational opportunities for individuals with
disabilities through the development and
innovative uses of technology.
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Universal Design for Learning and Effective
Teaching Practices
CAST
Effective Teaching
UDL
Noun/Verb
Vocabulary
Word Reading
Thinking Reader
CASTs eReader
Applied Research
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What CAST Does

• National leadership in education initiatives
  related to education, special education, Web
  accessibility, materials development, and
  research to practice
• Promote Universal Design for Learning
• Conduct Applied research in educational settings
• Curriculum planning and classroom-based projects
• Professional development
• Development of products

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The Challenge

• Access, participation, and progress in the
  general education curriculum for all learners.

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Universal Design for Learning
Shifting the burden
GOALS
INSTRUCTION
From the individual to the curriculum and
curriculum design
MATERIALS
ASSESSMENT
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Barriers

• We find barriers to our goals many places in
  nature.
• We have created barriers as well.
• Technology can support learningin clumsy,
  unplanned ways.
• Technology can support learningin thoughtful,
  elegant ways.

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Universal Design in Architecture

• Consider the needs of the broadest possible
  range of users from the beginning
• Architect, Ron Mace -Center for Universal Design
  at North Carolina State University, 1989
• Translate to Universal Design for Learning
• The danger the retrofit (fixing up after the
  design is complete)

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• Barrier free architecture usually benefits all
  users
• curb cuts
• ramps, elevators
• door handles
• Accessible schools and accessible tools are
  needed
• benefits observed for many
• Frequently, curriculum presentation creates
  barriers

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Accessible Tools

• Captioning on television
• users? initially deaf and hearing impaired
• who else?
• Computer touch screens
• Text to speech

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Universal Design for Learning Through Thoughtful
use of Technology

• Curricula and tools designed to meet the needs of
  all learners
• Supports for diverse learners are built in from
  the start
• Frequently more effective for all learners, even
  the typically developing

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Applications of UDL based in Research

• Research on the brain
• Educational research on effective teaching
  practices
• Empirically validated practices
• reciprocal teaching strategies
• curriculum-based measurement

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Lev Vygotsky Teaching in the Zone of Proximal
Development and Learning and the Brain
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Learning and the Brain

• Three Things are Necessary for Learning
• One must recognize patterns in perceptual
  information
• One must have some strategies for acting upon the
  perceived patterns
• One must be engaged by the task

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The UDL Principles

• Provide alternative formats for presenting
  information (multiple or transformable accessible
  media).
• Provide alternative means for action and
  expression (write, draw, speak, switch, graphic
  org., etc.).
• Provide alternative means for engagement
  (background knowledge, options, challenge and
  support).

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Recognition Network
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Recognition Networks

• Extract important information
• Rely on context and background
• Make connections
• Give meaning to abstract representations

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Strategic Networks

• Motor
• Write
• Draw
• Speak
• Manipulate

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What is the Sum?
2 3 5
5 8
1
9 8
5
6 4 10
11
7 2
9
2 9
4 3
7
4 9
1
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What is the Sum?
9 1 10 9 2 11 9 3 12 9 4 1 9
5 2 9 6 3
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12
3
9
6
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Strategic Networks

• Provide motor control for skilled actions
• Plan strategies for solving problems
• Use feedback to modify
• Active during learning or effort
• Monitor routines

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Affective Networks

• Influence choices
• Filter out unimportant
• Focus us toward the challenging, enjoyable

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The UDL Approach

• Diversity is considered the norm and should be
  anticipated in all aspects of instruction and
  learning.
• Applying the principles of Universal Design for
  Learning in education is enabled by
• Appropriate goals for learning and performance,
• Flexible and supportive digital materials usable
  with new electronic tools for access and
  learning,
• Flexible and diverse methods while applying
  appropriate challenges and support, and
• Accessible and flexible assessments that measure
  what needs to be measured.

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Meeting the Needs of Diverse Learners
Students have special needs/challenges, special
talents, strengths, and special interests
vision emotions perception processing attent
ion motivation motor organization verbal
skills leadership language comprehension And
more
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UDL P1 Recognition Systems

• Provide alternative formats for presenting
  information (multiple or transformable accessible
  media).
• Provide multiple examples
• Highlight critical features
• Provide multiple media and formats
  (representations)
• Support background context.

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Highlight Critical Features
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Highlight Critical Features

• Sample Barrier
• Textbooks and other educational materials are
  not consistently marked up to provide essential
  clues to critical information.

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Three Things are Necessary for Learning

• One must recognize patterns in perceptual
  information
• One must have some strategies for acting upon the
  perceived patterns
• One must be engaged by the task

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Provide multiple media and formats

• Sample Barrier Print materials may be difficult
  to see, decode and comprehend.
• Sample Solutions
• Multiple formats
• Speech, text, images, audio, video, tactile, etc.
• Transformable formats
• Text to speech, audio to image, image to audio,
  etc.

