UDL: Sharing Ideas & Building Resources

1. UDL: Sharing Ideas & Building Resources Nicole Fouty Walden University Professor Larcara EDUC 6714: Reaching and Engaging All Learners Through Technology June 1, 2013

2. . What is UDL? The Inspiration of UDL: UDL originated from the architectural field. For architects to make buildings accessible for all they had to make certain requirements and changes. When instructing students it is best to take the method of learning that offers opportunities for every student so that they can be successful. As educators, we know when teaching students the curriculum that we use can be challenging for some students. UDL keeps methodologies, strategies, and guidelines that help each student to overcome these challenges and achieve. To be an effective educator we identify and adapt areas that make the learning more accessible for all students. Example: If a person cannot use steps then a ramp, elevator, or escalator is created.

3. Three Principles and Instructional Methods of UDL: • Principle 1: Provide multiple means of representation (recognition network). Instructional Methods: • Provide multiple examples • Highlight important information • Present content utilizing multiple media and formats • Build or activate background knowledge • Offer print and digital graphic organizers • Principle 2: Provide multiple means of action and expression (strategic network). Instructional Methods: • Model skills in a variety of ways • Provide students with opportunities to practice with scaffolds and supports • Provide corrective feedback • Allow alternatives for students to express or demonstrate their learning • Provide options for creating projects, written reports, multimedia, interviews, etc. • Principle 3: Provide multiple means of engagement (affective network). Instructional Methods: • Provide adjustable levels of challenge • Allow students to choose from a variety of reinforcers • Utilize flexible grouping • Allow students to work individually or in groups • Offer opportunities to publish, display, and present final products (school website, student assembly, Back-to-School night, local library, etc.) • Provide checklists for students to monitor progress towards completion

4. Central Role of Technology & Examples • Technology helps in the flexibility with planning, teaching, and learning. Technology can be used to help reach many different students (Rose & Dalton, 2002). • Technology in the classroom supports different learning styles. • Examples: • iPad • Cochlear Implant • Large Screen Computer Monitor • Smart Board • Audio Recording of Reading Material • AlphaSmart • Calculator • Translation Software

5. Impact UDL could have on my school and my students’ learning: • Reduces challenges for students • Changes in how information is presented • Students are able to show what they know in different ways • Focuses on student successes • Can change students’ successes and school experiences in positive ways • Students are taught how to learn • Teachers work toward students different abilities, interests, and backgrounds • Technology is used in beneficial ways • All three parts of the brain are focused on • Barrier free learning environments • Curriculum instruction and assessments are more tailored to student needs so accommodations are not needed • Students that have challenges learning are felt more like everyone else • Provides new and different ways to engage students • The graduation dropout rate decreases • Students have more interest in learning

6. What brain research tells us about learning differences: • There are three smaller networks (within a larger network) that process and manage learning tasks-recognition, strategic, and affective networks (Rose & Meyer, 2002). • These networks work all work together when we complete tasks (Rose & Meyer, 2002). • All individual brains share characteristics, yet are different enough to change the way we each learn (Rose & Meyer, 2002). Implications of the learning differences for instruction and learning: • Meets individual needs rather than forcing students to meet the curriculum (Johnston, 2013). • All students have the same excellent instruction and content (Johnston, 2013). • Engaging and supportive learning environments where all the knowledge taught is taught to mastery level (Johnston, 2013). • Students are given and allowed different ways to express what is learned (Johnston, 2013). • Students progress is monitored and assessed during learning so that appropriate interventions can be made (Johnston, 2013).

7. Role of technology with regards to brain research and instructional implications: • Allows for students to have different opportunities to learn. • Helps remove barriers that prevent some from learning. • Expands teachers instruction to encompass more varieties of ways to learn. • Makes for more engaging and accessible learning materials. • More flexible learning approaches for different learning abilities.

8. CAST online tools and resources: UDL Systemic Change Plannerhelps you develop and monitor a school or district wide plan for implementing UDL, and guides you as to how to contribute to change at the national level (policy, publishing practices, teacher preparation).UDL Goal Setterhelps you define clear goals for your class that represent the core instructional purpose of the learning activity and support multiple pathways for achieving the goal.UDL Class Profile Makerhelps you understand your students' strengths, needs, and interests as individuals and as a group. The tutorial helps you learn to apply the UDL framework, and the tool and downloadable template provide structured supports for developing a learning profile for your class. How can we meet the diverse learning needs of my students: Myself: I can improve my ability to plan with goals and activities that are clearer and better suited to my students’ needs, interests, and strengths. My School: My school can help to ensure that the planning is following UDL’s policies and has proper achievable goals.