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Promoting Adaptive Educators Through Universal Design for Learning Dr. Evelyn Reed and Dr. Frances Smith -VCU.

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Presentation on theme: "Promoting Adaptive Educators Through Universal Design for Learning Dr. Evelyn Reed and Dr. Frances Smith -VCU."— Presentation transcript:

1 Promoting Adaptive Educators Through Universal Design for Learning Dr. Evelyn Reed and Dr. Frances Smith -VCU

2 Collaboration Opportunities with Jamaica Gaining understanding – seeking clarification. Learning about options that complement Jamaican approaches to teaching and learning. Building shared knowledge; building capacity online & face- to-face Community of Inquiry retrieved from /

3 What are the driving forces across the educational policy, technology, and the economy? What are the current issues in student learning and educator development? How does the research about how people learn inform our work?

4 Educational Challenges & Opportunities Teachers are challenged to meet all students’ educational needs but all students are not succeeding Cognitive science provides insights about learning & teaching that align with 21 st century competencies New frameworks focus on promoting expert learners & adaptive teachers Educators need preparation and sustained support to use new frameworks effectively

5 Evolving Trends in the Literature

6 21 st Century Knowledge & Skills (NRC, 2012) Identified competencies correlated with education, career and health outcomes. Learner expertise through deeper learning & sustained practice, guiding feedback, & metacognition. Knowledge transfer via deep understanding; instruction with clear goals, model, and progress assessment. Curriculum & instruction promote multiple representations; elaboration and questioning; challenging tasks; teach with examples and cases; prime student motivation; formative assessments..

7 21 st century competencies (NRC, 2012) Cognitive processes and strategies, knowledge, creativity, critical thinking, information literacy, reasoning, argumentation, Innovation. Intellectual openness, work ethic, conscientiousness, positive core of self-evaluation, flexibility, initiative, appreciation of diversity, Metacognition. Teamwork and collaboration, leadership, communication, collaboration, responsibility, conflict resolution.

8 Insights from Cognitive Science How People Learn Universal Design for Learning Adaptive Expertise

9 Key Factors in Teaching & Learning Variability in Learners Variability is the dynamic and ever-changing mix of strengths and challenges that makes up each learner. Retrieved from Adaptability in Teachers Adaptability: To change or be changed in order to fit or work better in some situation or for some purpose. Retrieved from

10 How People Learn Learners vary in background knowledge & interests Deep knowledge is critical & transfer is measure Frequent feedback drives learning Learning communities elevate expectations & performance (National Research Council, 2000)

11 Teachers as Adaptive Experts Adaptive expertise, or the interaction of efficient and innovative uses of knowledge, is described as the “gold standard for becoming a professional” (Hamerness, Darling- Hammond, & Bransford, 2005, p. 360) Adaptive dispositions, learning orientation, willing to ask questions Metacognitive skills, self-assess thinking, monitor results Cognitive skills, causal reasoning, data-driven problem solving (De Arment, Reed, & Wetzel, 2013).


13 Technology’s role is important in the classroom to promote digital literacy. Technology increasingly offers connected means for communication. Multiple opportunities for instructional flexibility and differentiation can be leveraged through flexible and accessible instructional designs. The Role of Technology

14 Encouraging Students to Become Agents of Their Learning Students at the Center Symposium Interview: Dr. Eric Toshalis, Lewis & Clark College

15 UDL Theory and Practice Retrieved from

16 UDL Theory and Practice Retrieved from

17 Emergence of UDL Civil Rights Neuroscience Technology

18 Universal Design for Learning Universal design for learning (UDL) defined in the Higher Education Opportunity Act of 2008 (HEOA) as “a scientifically valid framework for guiding instructional practice that provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged" (HEOA, 2008).


20 Research: CAST R&D Early 1980’s CAST begins development of talking digital books; Bobby web accessibility tool debuts. 1993 CAST develops WiggleWorks; 1995 – Ereader Talking software developed. 2004 Thinking Reader digital book developed. 2006 CAST Book Builder and Lesson Builder developed. 2007 Accessible Instructional Materials (AIM) Center established. 2008 UDL Editions developed in partnership with Google and TextHELP; 2011 UDL Collections debuts. Research Evidence Supporting the UDL Principles and Guidelines: - Retrieved from

