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Universal Design for Learning Workshop: Enhancing Education for All Learners

Join us on July 17-18, 2013, in Everett, MA, for an engaging workshop on Universal Design for Learning (UDL). This event will focus on understanding learner variability and strategies to apply UDL in practice. Participate in collaborative activities like the Marshmallow Challenge to explore collaborative design processes. Connect with fellow educators, share insights, and gain resources to reduce barriers and enhance learning for all. Discover how UDL principles can transform educational experiences and ensure accessibility for everyone.

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Universal Design for Learning Workshop: Enhancing Education for All Learners

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  1. Universal Design for Learning:A Framework for Teaching All Learners July 17-18, 2013 Everett, MA

  2. Get organized: • Sign in, name tag • UDL Connect, join our Everett group • Scavenger Hunt: get to know some folks in the room • Get a snack, restrooms • We will officially begin at 9am!

  3. UDL Connect:For Online Resources & discussions

  4. Getting to Know You Who’s in the room? Scavenger hunt

  5. Who are we? Sherese Harris Email: sharris@cast.org Allison Posey Email: aposey@cast.org

  6. Workshop Goals Day 1: • To learn how UDL addresses challenges of learner variability  expert learners Day 2: • To strategize how to apply UDL to practice • To build tools & resources

  7. Seen another way: UDL Framework Application UDL Guidelines Lesson Planning

  8. This workshop: build awareness

  9. What are your goals? • For this workshop • For your professional development

  10. The Marshmallow Challenge Goal: build collaboration around design

  11. Rules • 18 minutes, team of 4 • build the tallest freestanding structure • Cannot be suspended • Entire marshmallow on top • Use as much/little of the contents in bag (not the bag); can break, cut… • Cannot hold onto the structure Have fun, collaborate & be creative

  12. Begin!

  13. Let’s measure! • Design: • collaborative • iterative process • Goal driven • Feedback about what works/what does not (prototypes) • Ut-oh  ta-da moment

  14. Why start with that activity? • Variability! • Strategy • Engagement • Representation

  15. Variability ‘runs deep’:Learning about learning • People learn the same way • we can measure, IQ • Discrete stages everyone passes through

  16. Learning ‘Styles’ • Multiple Intelligences • Myers-Briggs • Right/left brain

  17. Are you right or left brained?!

  18. Unless you’ve had a hemimspherectomy… you use all of your brain!

  19. Problem with these ‘tests’: • Assumes that brains are fixed • Does not account for context

  20. Neuroscience: Learning *Variability *Learning is a dynamic interaction between learner & environment (context matters!)

  21. Variability:

  22. Learning science has also taught us: • Context matters!

  23. Illusion: context matters

  24. Context matters!

  25. UDL: Variability & Context Matter

  26. Elbow buddy discussion • Share a key take-away. • What resonated? • How do ideas of variability & context relate to this discussion?

  27. Break

  28. Building Background: Started ‘in the margins’

  29. Matthew’s story

  30. Informed by Universal Design … “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.” Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm

  31. You can retrofit, however …

  32. Design from beginning to reduce barriers for individuals, but make available for all

  33. Who benefits from this design?

  34. Choose one & discuss:Who was it designed for? What barriers were reduced?Who else benefits? • Ramps • Curb Cuts • Electric Doors • Captions on Television • Easy Grip Tools…

  35. UD Assumptions Not one size fits all – but alternatives for everyone. Not added on later – but designed from the beginning. Not access for some – but access for everyone.

  36. Universal Design for Learning (UDL) • A mindset for designing learning experiences • all individuals can gain knowledge, skills, and enthusiasm for learning • reduces barriers to the curriculum while maintaining high achievement standards for all

  37. UDL • Accounts for variability and context • Thinks of changing the curriculum, not the student • UDL Guidelines: clarify goals, ensures all have flexible, accessible means to access

  38. Questions, Reflections?

  39. UDL Guidelines: address variability & context

  40. 3 Principles

  41. Team Challenge • Re-design this activity! • thinking about variability from the start • Design so ANYONE could achieve the goal: To have a tall, freestanding structure with marshmallow on top • Consider the 3 UDL Principles: • Recognition • Action & Expression • Engagement

  42. Share ideas

  43. Questions? Comments? Afternoon: diver deeper into the UDL Guidelines

  44. LUNCH 12:00 – 12:30 http://www.funkylunch.com/ MSHA, October 2012

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