Transcript
Universal Design for Learning (UDL) Institute
Alief ISD
2013-2014
Learning Choices
Me preschool My son
Kindergarten
Who is in the room? Number of Years in Education
Role/Position
Subjects/Grades What learning choices do you wish you would have had?
First Name
UDL Institute Questions
Why Are We Here? Vision for UDL Implementation Institute Goals Institute Objectives
Live Binder Short Link –
http://bit.ly/R4UDL2013
NTG p. 3
Session Technology Expectations
- Session associated technologies, such as cell phones and laptops, may be used during the session as long as their use is directly aligned to our content, and their use does not distract from activities, or other participants.
- Use of technology for personal or business reasons should be accessed outside of our session
Classroom Technology Expectations
“Student-owned technologies, such as cell phones and laptops, may be used in the classroom when there is not a whole-group activity, when their use does not distract other students, and when district’s acceptable use policy is followed.”
(Johnson, 2012, p. 140)
Reading activity
Universal Design for Learning
Reading Activity
“Teaching Every Student in the
Digital Age”
NTG p. 4
Live Binder tab
Learner Variability
Universal Design for Learning
Setting the Stage: Learner Variability “Neurodiversity: A Concept Whose Time Has Come”
Think-Pair-Share
• Individually read article • Create one-sentence summary of main theme of content • Pair with a participant and share your one-sentence summary on TodaysMeet
NTG p. 5
Personal Learning plan
Universal Design for Learning
Personal Learning Plan
One concept I want to learn more about…
One idea/tool/technique/concept I might share with a colleague and/or incorporate into practice…
NTG p. 5
Personal Learning Plan
Share one concept with the group that you would like to learn more by going to the following link and
typing in your response.
http://todaysmeet.com/AliefUDL To make your own TodaysMeet- www.todaysmeet.com
NTG p. 5
Origins and overview
Universal Design for Learning
UDL Origins and Overview What is UDL?
Brain Networks
Why UDL?
SPED or GENED?
UDL and UD
Research Basis
Components of UDL Curriculum
What is UDL?
Universal Design for Learning
What is UDL?
“A framework for instruction organized around three principles based upon the learning sciences” (Rose & Gravel, 2010).
NTG p. 6
What is UDL?
“Based on two decades of research into the nature of learning differences and the design of supportive learning environments” (Rose & Meyer, 2002).
NTG p. 6
NTG p. 6
What is UDL?
Video: UDL Principles and Practice http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines
UDL Principles and Practice
What is UDL? To Support Learning Provide Multiple Means of: • Representation • Action & Expression • Engagement
Learning Differences
The Learning Brain
Recognition Networks
Strategic Networks
Affective Networks
NTG p. 7
NTG p. 7
What is UDL?
The Higher Education Opportunity Act from Congress provides a statutory definition of UDL
(HEOA; Public Law 110-315, August 14, 2008)
(Hall, Meyer & Rose, 2012, pp. 2)
References to UDL In Public Policy http://www.udlcenter.org/advocacy/referencestoUDL
NTG p. 7
Brain networks
Universal Design for Learning
40 years of research
No “typical” student
Individual learning is
unique
Abilities are not static
Variability is the “norm”
Variability is systematic
NTG p. 8
Three Distributed Systems
2. Strategic 1. Recognition
3. Affective
Graphic © Don Johnston Inc. 2007
NTG p. 8
Recognition Networks: The “WHAT” of Learning
Recognition
“Specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas and concepts”
(Hall, Meyer & Rose, 2012, pp. 3)
NTG p. 8
Graphic © Don Johnston Inc. 2007
The “WHAT” of Learning
“Present to Cement”
Recognition Networks
Strategic Networks: The “HOW” of Learning
Strategic
“Relate primarily to the executive functions and specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills”
(Hall, Meyer & Rose, 2012, pp. 3)
Graphic © Don Johnston Inc. 2007
NTG p. 8
The “HOW” of Learning
“Show what you Know”
Strategic Networks
Strategic Network Works with Recognition Network
During Learning
Read
Write
Compute
Solve Problems
Plan and execute project
Doing a project
Taking a test
Taking notes
Listening to lecture
Why it’s important to explicitly teach strategies…
Affective Networks: The “WHY” of Learning
Affective
“Are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us”
(Hall, Meyer & Rose, 2012, pp. 3)
NTG p. 9
Affective Networks: The “WHY” of Learning
Networks are interconnected…
Recognition
Affective Strategic
NTG p. 9
The “WHY” of Learning
Affective
“Connect to Affect” NTG p. 5
Graphic © Don Johnston Inc. 2007
Affective Networks
Understanding the Interrelations
Helps us to understand that there is no single solution that works for everyone.
