Universal Design of Learning (UDL)

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Universal Design of Learning (UDL)

• Ashley Balasa
• Sara Burr
• Lindsey Hatfield

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Introduction

• State and federal standards, together with a
  shift in how literacy is defined. They are asking
  teachers not only to cover large amounts of
  material, but also to instill a deep
  understanding of the material.
• The central premise of UDL is that curriculum
  should include alternatives to make it accessible
  to all types of people.
• Universal in universal design reflects an
  awareness of the unique nature of each learner as
  well as the need to accommodate the differences,
  creating a learning experience that fit the
  learner and increase their ability to progress.

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Origins of UDL

• - Universal Design was formulated by Ron Mace
  at North Carolina State University.
• - Legislation mandating universal access led to
  the extension of ramps, elevators, talking signs,
  and other access devices.
• - Universal design challenges an architect to
  innovate, often-improving aesthetics and
  functionality.
• - Universal design for learning extends
  universal design in 2 key ways
• 1. it applies the idea of built-in flexibility
  to the educational curriculum.
• 2. it pushes universal design one step further
  by supporting not only improved access to
  information within classrooms, but also access to
  learning.
• Non-educators often make the mistake of equating
  access to information with access to learning.
• As educators, our aim is not simply to make
  information accessible to students, but to make
  learning accessible.
• Knowing the instructional goal is essential for
  determining when to provide support and when to
  provide resistance and challenge.

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Overview

• Provide students with a wide variety of options
  reduce barriers and enhance opportunity for every
  student.
• Principle I- provide multiple representations of
  the same information.
• Provide the same information in a variety of
  forms (chart doesnt help a blind student), help
  kids who have trouble interpreting as well (use
  verbal review).
• Two representations provide a richer learning
  environment.

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UDL Appreciation Rethinking Practice

• Rethink materials of curriculum to enhance by
  making them more flexible to reach diverse
  learners.
• Rethink instructional practices.
• Clearly set goal and do it yourself ways to reach
  them for every assignment.
• Support and challenge learners.
• Learning is multi-facted.
• All 3 brain networks involved in learning
• Recognition
• Strategic
• Affective networks

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UDL Appreciation Rethinking Practice

• Recognize essential cues and patterns master
  skillful strategies for action engage with
  learning.
• Successful learning environment minimizes
  barriers, which requires highly flexible teaching
  strategies and materials.
• UDL framework includes 3 over arching operative
  principles.
• Approaches for supporting learners in
  recognition, strategy, or affect.

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Principles

• Principle 1 to support recognition learning,
  provide multiple, flexible methods of
  presentation.
• Principle 2 to support strategic learning,
  provide multiple flexible methods of expression
  and apprenticeship.
• Principle 3 to support affective learning,
  provide multiple, flexible options for
  engagement.
• Goals also help to focus assessment.

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Set Clear Goals

• Use supports and scaffolds so all students can
  succeed.
• Some will need support, some will need more
  challenges.
• Set a broad goal with different specifications
  for each student.

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Individualizing Instruction Assessing Progress

• Provide instruction that helps each student
  achieve.
• Diverse digital tools, some have UDL flexibility
  built-in.
• Use strategies from UDLs 3 principles to make
  educated choices regarding available
  alternatives.
• Effective and ongoing assessment adjust
  instruction and evaluate the effectiveness of
  instructional methods and materials used.
• Check to see these are supporting student
  progress.
• Assign assignments with goals, materials, and
  methods.