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Universal Design for Learning (UDL) Differentiated Instruction On Steroids

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Title: Universal Design for Learning (UDL) Differentiated Instruction On Steroids


1
Universal Design for Learning
(UDL)Differentiated Instruction On Steroids
Anne Thorp athorp_at_oaisd.org Michele Ripka
mripka_at_oaisd.org
January 2008
2
What does the term Universal Design mean to you?
  • Inspiration

3
What is Universal Design?
  • Original focus was in architecture and product
    design
  • Designed to accommodate the widest spectrum of
    users, and meet the mandates of ADA
  • Based on the principle that its always better to
    build in than to add on

4
An example of Universal Design might include
  1. Curb cuts
  2. Closed captioning
  3. Large buttoned phones
  4. Ramped entrances and automatic door openers

5
Universal Design for Learning (UDL)
Definition UDL is an educational approach to
teaching, learning, and assessment, drawing on
new brain research and new media technologies to
respond to individual learner differences.
Center for Applied Special Technologies,
CAST www.cast.org
5
6
Which tool is most important to your success as a
learner?
  1. A comfortable place to work
  2. Printed text
  3. Eye glasses
  4. Background music or other sound
  5. Pen and paper
  6. Tape or digital recorder

7
Change the curriculum and the tools not the
student.
8
Features Essential to UDL
  • Built in tools that promote equal access to
    learning to increase self sufficiency, not just
    equal access to information.
  • Flexible methods of presenting the general
    education curriculum to meet the needs of diverse
    learners.

9
Weaknesses of Sit-n-Git Instruction
  • Textbooks demand the immediate recognition of
    print and rapid comprehension of content.
  • Lectures, or any information verbally presented,
    requires quick auditory processing and recall.

10
UDL means providing multiple, flexible methods of
  • representation to give students various ways to
    acquire information.
  • expression to offer students alternatives for
    demonstrating what they know.
  • engagement to help students get interested, be
    challenged, and stay motivated.

Center for Applied Special Technologies, CAST
www.cast.org
11
The future is in the Margins.
  • David Rose, Founder and Chief Education Officer,
    CAST

12
Who is in the margins?
13
Brain Research
Recent research in neuroscience confirms that
each brain processes information differently. The
way we learn is as individual as DNA or
fingerprints.
Center for Applied Special Technologies,
CAST www.cast.org
13
14
Support diverse recognition networks help
students take in, organize and make sense of new
information what
  • Provide multiple examples - what it is and is not
  • Highlight critical features - Big Picture
  • Provide multiple media and formats
  • Support background context knowledge

15
Support diverse strategic networks -provide
multiple approaches, knowledge and strategies for
learning how
  • Provide flexible models of skilled performance.
  • Provide opportunities to practice with scaffolds.
    (Supported Practice)
  • Provide ongoing, relevant and timely feedback.
  • Offer flexible opportunities for demonstrating
    skill and mastery.

16
Support diverse affective networks Provide
engaging activities that include multiple levels
of challenge, variety of content and support
why
  • Offer choices of content and tools.
  • Offer adjustable levels of challenge.
  • Offer choices of rewards.
  • Offer choices of learning context.

17
Which of the following are Accommodations?
  1. Reducing number of spelling/vocabulary words a
    student must learn
  2. Allowing a student to dictate answers into a
    digital recorder
  3. Reducing the number of math problems in a
    homework assignment
  4. Provide a copy of notes from a lecture
  5. Using peer readers or recorded text
  6. Increase time allowed to complete work

18
Differentiation by Accommodation
  • Accommodations
  • Same content expectations
  • Allow for adjustments in time, format, number,
    setting, presentation
  • Provide alternative ways to demonstrate mastery
  • Modifications
  • Adjustments in content expectations
  • Have a cumulative effect on missed learning
    opportunities over time

19
Is it UDL or Assistive Technology?
  • UDL an educational approach to designing
    instruction using tools and strategies to support
    all students
  • Assistive Technology (AT) - Any item, piece of
    equipment, or system, whether acquired
    commercially, modified, or customized, that is
    commonly used to increase, maintain, or improve
    functional capabilities of individuals with
    disabilities.

20
What does UDL look like in your classroom?
  • Modifications
  • Accommodations
  • Multiple means
  • Representation
  • Engagement
  • Expression

21
Resources
  • Ottawa Area ISD www.oaisd.org/atec
  • Center for Assistive Technology Services
    www.cast.org
  • Teaching Every Student in the Digital Age
  • http//www.cast.org/teachingeverystudent/ideas/tes
    /

22
References
  • Marzano, Robert J., Jennifer S. Norford, Diane E.
    Paynter, and Debra J. Pickering. A Handbook for
    Classroom Instruction that Works. Alexandria, VA
    Association for Supervision and Curriculum
    Develop, 2001.
  • Rose, Davie H., and Anne Meyer. Teaching Every
    Student in the Digital Age. Alexandria, VA
    Association for Supervision and Curriculum
    Develop, 2002.
  • "Universal Design for Learning." CAST - Center
    for Applied Special Technology.    www.cast.org/i
    ndex.html
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