• We must employ flexibility
•Include alternatives
•Appreciate differences
•Set appropriate learning goals
•Focus on reducing barriers within curriculum
NTG p. 9
…Reflection…
Based on what you’ve learned so far, what are two key points you might share with a colleague about the relationship between
brain networks and learning?
NTG p. 9
Why UDL?
Universal Design for Learning
Why is UDL Necessary?
“Barriers to learning are NOT, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”
(Rose & Meyer, 2002, pp. vi)
NTG p. 10
SPED or GEN ED
Universal Design for Learning
Is UDL SPED or GENED?
Encompasses all learners
Is not “one-size-fits-all”
All learners have equal and fair access
Provides opportunity to learn same content in ways best for individual learner
(Hall, Meyer & Rose, 2012, pp. 4)
NTG p. 10
Are UDL and differentiated instruction
the same?
DI UDL
When During instruction
when the teacher
notices the
students’ needs
When designing the
curriculum
How Makes changes
or adjustments to
the curriculum
Builds resources
and options into the
curriculum
CAST 2007
UDL and Universal Design (UD)
Universal Design for Learning
Relationship to Universal Design
“Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace
http://www.design.ncsu.edu/cud/about_ud/udprinciples.htm
NTG p. 10
Retrofitting Drawbacks of Retrofitting
• Each retrofit solves only one local problem
• Retrofitting can be costly
• Many retrofits are UGLY!
NTG p. 10
UD Solutions
NTG p. 10
Universal Design: Key Points
Not one size fits all, but offers alternatives
Designed from the beginning, not added on later
Increases access opportunities for everyone (i.e. ramps, curb cuts, electric doors, captions on tv)
NTG p. 11
Research basis
Universal Design for Learning
Research Basis for UDL CAST Neuroscience Research on specific educational practices
Research on specific applications of UDL
NTG p. 11
…Reflection…
UDL
NTG p. 12
Individually or with a partner…
Components of UDL curriculum
Universal Design for Learning
UDL provides a blueprint for creating
…
Goals Methods
Materials
and assessments
that accommodate learner differences.
NTG p. 12
UDL Curriculum: Goals Learning expectations
Knowledge, concepts, and skills all students should master
Generally aligned to standards
Designed to offer options—varied pathways, tools, strategies, and scaffolds for reaching mastery
Do Not prescribe the methods and materials
(National Center on UDL at CAST, 2012)
NTG p. 13
UDL Curriculum: Methods
Instructional decisions, approaches, procedures, or routines used to accelerate or enhance learning
Evidence-based methods and differentiated methods
Are adjusted based on continual monitoring of learner progress
(National Center on UDL at CAST, 2012)
NTG p. 13
UDL Curriculum: Materials
Media used to present
learning content
What the learner uses to demonstrate knowledge
Materials are variable and flexible
Multiple media and embedded, just-in-time supports
(National Center on UDL at CAST, 2012)
NTG p. 13
UDL Curriculum: Assessments Process of gathering
information about a learner’s performance
Uses a variety of methods and materials
Used to determine learners’ knowledge, skills, and motivation
Purpose is to make informed educational decisions
(National Center on UDL at CAST, 2012)
NTG p. 13
UDL Curriculum Application
Universal Design for Learning
Learning Goals: Differences Traditional
UDL
Describes learning expectations
Do not generally consider learner variability
Do not generally differentiate from the means
Often limit options
Describes learning expectations
Written to acknowledge learner variability
Differentiates from the means
Offers more options Focus on developing
“expert learners”
NTG p. 14
Does the goal itself limit the means by which a student can achieve the goal? How? What do you think the intent of the standard is for this learning goal?
Text and graphics courtesy of the IRIS Center, Peabody College (2012)
Traditional Goal: The students will read the textbook section on cell division and write a 500 word summary.
Engagement issues are often not addressed in traditional goals such as the one suggested above.
Representation barriers: • Printed text
• Some students with certain visual impairments and certain physical disabilities may have difficulty accessing information. • Some students may struggle with decoding text.
Action and Expression barriers: • Writing a 500-word report
• Some students may have difficulty with handwriting • Some students may not be able to effectively organize their thoughts and put them on paper to create a report of this length.
“Question Response”
Q1: Does the goal itself limit the means by which a student can achieve the goal? How?
A student is limited in how they can receive the information (i.e. only printed text) and how they can show what they know (i.e. only written summary)
Q2: What do you think the intent of the standard is for this learning goal?
Understand and be able to explain/apply the concepts related to cell division
Traditional Goal: The students will read the textbook section on cell division and write a 500 word summary.
Hint: Look at the 3 principles
Does this goal limit the means by which a student can achieve the goal? How? Does this learning goal change the intent of the standard? How?
UDL Goal: The students will learn about and present information about cell division.
