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Universal Design for Learning

Universal Design for Learning. (UDL). Students today are very diverse and enter school with a variety of needs. Educators needs a curriculum that allows every student to learn. Answer to this need is called Universal Design of learning (UDL). This is accomplished two ways.

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Universal Design for Learning

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  1. Universal Design for Learning (UDL)

  2. Students today are very diverse and enter school with a variety of needs. Educators needs a curriculum that allows every student to learn. Answer to this need is called Universal Design of learning (UDL). This is accomplished two ways. • UDL provides an alternative so that every student can learn. • Builds flexibility in the curriculum and curricular materials.

  3. UDL is based off how your brain processes information. This process is based off three networks. (CAST, Inc., (2002–2011) • Recognition~ Located in the rear of brain. Recognizes sights, sounds, smell. Provides multiple ways of presenting information. • Strategic~ Located in the front of brain. Axons leave and goes out to your muscles. Allows you to move, plan, & multiple ways of expressing yourself. • Affective~ Deals with emotions. Evaluates patterns of why we are excited, afraid. Provides multiple ways of engaging students

  4. 3 Principles or networks of UDL (CAST, Inc., 2002–2011).Recognition • Specialized to receive and analyze information; the “What” of learning. Examples: • Subject-verb agreement • Causes of the War of 1812 • Structure of an atom

  5. Strategic • Specialized to plan and execute actions; the “How” of learning. Examples: • Predicting when reading • Summarizing • Writing an essay • Determine steps needed to solve a problem.

  6. Affective • Specialized to evaluate and set priorities; the “Why” of learning. • Love of music & poetry • Fascination with planes & tanks • Concentration when playing Nintendo • Pleasure in riding bikes

  7. Technology & UDL (Bray, Brown, & Green, 2004) • Appeals to all three modalities of learning: Auditory, Kinesthetic, and Visual. • Provides the alternatives and flexibility in the curriculum. • Helps remove the barriers from learning. NOTE:It’s how we use the technology, not the technology itself, that provides alternative and flexibility in the curriculum.

  8. Technology Uses in UDL Recognition • Multimedia composition tools (hyperstudio, KidPix, ppt) • Web-capable electronic graphic organizers (Inspiration & Kidspiration) • Programs that support the translation of content: text-to-speech, text-to-image (Cast e-Reader, Pix Reader, Pix Writer)

  9. UDL Technology Uses in Strategic • Provides ongoing, relevant feedback which is critical in learning process. (text-to-speech, software tools & digital networks) • Flexible opportunities for demonstrating skills. (Hyperstudio, Ppt., Publishing software) • Provides scaffolds for learning (Inspiration, rubrics, story templates, scan pictures) • Other uses (word processors, emails,)

  10. UDL Technology Uses in Affective Learning • One of the most important tasks is to develop students who love to learn. Allows student flexibility to pursue their interests. • Offers choices of content & tools. (Webcasts, virtual stimulations, on-line games, Write, Camera, Actions) • Provides adjustable levels of challenge. (Electronic games) Teacher may set the levels & helps in goal setting. • Choice of rewards. (Grades–deferred, stickers or money-concrete, increased/decreased privileges, affection & attention-social)

  11. Informational Materials Lesson Plan • Objective of the students were to identify the purpose, format and structure of various informational materials. • Informational materials introduced to the students were business letters and memos, technical directions, warranties, office documents, magazine and newspaper articles. • Students were provided with a number of examples for each. • Students assessed by multiple-choice exam.

  12. Improvements • Students view 2 short film clips concerning informational documents. Both cover the format & structure and the purpose of informational materials. • These films provide scaffolds for the recognition and strategy networks. Students would be able to listen and observe this information.

  13. Improvements • Next, students would conduct a webquest of informational materials. • This would assist in the recognition network by allowing students to search varieties of materials, observe and record the formats of these materials. • The strategic network would also come into play because the students will plan the webquest.

  14. Improvements • Assessment change – students will develop their own informational materials. • Technology can be used to aid in development of informational materials. Students can use to research, format, insert graphics, and print their projects. • Students will use their strategy and affective networks for this project. They must choose what materials they want to develop (affective), they must then plan and develop their project (Strategy), and publish their product.

  15. Improvements • Examples of products students could produce. Voicethread Podcast PowerPoint Presentation Brochure Advertisement Article

  16. Potential Impact of UDL • Technology would make curriculum more equitable for individuals with diverse abilities. Our school has a largest group of special education students in our district. • UDL provides flexibility by accommodating a wide range of individual preferences & abilities. Our school has a large group of EL Learners and students with a low reading level. • UDL provides more opportunities for learning. Technology allows students a variety of methods and techniques for the curriculum.

  17. References • Access Center & CAST. (2004, October 19). Using a universal design approach to find barriers and solutions in the curriculum. Retrieved from http://www.k8accesscenter.org/training_resources/UniversalDesign BarriersSolutions.asp • Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press. • CAST, Inc. (2002–2011). Teaching every student: UDL toolkits. Retrieved from http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61 • National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

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