1. Segment 1 An Introduction to Universal Design for Learning

2. Universal Design for Learning in Today’s Classrooms Denise C. DeCoste, Ed.D

3. What are you doing digitally in your everyday life? Paying for gas Getting directions Buying plane tickets Getting cash Finding a movie Renting a movie Finding a zip code Finding a phone number Getting the weather Getting a recipe Taking a picture Sending a card Sending a message Finding out about a topic Paying bills Buying a book or music Listening to music

4. What about technology in your teaching life? vegiemince's photostream

5. Technology Integration Framework McAnear, A. (February 2008). School-wide technology integration. Learning and Leading with Technology, p. 5.

6. Simply put, UDL is the practice of embedding flexible strategies into curriculum during the planning process so that all students can access a variety of learning solutions. What is UDL? Universal design for learning (UDL) anticipates the needs of diverse learners.

7. A National Effort “Universal design for learning (UDL) is a growing practice across the nation, one that is increasingly referenced in education policy briefs, research literature, teacher professional development, and books and articles for educators.” Sopko (April 2009). Universal Design for Learning: Policy Challenges and Recommendations. Project Forum at the National Association of State Directors of Special Education (NASDSE).

8. “ UDL is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student. Drawing upon new knowledge of how the brain works and new technologies and media now available for teaching and learning, UDL frames a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students accurately” Teaching Every Student website, Retrieved April 7, 2009 from: http://www.cast.org/teachingeverystudent/content/ment ors/site_mentor/site_mentor_udl_def.cfm) http://www.cast.org/teachingeverystudent/content/ment ors/site_mentor/site_mentor_udl_def.cfm

9. UDL and Technology UDL strategies can be no tech, low tech or high tech. We need the flexibility of many strategies. However, today’s digital technology makes it possible to create flexible materials.

10. UDL is built on the premise that…. Learning differs across tasks Learning differs across development Learning differs across individuals

11. UDL strategies for instruction are frontloaded rather than retrofitted. More efficient in the long run. Benefits more students More acceptable to students

12. Universal design for learning (UDL) is a framework for removing barriers by anticipating the needs of all students

13. Educational reforms that have set the stage for UDL Classroom demographic changes Greater understanding of brain development and learning (multiple pathways for learning) Understanding that one size does not fit all Educational legislation: Emphasis on progress for ALL children: –NCLB and AYP –Full inclusion ad IDEA -IA

14. Is UDL only for students with IEPs? No UDL is a framework to support the range of learners that exist in typical classrooms. This would include gifted students, disengaged students, English language learners, as well as, students with documented disabilities.

15. 3 Major UDL principles… Students have: 1. Choices which will engage student interest 2. Options for how they learn 3. Choices for how they demonstrate their learning Teachers provide: 1. Flexible options for student engagement 2. Flexible ways of presenting lesson content 3. Flexible methods of expression, and assessment

16. Flexible strategies for all students are the hallmark of UDL

17. Segment 2 Engagement

18. Principle 1: Flexible options for student engagement Examples of options that engage student interest

19. ENGAGEMENT: Engaging interest in volcanic activity Using models that “erupt”

20. ENGAGEMENT: Using podcasts to introduce a unit on Fables http://www.learnoutloud.com/Catalog/Literature/World-Classics/Aesops- Fables-Podcast/23064#

21. ENGAGEMENT: Using Kidspiration with an interactive white board K. Lee & L. String, MCPS MD http://www.inspiration.com/Kidspiration

22. ENGAGEMENT: All about folktales using Microsoft PhotoStory3 http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx D. Jackson / MCPS MD

23. ENGAGEMENT: Interactive whiteboard software to discuss vocabulary using a Freyer Model

24. ENGAGEMENT: Discussing character reactions using Inspiration http://www.inspiration.com/Kidspiration L. Perkins / MCPS MD

25. ENGAGEMENT: Online game where students classify animals and plants based on characteristics http://www.sciencenetlinks.com/interactives/class.html

26. ENGAGEMENT: Interactive Game on the s ystems of the body http://www.quia.com/rr/269891.html

27. http://static.howstuffworks.com/flash/roller-coaster-diagram1.swf ENGAGEMENT: Interactive website that demonstrates the energy of roller coasters

28. ENGAGEMENT: Web-based videos on curriculum themes http://www.brainpop.com

29. ENGAGEMENT: Web-based virtual manipulatives or concept tutorials for mathematics instruction (K-12) http://nlvm.usu.edu/en/nav/topic_t_3.html

30. ENGAGEMENT: Choices for practicing skills using a textbook publisher’s online resources www.glencoe.com

31. Segment 3 Presentation

32. Principle 2: Flexible ways of presenting lesson content Examples of options for how teachers present information and how students receive information.