Representation barriers: Students are still required to learn about cell division, but they are now permitted to use alternate methods for accessing that information (e.g., audio books, digital text, internet, video).
Action and Expression barriers: The students still need to demonstrate that they learned about cell division, but they now have options for doing so (e.g., writing a report, making a video, creating a digital presentation, creating a model)
Issues with engagement are addressed in how students choose to access the content and how they demonstrate their knowledge. Students will complete the assignment in accordance with their learning need or preference (i.e., visual, auditory, tactile, kinesthetic).
Text and graphics courtesy of the IRIS Center, Peabody College (2012)
“Question Response”
Q1: Does this goal limit the means by which a student can achieve the goal? How?
No, now students have a variety of ways to access the content and a variety of ways to show what they know as the goal is written to allow for flexibility
Q2: Does this learning goal change the intent of the standard? How?
No, students are still responsible for learning the same standard (i.e. cell division) the only changes have been the options for how they will receive the information and express what they know
UDL Goal: The students will learn about and present information about cell division.
Anticipating Barriers: Group Activity
With assigned group, review definition of methods, materials or assessments
Respond to questions posted on t-charts
Be prepared to report to large group
NTG p. 14
Anticipating Barriers: Debrief
Methods Materials Assessments
NTG p. 14
…Reflection…
• Aha! • Question • From what I’ve learned, I could…
UDL Curriculum Barriers NTG p. 15
SMILE BREAK
UDL guidelines
Universal Design for Learning
Purpose of the Guidelines
Assist anyone who plans lessons to: Reduce and identify curriculum barriers Optimize levels of challenge and support Meet widest range of learners from the start Organized according to three principles
NTG p. 16
UDL Principles
Multiple Means of: Representation Action and Expression Engagement
http://www.udlce
nter.org/aboutudl/
udlguidelines
Principles
Goals
Guidelines
Checkpoints
Recognition Strategic Affective
UDL Guidelines: Exploring the Options
With a partner
Use computer
Complete activity
Be prepared to share
NTG p. 16-18
UDL Guidelines: Debrief Each group shares: Checkpoint Name of resource/tool One sentence summary Classroom use Record notes on educator checklist
UDL Guidelines: Reflection
List 2 checkpoints shared by colleagues that you would like to explore further
List 2 resources shared by colleagues that you would like to explore further
NTG p. 18
Day two
Applying UDL to content
Universal Design for Learning
Applying UDL to Content
Reading
Writing
Science
Mathematics
History
Arts
Content Activity
Divide into content area groups Maximum 6 per group
Activity instructions in note-taking guide
NTG p. 20
READING
Key Points
Reading Tool
Notes -
Content Activity: Debrief
Record notes from groups on graphic organizers in note-taking guide
NTG p. 20-23
Planning for Learner Variability
A teacher’s perspective…
Lisa from NY Tech Toolkit Video starts at 8:48
NTG p. 23
Providing Options: Digital Resources
Institute Live Binder
Short Link - http://bit.ly/R4UDL2013
NTG p. 23
Go to Livebinder:
Tech in Classroom Padlet
Post your thoughts on the following:
Do you think technology might…
Eliminate the need for traditional schools
Eliminate the need for paper materials
Eliminate whole-group instruction
Eliminate traditional lecture and tests
Campus UDL Implementation Time for reflection
Universal Design for Learning
Campus/District Planning
Initiate your plans or ideas on your Campus or District
Implementation Plan
Reflect upon content so far
Consider context of your learning environment
Write at least two action items
Discuss with your implementation partners
Prepare to present tomorrow on your ideas
Campus/District Planning Share out
Present your plans or ideas on your Campus or District
Implementation Plan
What are the action items
How do you propose these items
When will they be done
What supports are needed
A Kick of Hope How does this video relate to the concept of neurodiversity or UDL?
NTGP (pg. 24)
Quick Quiz: UDL Principles and Practices
UDL supports the notion that we should teach to the average student and focuses on the struggling learner
The primary purpose of UDL is to provide teachers with
instructional strategies The power of UDL is in its design – the power to be very flexible
allowing choices Engagement is the most important UDL principle The goal of UDL is to reduce barriers in the curriculum
NTGP (pg. 24)
Recognition systems The “what of learning” Strategic systems The “how” of learning Affective systems The “why” of learning
Representation Action & Expression Engagement
Networks of the Brain UDL Principles
Components of UDL Curriculum
Goals
Methods
Materials
Assessments
Universal Design for Learning
Barriers in printed text
Encountering Barriers in Printed Text
Traditional Goal: Participants will independently read assigned text passage from “The Spy” and demonstrate understanding of main idea by providing written responses to short answer questions.
