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UDL Institute West Contra Costa Unified School District Day 1: UDL Overview Presented by Kavita Rao February 25, 2015
© CAST 2015 UDL Connect Website Download this powerpoint from UDL Connect Website http://tinyurl.com/WCCUDL
© CAST 2015 Key takeaways Variability is the rule. Context matters.
© CAST 2015 Video clip http://www.youtube.com/watch?v=8WClnVjCEVM Dr. Todd Rose defines learner variability
© CAST 2015 Learner variability is Systematic Predictable An essential question: How can we design instruction to take learner variability into consideration from the outset?
© CAST 2015 Context matters There is no one “learning style” or preference Our preferences change in different contexts We like having choices and autonomy The key question: How can we include options for various contexts in the classroom?
© CAST 2015 Addressing all learners Universal Design for Learning (UDL) focuses on Proactively designing instruction to address learner variability Providing flexible options that take context into consideration
© CAST 2015 The UDL Framework
© CAST 2015 Universal Design (UD) Associated with Ron Mace (1980s)at NC State Univ. Architects and designers focused on environmental access Inspired by …
© CAST 2015 What is the goal? What are barriers to reaching the goal?
© CAST 2015 Universal Design Provide access to the greatest number of users possible
© CAST 2015 Add the “Learning” Universal Design for Learning (UDL) Reducing barriers in the learning environment Focus on “cognitive access”
© CAST 2015 Universal Design for Learning (UDL) addresses the learning environment. No more “one size fits all”
© CAST 2015 One page overview Center for Applied Special Technology: www.cast.org National Center for Universal Design: www.udlcenter.org
© CAST 2015 Three Main Principles Providing multiple means of: I. Representation, II. Action and Expression III. Engagement
© CAST 2015 Identify & interpret patterns of sound, light, taste, smell, and touch Recognition Network: “what of learning”
© CAST 2015 Plan, execute, monitor actions & skills Strategic Networks: “how of learning”
© CAST 2015 Evaluate & set priorities Affective Networks: “why of learning”
© CAST 2015 Learning Brain & UDL Guidelines Recognition: the “what” of learning – Multiple means of representation Strategic Network: the “how” –Multiple means of action and expression Affective Network: the “why” –Multiple means of engagement
© CAST 2015 Goal of learning: Expert learners Resourceful, knowledgeable Strategic, goal directed Purposeful, motivated
© CAST 2015 UDL Accounts for learner variability and context Change the curriculum, not the student! Coming up next: How the UDL Guidelines address variability
© CAST 2015 Principles, Guidelines and Checkpoints
© CAST 2015 Provides “access” to learning environments Functional access Cognitive access Access for a range of learners (learner variability)
© CAST 2015 Functional Access Provide options that support functional skills: Alternatives for visual info Alternatives for auditory info Alternatives for communication Example: Digital Text For example: Guideline1 Guideline 4
© CAST 2015 Cognitive Access Provide scaffolds during learning clarifying concepts connecting to background knowledge providing opportunities for practice Support processes underlying learning planning and organization manage resources (such as time) self-regulation For example: Guideline 2 Guideline 3 Guideline 5 For example: Guideline 3 Guideline 6 Guideline 9
© CAST 2015 Access for Range of Learners (Learner Variability) Incorporate flexible options Providing choices Collaboration and community Engage the student Authentic and relevant tasks Varied levels of challenge For example: Guideline 7 Guideline 8
© CAST 2015 Creating Curricular Access What is the learning goal? How can barriers in the lesson design be removed?
© CAST 2015 UDL as a design framework Proactive design of lessons Consider UDL checkpoints during lesson development The UDL Framework provides an “menu” of options
UDL Institute West Contra Costa USD Day 1 – Afternoon Session Presented by Kavita Rao February 25, 2015
© CAST 2015 UDL and Multimedia Multimedia is any combination of text audio video photos animations
© CAST 2015 Everyday devices Laptops Tablets Digital Cameras Smartphones Interactive websites
© CAST 2015 Software Free/open source software Productivity software For example: Word, iMovie, PowerPoint
© CAST 2015 Interactive multimedia game –Technology needed: Presentation software (for example, PowerPoint, Keynote) Webcam/camera phone
© CAST 2015 Connecting to UDL Checkpoints What UDL Checkpoints does this meet? How can you modify this activity for different grade levels or content areas?
© CAST 2015 Questions or comments
UDL BOOT CAMP Overview: The introduction provides a framework for applying Universal Design for Learning (UDL) principles to meeting the instructional.
Universal Design for Learning (UDL). UD in Architecture a movement of designing structures with all potential users in mind incorporated access features.
UNIVERSAL DESIGN FOR LEARNING Design to the edges.
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UNIVERSAL DESIGN FOR LEARNING N ANCI L EE. Introduction to Universal Design Universal Design was a term coined by architect Ronald Mace. Design Principles.
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Universal Design for Learning (UDL)
© CAST 2011 UDL: Addressing the Variability of All Learners CAST
Support for Personalized Instruction Universal Design for Learning
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Universal Design of Learning Hamilton Elementary Erica Wylie January 27, 2010.
UDL Presentation: Sharing Ideas and Building Resources By: Vickie P. Murphy.
Universal Design For Learning Principles of UDL Brain Network s Representation Engagement Action and Expression Recognition Networks Affective Networks.
Meeting Arizona College and Career Ready Standards for Special Educators March 23 rd & 24 th Day 2 Presenters: Debra Herburger Kevin Schaefer
To understand the UDL Guidelines: – Multiple means of representation – Multiple means of action and expression Afternoon | #UDL (C) CAST.
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