33. PRESENTATION: No-tech way to present reading strategies Classroom bulletin board Mr. Mayo

34. S UlkayMCPS MD PRESENTATION: Introduction to Historical Fiction using PowerPoint

35. PRESENTATION: Background information from the Internet http://www.kidport.com/RefLib/Science/FoodChain/FoodChain.htm

36. PRESENTATION: Support materials on the textbook publisher’s website Prentice Hall website http://www.phschool.comhttp://www.phschool.com

37. D. Gentry / MCPS MD PRESENTATION: Vocabulary Study Guides on American government

38. PRESENTATION: Picture key vocabulary study guide in a Microsoft Word table

39. PRESENTATION: Using Kurzweil with Public Domain E-Text of the Odyssey http://www.gutenberg.org

40. PRESENTATION: Reading with embedded vocabulary supports using Kurzweil bubble notes

41. http://www.donjohnston.com/products/start_to_finish/library/blue/ PRESENTATION: Greek Myths at a 4 th to 5 th grade readability level

42. PRESENTATION: Biodiversity Video Segment with Closed Captions http://streaming.discoveryeducation.com/

43. http://www.donjohnston.com/products/incite/index.html PRESENTATION: Video reenactments of history

44. Segment 4 Expression

45. Principle 3: Flexible methods of expression, and assessment Options for how students demonstrate their learning

46. EXPRESSION: Alternate way to present a book report Book report diorama

47. EXPRESSION: Give students a choice of tools to express what they know Paper and pencil Word processor Portable word processors (Alphasmart/NEO/Fusion) Supported writing software (Clicker, Drafbuilder) Multimedia tools (PowerPoint, Photostory, Windows Movie Maker) Webquests

48. L Wilson MCPS MD EXPRESSION: Using a Clicker 5 Word Bank to Support Writing

49. D Jackson/MCPS MD EXPRESSION: Spelling and vocabulary support using Clicker 5

50. A. Dentes & R. Briggs /MCPS MD EXPRESSION: Inspiration notes to list main characteristics

51. EXPRESSION: Notetaking using Microsoft Word side-by-side view

52. EXPRESSION: Using Inspiration as a Prewriting Graphic Organizer Odyssey http://www.inspiration.com/

53. K. Grinham / MCPS MD ASSESSMENT: Match pictures and definitions to concepts using Inspiration

54. V. Rosenberg / MCPS MD ASSESSMENT: Using a text reader to read and answer test questions

55. MCPS MD ASSESSMENT: Digital worksheets and tests

56. Segment 5 Implementing UDL in the Classroom

57. UDL: A national trend The technology now exists to make teaching and learning more adaptable to meet the needs of a wide range of students. Proactive curriculum design is essential in light of limited resources and limited time to create individualized accommodations. But it will take time.

58. One step at a time…. Shifting to a more universally designed curriculum cannot be accomplished overnight. It can only be accomplished by committed teachers willing to relook at their instructional strategies, and then begin to design instructional units in ways that provide more flexibility for all students.

59. First Steps 1.Have a clear understanding of the goals and the tasks that are important to your instructional unit. 2.Identify the nature of the learners in your classroom. 3.Design UDL solutions UDL Solutions Planning TableSolutions http://www.montgomeryschoolsmd.org/departments/hiat/udl/UDL_Planning_Table.doc

60. UDL Solutions Table

61. Educator Strategies Schedule time to collaborate and plan flexible materials Focus on one or two curriculum units per quarter Coordinate efforts; work in teams Set goals and criteria –Who is the target group of students –What are the learning barriers –Identify flexible strategies that will narrow the achievement gap Share materials Sharet ten minute Tech-Tips at monthly staff meetings Tech Tuesdays to share readily-usable, flexible strategies Train students in the use of technology Collect measures of student success (e.g., grades, attitudes, time on task, performance)

62. HIAT website http://www.montgomeryschoolsmd.org/departments/hiat/udl

63. References Casper, B., & Leuchovius, D. (2005, April). Universal design for learning and the transition to a more challenging academic curriculum: Making it in middle school and beyond. Retrieved September 15, 2006, from http://www.ncset.org/publications/viewdesc.asp?id=2165http://www.ncset.org/publications/viewdesc.asp?id=2165 Center for Applied Special Technology (CAST). Universal Design for Learning (2007). What is universal design for learning? Retrieved August 5, 2006, from http://cast.org/research/udl/index.htmlhttp://cast.org/research/udl/index.html Center for Applied Special Technology (CAST). (2007). UDL Questions and Answers. Retrieved March 12, 2008, from http://www.cast.org/research/faq/index.html http://www.cast.org/research/faq/index.html CAST UDL Lesson Builder is a free online resource to help educators create UDL-based lessons. http://lessonbuilder.cast.orghttp://lessonbuilder.cast.org CAST UDL Toolkits are a free online resource designed to support professional development providers and other educators conducting workshops in universal design for learning by providing resources for face-to-face training sessions and ongoing follow-up support. http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61 http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61

64. Additional Web Resources: http://www.cast.org/research/udl/index.html http://www.cited.org/index.aspx http://www.osepideasthatwork.org/UDL/index.asp Publications: Council for Exceptional Children (2005). Universal design for learning: A guide for teachers and education professionals. Arlington, VA: Pearson. Hitchcock, C., Meyer, A., & Rose, D. (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press. Rose, D., & Meyer, A., (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Curriculum and Development. Rose, D. & Meyer, A. (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press. Sopko (April 2009). Universal Design for Learning: Policy Challenges and Recommendations. Project Forum at the National Association of State Directors of Special Education (NASDSE). Obtained April 20, 2009 at http://www.projectforum.org.