21 An Appreciation of Learner Variability Learner variability is systematic and we can plan for it! Learners vary in the ways they take in information, Learners vary in their abilities and approaches, and across their development, Learning changes by situation and context. The National Center on Universal Design for Learning (2012). Learner variability and universal design for learning. The UDL Series. Retrieved from

22 Universal Design Solutions BEFORE Universal Design AFTER Universal Design

23 Examples of Universal Design Ramps Curb cuts Electric doors Captions on television Easy-grip tools

24 Universal Design for Learning The Future is in the Margins The Future is in the Margins (Meyer & Rose, 2000) Retrieved from

25 3 Networks = 3 UDL Principles Retrieved from http://www.cast.org

26 UDL: The Big Picture variability.html?plist=explore

27 “As a Platform for Student Centered Learning… “..the term UDL emphasizes the special purpose of learning environments….they foster changes in knowledge and skills that we call learning” “…success also requires that the means for learning– the pedagogical goals, methods, materials and assessments….are accessible…to all students” Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital age Boston: Jobs for the Future. Retrieved online from

28 Technology’s Influence Today To aid learners in their attempts to construct meaning from information/ knowledge, instructional designers will rely more and more on emerging educational technology. This not so subtle shift toward a learner-centered instructional environment will, in our view, usher in a new instructional systems paradigm that has an increased emphasis on developing new-technology-based tools for aiding learning processes Jacobs, J. W. & Dempsey, J. V. (2002). Emerging instructional technologies: The near future. In A. Rossett (Ed.)., The ASTD e- learning handbook: Best practices, strategies, and case studies for an emerging field. (pp. 322-337). New York, NY: McGraw- Hill.

29 Retrieved from http://www.udlcenter.org

30 What Does it Look Like? Multiple ways to learn science vocabulary

31 Retrieved from http://www.udlcenter.org

32 UDL and Curriculum Goals Methods Materials

33 Retrieved from http://www.cast.org

34 Recognition Goals (“what”) Compare and contrast quantitative, qualitative and mixed-methods approaches to research. Explain what experimental, quasi-experimental and non- experimental research designs entail and describe their application to different research questions. Explain descriptive statistical techniques such as measures of central tendency, standard deviation and correlation. Explain the ethical principles that pertain to research involving human subjects and research conducted in educational settings. The ability to comprehend common research designs, methods, and procedures. Smith, F. G., (2012). Analyzing a college course that adheres to the UDL framework, Journal of the Scholarship of Teaching and Learning

35 Strategic Goals (“how”) Evaluate (a) the methodological procedures that an author followed, (b) the results that were reported, and (c) the practical significance of the study. Communicate the research results clearly, concisely, logically and in a coherent manner. Critically evaluate scholarly journal articles. Design your own research investigations. Select a research problem and formulate appropriate research hypotheses and/or questions. Conduct a review of educational literature from texts, journals and computer library databases. Write a coherent synthesis of such literature as it relates to the research problem. Prepare a viable research proposal. Smith, F. G., (2012). Analyzing a college course that adheres to the UDL framework, Journal of the Scholarship of Teaching and Learning

36 UDL Guidelines and Learning Design I. Provide Multiple Means of Representation I. Provide Multiple Means of Action & Expression I. Provide Multiple Means of Engagement PerceptionPhysical actionRecruiting interest Language, expressions, and symbols Expression and communication Sustaining effort and persistence ComprehensionExecutive functionSelf-regulation Guiding Questions: How do I support learners to show their understanding? How do I support students to set goals, plan, organize, and monitor progress? Retrieved from http://www.cast.org

37 UDL is Complementary to Many Instructional Approaches Reinforcing opportunities for teachers to model and illustrate the big picture or target key points to support comprehension. Encouraging instructional moments that guide student planning, problem-solving and practice. Provide engaging learning settings that encourage interaction, ongoing feedback, and individual choice. UDL Guidelines in Practice: Grade 1 Mathematics WnMaQ WnMaQ Retrieved from http://www.cast.org

38 Research: UDL and Reading Suppor t A 4-week study of thirty 4 th -grade students reading narratives with and without embedded digital vocabulary and comprehension supports. The initial results indicated that embedded digital vocabulary and comprehension supports helped to promoted learner comprehension for ELL elementary age students (Proctor, Dalton, & Grisham, 2007) 16 K-2 grade students with significant intellectual disabilities displayed higher reading comprehension gains on UDL-enhanced literacy by design online program (Coyne, Pisha, Dalton, Zeph, & Smith, 2012).

