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EDPD 584 Universal Design for Learning

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EDPD 584 Universal Design for Learning Day 1 Instructor: Maureen LaFleche – PowerPoint PPT presentation

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Title: EDPD 584 Universal Design for Learning


1
EDPD 584Universal Design for Learning
  • Day 1
  • Instructor Maureen LaFleche

2
Agenda (3 minutes)
  • What is on the wiki
  • http//at4allspring10.pbworks.com/WhatisUDL
  • Differentiating Instruction
  • IRPs
  • BC Ministry of Education Adaptations and
    Modifications August 2009
  • Videos
  • Principles of UDL
  • UDL Activities
  • Questions

3
Teaching
  • Past
  • planned lessons based on the average students
    needs
  • One size fits all
  • Present
  • Teaching to diversity
  • Meeting the needs of ALL learners

4
Moving from..
  • Sage on the Stage
  • Guide on the Side

5
Video No Future Left Behind - 546 minutes
  • No Future Left Behind - Students
  • from Sufferin Middle School created
  • this video about education as part of
  • Net Generation Education Project
  • http//www.youtube.com/watch?vkra_z9vMnHo
  • What do you think about the message that is being
    given? How realistic do you think it is? Do you
    think students in your classroom are thinking
    this way?

6
Activity 1 How do you teach? (2 minutes)
  • Take a couple of minutes to fill out the UDL
    Checklist by Access
  • Discuss how you teach with a partner

7
Video
  • UDL at a Glance
  • http//www.youtube.com/watch?vbDvKnY0g6e4

8
The Principles of UDLfrom Rose and Meyer
Teaching Every Child in the Digital Age (15
minutes)
  • Principle 1 To support recognition learning,
    provide multiple, flexible methods of
    representation
  • 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.


9
UDL and Multiple Modalities Means More Learning
for EVERYONE!
  • Research is clearteaching in multiple modalities
    increases access for struggling learners and
    improves learning generally for ALL learners.
    Increase the level of success for every one of
    your diverse learners by providing choice and
    flexibility in the ways you present information
    using multiple formats and media
  • by Carol Seibert

10
Literacy Model
  • speaking

writing
reading
Adapted from Koppenhaver et al. 1993
listening
All components of the model are interrelated and
learning in one area will positively affect the
others.
11
Assistive Technology (AT)
Assistive technology is technology used by
individuals with disabilities in order to perform
functions that might otherwise be difficult or
impossible. Assistive technology can include
mobility devices such as walkers and wheelchairs,
as well as hardware, software, and peripherals
that assist people with disabilities in accessing
computers or other information technologies.
(http//www.washington.edu/accessit/articles?109)
12
What is UDL?
  • Universal Design for Learning is a theoretical
    framework developed by CAST to guide the
    development of curricula that are flexible and
    supportive of all students (Tracey Hall, Nicole
    Strangman, and Anne Meyer. 2009).

13
What is UDL?
  • Supports research based approaches to teaching
    and learning such as
  • Multi-sensory or differentiated teaching
  • Use of assistive technology
  • Performance-based assessment
  • Integrated units
  • Cooperative learning
  • Theory of Multiple Intelligences

14
How did it start?
  • Curb Cuts

15
Electronic Doors
AT
UD
16
Universal Design (UD)
  • Create products and/or environments that are
    designed, from the outset, to accommodate
    individuals with a range of abilities and
    disabilities.

Consider the needs of the broadest possible uses
from the beginning. Ron Mace
17
Are AT and UDL the same?
  • AT
  • any piece of equipment or product systemthat is
    used to increase, maintain, or improve functional
    capabilities of individuals with disabilities
    (IDEA, 2004 P. 108-446)
  • UDL
  • To select and use goals, methods, assessment and
    materials in a way that will minimize barriers
    and maximize flexibility so that curricula fully
    support every students access, participation,
    and progress in essential facets of learning (Joy
    Zabala, Sept. 2006)

18
What would your UDL school look like?
(pre-activity)
  • Take 2 minutes and brain storm with a partner
    what your UDL school might look like.