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UDL P2 Strategic Systems

• Provide alternative means for action and
  expression
• Provide flexible models of skilled performance
• Provide opportunities to practice with supports
• Provide ongoing, relevant feedback
• Offer flexible opportunities for demonstrating
  skill.

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Provide flexible models of skilled performance.

• Sample Barrier
• Understanding of key concepts and anticipated
  performance outcomes often expected to be
  acquired through reading and lecture.

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Provide ongoing relevant feedback

• Sample Barrier
• End of unit test and completion of a project
  often used to measure understanding and provide
  feedback to students.

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UDL P3 Affective Systems

• Provide alternative means for engagement
  (background knowledge, options, challenge and
  support).
• Offer choices of content and tools
• Offer adjustable levels of challenge
• Offer choices of rewards
• Offer choices of learning context.

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Offer adjustable levels of challenge

• Sample Barrier
• Lesson activities often have a limited range
  of challenge and support for individual students.

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Offer choice of content and tools

• Sample Barrier
• Standard text content and teacher selected
  tools are expected to be of interest and value to
  all students.

an example
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Effective Teaching Practices

• Effective classroom teaching
• The necessary but not sufficient condition of
  developing exemplary schools.
• Berliner, (1985).

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Effective Teaching Principles

• 1. Engaged Time
• 2. Success Rate
• 3. Content Coverage/
• Opportunity to Learn
• 4. Grouping for Instruction
• 5. Scaffolded Instruction

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Effective Teaching Principles

• 6. Addressing Forms of Knowledge
• 7. Activating Organizing Knowledge
• 8. Teaching Strategically
• 9. Making Instruction Explicit
• 10. Teaching Sameness in the Curriculum

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Instructional Design Structure
1. Identify Category of Knowledge Forms 2.
Selection of Examples 3. Sequence of
Examples 4. Practice Examples 5. Test
Examples
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Premise of Explicit Instructional Design
Expanded Instruction
Initial Instruction
Prompted Overt Less Prompted Limited
Expanded Generalizations Generalizations Li
mited Application Expanded Application Assessme
nt/Testing Assessment
Time
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Sequencing Guidelines (Carnine, Silbert
Kameenui, 1997)

• 1. Preskills of a strategy are taught before the
  strategy itself is presented.

2. Instances that are consistent with a strategy
are introduced before exceptions.
3. High utility skills are introduced before less
useful ones.
4. Easy skills are taught before more difficult.
5. Strategies and information that are likely to
be confused are not introduced at the same
time.(Separate skills that are easily confused.)
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1. Preskills of a strategy are taught before the
strategy itself is presented.

• 2 8 4
• - 9 9

symbol identification algorithm subtraction
facts place/number value renaming
concept of subtraction
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2. Instances that are consistent with a strategy
introduced before exceptions.

• Consistent Exceptions
• cat cite
• cream city
• scan peace
• cute face
• fact
• raccoon

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3. High utility skills are introduced before
less useful ones.
Symbol Relationships

• High utility a m s d r o f
• Less useful j x z q

Irregular word reading
High utility was, have, said
Less useful neon, comb,
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4. Easy skills are taught before more difficult
Regular word reading Easier More
difficult ran unhappy fast misspel
ling drip permanent
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5. Strategies and information that are likely to
be confused are not introduced at the same time.

• b, d, q, p Symbol identification

concave, convex Science concepts
like give Word reading patterns
(Separate skills that are easily confused.)
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Teacher activities to employ the principle of
sameness effectively

• analyze curricula determine commonalties

• explicitly instructing students regarding the
  commonalties

• teach students to recognize patterns within and
  across curriculum areas

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Assessment Instruction Cycle

• Initial Evaluation
• Archival Assessment
• Diagnostic Assessments
• Formal Standardized Measures

• Assessment
• Determine starting point
• Analyze Errors
• Monitor Progress
• Modify Instruction

• Instructional Design
• Determine Content
• Select Language of Instruction
• Select examples
• Schedule scope and sequence
• Provide for cumulative review

• Instructional Delivery
• Secure student attention
• Pace instruction appropriately
• Monitor student performance
• Provide feedback

Madigan, Hall, Glang(1997)
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Prototype tool by CAST

• Thinking Reader

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Applied Research
Thinking Reader Project A Technology-Based
Instructional Approach to Support Beginning
Reading in Children with Mental Retardation
CAST is creating an interactive learning
environment, using digital picture book
exemplars, to support the development of
beginning reading skills and comprehension
strategies
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Meet Becky and James

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Transfer of skills

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Success

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Success

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Principles of UDL

• Represent information in multiple formats and
  media (Recognition)
• Provide multiple pathways for action and
  expression (Strategic)
• Provide multiple ways to engage (Affective)