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EDPD 584 Universal Design for Learning

EDPD 584 Universal Design for Learning. Day 1 Instructor: Maureen LaFleche. Agenda (3 minutes). What is on the wiki http://at4allspring10.pbworks.com/What+is+UDL Differentiating Instruction IRPs BC Ministry of Education – Adaptations and Modifications – August 2009 Videos

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EDPD 584 Universal Design for Learning

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  1. EDPD 584Universal Design for Learning Day 1 Instructor: Maureen LaFleche

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

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

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

  5. Video – No Future Left Behind - 5:46 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?v=kra_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?v=bDvKnY0g6e4

  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 clear—teaching 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. AT …any piece of equipment or product system…that 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 student’s access, participation, and progress in essential facets of learning (Joy Zabala, Sept. 2006) Are AT and UDL the same?

  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 • Today’s 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. 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 Adaptations include, but are not limited to: 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/acms/udl.html

  28. Methods of Universal Design for Learning con’thttp://louisville.edu/education/ciidl/acms/udl.html

  29. Methods of Universal Design for Learning con’thttp://louisville.edu/education/ciidl/acms/udl.html

  30. Methods of Universal Design for Learning con’t

  31. Student Barriers to the Curriculum

  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/michart.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.colostate.edu/udl/documents/how_do_you_teach_checklist.pdf • BC Education - A Guide to Adaptations andModifications - http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf • CAST –Center for Applied Special Technology - http://www.cast.org/ • CAST – What is UDL - http://www.cast.org/publications/ncac/ncac_diffinstructudl.html • Hall, Tracey, Strangman, Nicole, Meyer, Ann. Differentiated Instruction and Implications for UDL Implementation - http://www.cast.org/publications/ncac/ncac_diffinstructudl.html

  45. Resources con’t • 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.html • Siebart, Carol - Success for All Learners Part II: Providing Multiple Means of Representationhttp://www.donjohnston.com/research/articles/LLarticleUDL_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?v=kra_z9vMnHo • UDL at a Glance http://www.youtube.com/watch?v=bDvKnY0g6e4

  47. Photos • All photos obtained from Microsoft Clipart

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