The Spy, by James Fenimore Cooper
Barriers to printed text Symbols and decoding
Rushed
Not enough information and hard to read
Pressured – consequence
Weighted grade
Inflexible goal
HOW DID YOU DO?
QUIZ
How could we redesign this activity using the UDL framework?
Goal - ?
Methods – ?
Materials –?
Assessment - ? NTG p. 25
Reducing Barriers
Provide options for representation, action/expression and engagement
UDL Guidelines
NTG p. 25
Possible UDL Goal
Participants will access content in “The Spy” through a variety of text options and communicate
main ideas of text
NTG p. 25
Methods
Read printed text
Read text silently along with a recording of the text
Text to speech reader
Text highlighted as the student is reading
Activate background knowledge
Language reference tools readily available Thesaurus or dictionary
Electronic tools such as Franklin dictionary
Scaffolds for comprehension
Read with a partner
Choral reading
Materials
Provide original text
Text written at multiple grade levels
Text with graphics
Text with audio clips
Text with video clips
Embedded vocabulary supports
Audio version
Text with highlighted features (key words, phrases, or repeated concepts)
Text on multiple topics/issues/genres
Text chunked
Pre-reading passages
E-text
Assessment
• Cloze passage • Multiple choice quiz
• Written response
• Oral response
• Demonstration • Reenactment
• Graphic organizer
• Comparison to current issue
• Text-to-text connection
• Text-to-self connection
• Picture story retell
• Summary
• Gist statement • Poster (digital or
traditional)
• Brochure
A Vision of K-12 Students Today
NTG p. 26
Technology and UDL Allows flexibility to traditional print materials
Encourages use of various media in many formats
Take advantage of technology’s ability to be versatile and transformable
Digital media can be networked
NTG p. 26
Versatility
Transformability
Ability to
be marked
Networkability
The Importance of Digital Media
NTG p. 26
Importance of Digital Media Versatility – displaying content in multiple ways
(i.e. Wordle)
Transformability – same content displayed and expressed in multiple ways (i.e. Readability)
Ability to be marked – “tag” different structural components (i.e. MS Word)
Networkability – link one piece of digital media to another (i.e. LiveBinder, Epub on ipad)
Accessible Instructional Materials (AIM)
Effective Instruction: Equal Access for All Students
Accessible Instructional Materials (AIM)
Acquiring Accessible Instructional Materials (AIM)
Provision of AIM through NIMAS and TEA
Fairly new TX legislation - Instructional Materials Allotment (IMA)
District Instructional Materials Coordinators
Formats: Braille - IMET
Large Print - IMET
Audio – Learning Ally
Digital - Bookshare
NTG p. 27
AIM Simply Said by the PACER Center
Universal Design for Learning
UDL “Unplugged”
UDL and Low-Tech Settings Although important, not required
UDL can be achieved without technology
UDL is a blueprint for designing curriculum
Can be applied in no-tech, low-tech and high-tech environments
Campus PD Implementation Reports
Summarize plan
What were the results?
Lessons learned…
Universal Design for Learning
Applying UDL: Campus Choice
Applying UDL: Campus Choice
“Blueprint Solutions: Digital Content in the K-
12 Classroom”
Chapter 9
The Seed Lesson
p. 121
Digital Content Article Review
UDL “Unplugged”
NTG p. 28 NTG p. 29
Digital Content or “Unplugged”
Applying UDL: Debrief
Applying UDL: Campus Choice
How can you apply the information from
the article to your campus?
Can you implement the UDL framework in your content area without technology?
Yes No Maybe
Digital Content Article Review
UDL “Unplugged”
Teacher Rubric For UDL Implementation
Universal Design for Learning
Campus UDL Implementation
Before You Go… Your Campus Task
Complete the Implementation Plan Reflect upon content from Institute
Consider context of your learning environment
Be prepared to share with group
Follow-up with team members and designated leaders to help roll out and implement with fidelity
References Hall, T. E., Meyer, A. & Rose, D. H. (2012). Universal design for learning in the classroom:
Practical applications. New York: Guilford Press.
Intel, K-12 Blueprint. (2010) Blueprint solutions: Digital content in the K-12 classroom. Retrieved from http://www.k12blueprint.com/content/blueprint-solutions-digital-content-k-12-classroom
Johnson, D. (2012). The classroom teacher’s technology survival guide. San Francisco, CA: Jossey-Bass.
National Center on Universal Design for Learning at CAST (2012). UDL and the curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculum
Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker, & B. McGraw (Eds.), International encyclopedia of education (pp. 119-124). Oxford, UK: Elsevier.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
The IRIS Center for Training Enhancements. (n.d.). UDL: Creating a learning environment that challenges and engages all students. Retrieved on June 8, 2012, from http://iris.peabody.vanderbilt.edu/udl/udl_04.html
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