39 Research: UDL and PreK-12 Education Students with high incidence disabilities (N=1061) in algebra (N=714) and biology classes (N=347) reported high levels of satisfaction with classes including UDL interventions (Kotering, McClannon, & Braziel, 2008). 621 fourth grade students from eight rural, suburban and urban schools in a US southeastern district displayed improved science content learning when using a UDL-enhanced web-based science notebook (Rappolt- Schlichtmann, Daley, Lim, Lapinski, Robinson, & Johson, 2013)

40 Research: UDL and Lesson Planning Through the implementation of UDL into instructional lesson plans, researchers found educators in four university teacher-education courses to design more accessible lessons; better targeting specific learning needs (Jimenez, Graf, & Rose, 2007). Implementation of UDL by faculty receiving training on UDL principles were favorably perceived by student responses to questionnaires (Schelly, Davies, & Spooner, 2011)

41 Research: UDL and Lesson Planning UDL training of graduate level special education teacher candidates showed significant differences in ratings of lessons developed with UDL features (Courey, Tappe, Siker, & LePage, 2012). UDL direct and guided instruction in lesson development increased preservice elementary education teachers self-reported UDL knowledge through pretest/postest scores and positively impacted ability to apply UDL in lesson planning (Williams, Evans, & King, 2012).

42 Research: UDL and College Instruction UDL applied to a university course on individual differences at a large university in the Northeast found positive reception by students in their capabilities to understand and acquire information (Rose, Harbour, Johnston, Daley, & Abarbanell, 2006) The UDL framework applied to teaching a graduate Research Methods course over four semesters found a significant relationship of student perceptions to the faculty use of UDL. The faculty member increased the alignment of goals, practices and student engagement in the course (Smith, 2012).

43 Multiple Means of Representation Smith, F. G., (2012). Analyzing a college course that adheres to the UDL framework, Journal of the Scholarship of Teaching and Learning

44 Research: Evolving Studies @ CAST Next Generation Literacy Ecosystem – Developing new digital tools for teaching adolescent literacy. Composition Builder – Develop and evaluate an online writing tool for grade 6-8 students NSF Science Collaborative – Develop and evaluate UDL-based biology and chemistry curricula for grades 6-12

45 Retrieved from http://www.cast.org

46 Retrieved from http://www.cast.org

47 As a framework, UDL encourages educators to offer multiple options for student action and expression. An example using CAST’s free online software tool BookBuilder Multiple Means of Expression Retrieved from http://www.cast.org

48 Multiple Options for Teaching and Learning A Teaching Example: Dr. Katie Novack “Exploring Imagery through Beowulf” https://www.teachingchan details-sensory-language https://www.teachingchan details-sensory-language  UDL is a framework for designing curriculum (goals, methods, materials assessments) that offer options for how information is represented, how information is understood, and how students engage in the learning process.  Technology can offer a flexible medium but is not required for the true spirit of UDL.

49 Building Learner Expertise UDL Guidelines are targeted to develop learners who are resourceful and knowledgeable; strategic and goal directed; purposeful and motivated learners l1970067

50 What Does it Look Like? Multiple ways to consider the UDL lens across our teaching The UDL Guidelines apter4.xml_l1969949

51 Retrieved from An Online Resource for Building Practice

52 UDL Studio LDC-UDL Crosswalk: A Study of the Declaration of Independence using UDL Studio


54 UDL Implementation An two year pilot investigation of UDL implementation across four school districts in the United States found stakeholders embracing the UDL framework, improved decision-making and instruction, and ongoing support through a professional learning community and on-site facilitators. Adoption of the UDL framework to guide postsecondary education efforts at California colleges, Colorado State University, The University of Vermont, and Boston College

55 UDL Implementation Adoption of UDL by the Maryland Department of Education requiring all districts to use UDL for developing curriculum. Bartholomew Consolidated School Corporation in Indianapolis, IN has implemented UDL into their school district since 2003 and found results have “lowered its number of students eligible for special education, eliminated many discipline issues and seen student achievement gains” (Van Horn, G. Senate Comments, National UDL Taskforce, Retrieved from

56 Collaboration Opportunities with Jamaica Gaining understanding – seeking clarification. Learning about options that complement Jamaican approaches to teaching and learning. Building shared knowledge; building capacity online & face-to-face Community of Inquiry retrieved from /

57 Retrieved from

58 Promoting an International Community of Practice

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