1. Universal Design For Learning Success for All Students Ronda J Layman NCDPI Educational Consultant

2. If the shoe fits………

3. UDL: Revisited Universal Design for Learning- is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

4. What can Principals do? Principals and other school leaders can work with their classroom teachers to infuse the following eight UDL strategies, promoted by the University of Washington’s (2013) DO IT Project, into all aspects of the classroom throughout the day. Class climate: Adopt practices that reflect strong values with respect to both diversity and inclusiveness; Interaction: Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants; Physical environments and product: Ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students, and that all potential student characteristics are addressed in safety considerations;

5. Delivery methods: Use multiple, accessible instructional methods that are accessible to all learners; Information resources and technology: If your course uses computers as information resources, ensure that these systems employ accessible design, consider accessibility options, and that systems are in place to make technology-related accommodations; Feedback: Provide specific feedback on a regular basis; Assessment: Regularly assess student progress using multiple accessible methods and tools, and adjust instruction accordingly; and, Accommodation: Plan for accommodations for students whose needs are not met by the instructional design

6. Clarifying All 3 UDL principles are not going to be seen in every lesson plan, but should guide instruction daily. Teachers need to plan ahead of time for how these principles fit into their instruction. Some students may still need added supports such as Braille, to meet their needs. Additional accommodations are still appropriate

7. Goals

8. Methods

9. Materials

10. Assessment

11. Principles of UDL

12. Recognition Network Senses and assigns meaning to patterns Identify, and understand information, ideas, and concepts. Traditional Curricula focuses on recognition.

13. Strategic Network

14. Affective Network Evaluate patterns and assign them emotional significance Enables us to engage with tasks and learning with the world around us.

15. The Components of UDL: Multiple Means of Engagement Multiple Mean of Representation Multiple Means of Expression

16. Multiple Means Of Engagement If students don’t engage, they can not learn. Keep ongoing journal Use archived resources Flexibility in use of tools to access information Choice in means of expression Flexible grouping strategies.

17. Multiple Means of Representation Read Aloud Highlight phrases Audiotapes Text to speech Built in talking glossary Built in language translation

18. Multiple Means of Expression Written Response Verbal response Visual art projects Dramatic response iMovie Multimedia- Power Point, Trailer, etc.

19. UDL Graphic Organizer www.udlcenter.org/aboutudl/udlguidelines/u dlguidelines_graphicorganizer

20. Let’s Try it At your table you have a picture. Think about a classroom in your school that may use what is in the picture. Who would use it, when and for what reasons? Is this a feature others would use for something?

21. UDL and Differentiated Instruction Important: UDL provides the framework for differentiation. –UDL is for all learners. It involves providing multiple ways of learning, and helping students learn to be learners on the front end. –Differentiation is student centered and individualized based on the student’s unique needs.

22. Why UDL? Universal Design for Learning recommends ways to provide cognitive as well as physical access to the curriculum. Students are provided with scaffolds and supports to deeply understand and engage with standards-based material. They not only have access to content and facts, but they learn to ask questions, find information, and use that information effectively. They learn how to learn. (www.cast.org)

23. Classroom Application What might this look like in a classroom?

24. 24 Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Dinner Menu – Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Adapted from Melissa Storm The Access Center Dessert (Optional)-. Create a test to assess the teacher’s knowledge of photosynthesis.

25. What about teacher PD? What does your PD look like for teachers? Do they have options for: a) How it is received, b) Engagement, c) Expressing or demonstrating what they have learned? Research supports the traditional workshop setting our teachers receive PD does not have impact on changes in practice. Only 10% of those attending go back and implement in their classrooms.

26. Activity Each table has an a concept to teach. With your group, think of how you would use the UDL principles for instruction and share with the group.

27. Tools for Teachers:

28. Access for All This isn’t about EC students only. This is for all students. Think of the different ways you communicate with people daily.

29. Questions ronda.layman@dpi.nc.gov