Brief Discussion
19
UDL Fad or Reality?
20
UDL
UDL
UDL
UDL
UDL
UDL
UDL
UDL
UDL
UDL
UDL
21
British Columbia Ministry of Education
  • Todays classrooms are diverse and inclusive by
    nature. Differentiation of instruction and
    assessment and the principles of universal design
    are now recognized practices for teachers.
  • Both differentiation and universal design
    provide systematic approaches to setting goals,
    choosing or creating flexible materials and
    media, and assessment. To undertake
    differentiation and universal design, teachers
    need to be aware of a range of accommodations
    (multiple means of representation, of expression,
    and/or of engagement) that may be necessary to
    help each student in the classroom succeed. These
    accommodations may take the form of adaptations
    and/or modifications.

British Columbia Ministry of Education - A Guide
to Adaptations and Modifications August 2009
22
Some think adaptations are cheating.
  • Adaptations do not represent unfair advantages to
    students. In fact, the opposite could be true. If
    appropriate adaptations are not used, students
    could be unfairly penalized for having learning
    differences, creating serious negative impacts to
    their achievement and self-concept.

British Columbia Ministry of Education - A Guide
to Adaptations and Modificati0ns August 2009
23
British Columbia Ministry of Education - A Guide
to Adaptations and Modifications August 2009
24
Adaptations include, but are not limited to
  • audio tapes, electronic texts, or a peer helper
    to assist with assigned readings
  • access to a computer for written assignments
    (e.g. use of word prediction software,
    spell-checker, idea generator)
  • alternatives to written assignments to
    demonstrate knowledge and understanding
  • advance organizers/graphic organizers to assist
    with following classroom presentations
  • extended time to complete assignments or tests
  • support to develop and practice study skills for
    example, in a learning assistance block
  • use of computer software which provides text to
    speech/speech to text capabilities
  • pre-teaching key vocabulary or concepts multiple
    exposure to materials
  • working on provincial learning outcomes from a
    lower grade level

British Columbia Ministry of Education - A Guide
to Adaptations and Modifications August 2009
25
Purpose
  • Purpose of AT To increase, improve or maintain
    the functional capabilities of individuals with
    disabilities (Joy Zabala, Sept. 2006)
  • Purpose of UDL to increase the access in the
    general curriculum for students with and without
    identified disabilities (Joy Zabala, Sept. 2006)
  • Educational Outcome increased educational
    participation and achievement (Joy Zabala, Sept.
    2006)

