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Universal Design for Learning: An Introduction Division of Students with Disabilities and English Language Learners May 2012.

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Presentation on theme: "Universal Design for Learning: An Introduction Division of Students with Disabilities and English Language Learners May 2012."— Presentation transcript:

1 Universal Design for Learning: An Introduction Division of Students with Disabilities and English Language Learners May 2012

2 UDL AT A GLANCE 2 What is UDL?

3 The term UDL means a scientifically valid framework for guiding educational practice that: a)Provides flexibility in the ways information is presented (recognition), in the ways students respond or demonstrate knowledge and skills (action and expression), and in the ways students are engaged (engagement); and b)Reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are English Language Learners. (Higher Education Opportunity Act of 2008) How is Universal Design for Learning (UDL) defined? 3

4 4

5 What Relationship Does the Brain Have to Learning? Three Primary Brain Networks Recognition Networks The "what" of learning… How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategic Networks The "how" of learning… Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Affective Networks The "why" of learning… How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. 5

6 Recognition Networks: The What of Learning Principle 1: Provide Multiple Means of Representation > How am I going to ensure that key information is equally perceptible by all students... > How am I going to ensure accessibility, clarity, and comprehensibility for all students... > How am I going to provide the necessary scaffolds to ensure that all students have access to knowledge and can assimilate new information... so that all of my students will be successful? 6

7 Principle 1: Provide Multiple Means of Representation Provide options of perception > Should information be formatted and displayed in a modality that enhances readability? (e.g., text or graph size, color-contrast options) Provide options for language, mathematical expressions, and symbols > How will I clarify important vocabulary or syntax? (e.g., embedded support, highlight terms) How will I reduce the barriers for decoding? (e.g., text to speech, digital text) Provide options for comprehension > How might I activate prior knowledge required for assimilating new information? (e.g., graphic organizers or maps, cross-curricular analogies, visual imagery) 7 Critical Planning Questions to Maximize Learning

8 Three Primary Brain Networks Recognition Networks The "what" of learning… How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks Strategic Networks The "how" of learning … Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks Affective Networks The "why" of learning… How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. 8

9 Strategic Network: The How of Learning Principle 2: Provide Multiple Means of Action & Expression > Have materials been provided with which all students can interact, navigate, and express what they know... > Have I provided alternative modalities for expression, to level the playing field and to allow all students the opportunity to express knowledge, ideas, and concepts in the learning environment... > How have I provided necessary strategies and scaffolds for students to be more plan-full and strategic... so that all of my students will be successful? 9

10 Principle 2: Provide Multiple Means of Action & Expression Provide options for physical action > How can I reduce barriers to learning required by motor demands of a task, response, selection, and composition? (e.g., physical manipulatives and technologies, marking with pen and pencil, mouse control, joystick, keyboard) Provide options for expression and communication >To reduce media-specific barriers to expression, how will I ensure students have alternative media for expression? (e.g., compose using text, speech, illustration, music) Provide options for executive function > How might I activate prior knowledge required for assimilating new information? (e.g., graphic organizers or maps, cross-curricular analogies, visual imagery) 10 Critical Planning Questions to Maximize Learning

11 Three Primary Brain Networks Recognition Networks The "what" of learning… How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks Strategic Networks The "how" of learning… Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks Affective Networks The "why" of learning… How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. 11

12 Affective Network: The Why of Learning >Have I provided alternative ways to recruit student interest, ways that reflect inter- and intra- individual differences amongst students... >Have I provided options for students who differ In motivation and self-regulation skills... >Have I provided alternatives to support students with different aptitudes and prior experience to effectively manage their own engagement and affect... so that all of my students will be successful? 12 Principle 3: Provide Multiple Means of Engagement

13 Provide options for recruiting interest >What choices are provided for students to ensure engagement, within tasks of the lesson or assessment skills? (e.g. level of challenges, rewards and recognitions, completion of task) Provide options for sustaining effort and persistence > What strategies will I employ to foster and sustain student motivation, effort, and concentration? (e.g., goal formulation, restatement, posting hand-held or computer-based scheduling tools; prompts or scaffolds) Provide options for self-regulation > What will I do to help students self-regulate and effectively deal with frustration in order amplify and augment motivation? (e.g., self- regulatory goals, frequency of self-reflection and self- reinforcements) 13 Critical Planning Questions to Maximize Learning

14 In Summary: > UDL seizes the opportunity brought by rapidly evolving communication technologies to create flexible methods and materials that can reach diverse learners. > Instilling flexibility into methods and materials maximizes learning opportunities not only for students with identified disabilities but for all students. > UDL is not just one more thing, it is an integral component of improving student learning compatible with other approaches to education reform. Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: ASCD. 14

15 Moving Forward >Download & Read UDL Guidelines: Version >Explore websitewww.cast.org >View CAST videos 15

16 More Questions and Discussion … If you have any questions, please feel free to Division of Students with Disabilities and English Language Learners 52 Chambers Street ~ Room 220 New York, N.Y


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