26
Brain Research and Learner Differences
  • Learning is distributed along three
    interconnected networks

Affective WHY we learn
Strategic HOW we learn
Recognition WHAT we learn
27
Methods of Universal Design for
Learninghttp//louisville.edu/education/ciidl/acm
s/udl.html
Goal Strategy What that means?
Recognition Provide Multiple Examples Present patterns using multisensory approaches with many examples and counter examples
Highlight critical features Explicitly identify critical features in examples
Provide multiple media and formats Provide redundancy of patterns and critical features through a variety of media, formats, organizations, detail, and depth allowing the learner to access information in the way in which it best fits the individuals learning style
28
Methods of Universal Design for Learning
conthttp//louisville.edu/education/ciidl/acms/u
dl.html
Goal Strategy What that means?
Recognition cont Support background knowledge Ask learners to relate own experiences to topic being studied, to relate what is already known about topic being studied, and review key vocabulary and concepts prior to studying topic
Strategic Provide flexible models of skilled performance Present examples and counter examples of expert performance, and allow the learner the choice of how to express knowledge and skills
Provide scaffolding opportunities Allow learner to become proficient with each step of a task before performing entire task
29
Methods of Universal Design for Learning
conthttp//louisville.edu/education/ciidl/acms/u
dl.html
Goal Strategy What that means?
Strategic Provide multiple media and formats Provide ongoing, relevant feedback
Affective Offer choices of content and tools Allow for flexibility in learning style as well as areas of interest and ability
Provide adjustable levels of challenge Assist learners in setting individualized and realistic goals based on level of task difficulty and individual frustration level
30
Methods of Universal Design for Learning cont
Goal Strategy What that means?
Affective Offer choice of rewards Identify individualized intrinsic and extrinsic rewards for each learner
Offer choice of learning context Allow learners to choose the amount of structure and types of materials needed to complete an assignment
31
Student Barriers to the Curriculum
Barriers Adapted from CAST
32
If students have problems..
Digital Text is versatile, flexible, media rich,
moveable, changeable, portable, language rich,
up-to-date and it talks. These features reduce
frustrations for students who have difficulty
reading.
33
If students have problems with ..
Podcasts, Vodcasts, and PowerPoint presentations
can be given to the student before/after so that
they can view lecture at their own pace to assist
with the comprehension of the lecture.
34
If students have problems with ..
Pairing students or providing other options for
presentation can reduce feelings of anxiety
caused from presenting in front of groups of
people.
35
If students have problems..
Flow charts, e-text, graphic organizers, list of
web resources, software assist with mechanics,
written output (quantity and quality)
36
If students have problems..
Allowing students to use spell and grammar
checkers, word processors, voice notes and
software that assist with the writing process
helps to reduce frustrations and help to minimize
barriers.
37
Saskatchewan Schools Learning Styles
  • Take a couple of minutes to check out
  • http//www.saskschools.ca/qvss/curriculum/michar
    t.pdf

38
To Kill A Mockingbird
  • My attempt at creating a UDL lesson plan for
    teachers to engage all learners
  • http//tkamforall.pbwiki.com/

39
In-Class Activity
  • UDL - Webquest

40
Where there was once an observer, let there now
be a participant. - Eliot Eisner
41
What have we learned? (10 minutes)

42
What would your UDL school look like?
(post-activity)
  • Think about what you have learned today about UDL
    and take 2 minutes and brain storm with a partner
    what your UDL school might look like.

Brief Discussion
43
Questions
44
Resources
  • AccessIT University of Washington
    http//www.washington.edu/accessit/articles?109
  • ACCESS Colorado University How do you Teach?
    A Quick UDL Checklist - http//accessproject.colos
    tate.edu/udl/documents/how_do_you_teach_checklist.
    pdf
  • BC Education - A Guide to Adaptations
    andModifications - http//www.bced.gov.bc.ca/spec
    ialed/docs/adaptations_and_modifications_guide.pdf
  • CAST Center for Applied Special Technology -
    http//www.cast.org/
  • CAST What is UDL - http//www.cast.org/publicati
    ons/ncac/ncac_diffinstructudl.html
  • Hall, Tracey, Strangman, Nicole, Meyer, Ann.
    Differentiated Instruction and Implications for
    UDL Implementation - http//www.cast.org/publicati
    ons/ncac/ncac_diffinstructudl.html

45
Resources cont
  • IDEA - Definition of AssistiveTechnolgy. IDEA,
    2004 P. 108-446
  • University of Louisville - Center for Innovation
    and Instruction for Diverse Learners.
    http//louisville.edu/education/ciidl/acms/udl.htm
    l
  • Siebart, Carol - Success for All Learners Part
    II
  • Providing Multiple Means of Representation
    http//www.donjohnston.com/research/articles/LLart
    icleUDL_2.html
  • Rose, David, Meyer, Ann. Teaching Every Student
    in the Digital Age Universal Design for
    Learning. 2002
  • Zabala, Joy NOTE TAKING GUIDE AT, UD, UDL
    Complementary Strategies for Addressing the Needs
    of ALL Students in Varying Learning Environments.
    http//www.doe.state.la.us/Lde/uploads/9910.pdf
    (Sept. 2006)

46
Videos
  • No Future Left Behind http//www.youtube.com/watch
    ?vkra_z9vMnHo
  • UDL at a Glance http//www.youtube.com/watch?vbDv
    KnY0g6e4

47
Photos
  • All photos obtained from Microsoft Clipart
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