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Universal Design for Learning Linda Ferrara HCPSS 2012.

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1 Universal Design for Learning Linda Ferrara HCPSS 2012

2 Why ? The goal of education in the 21st century is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. UDL has its basis in neuroscience; its three principals correlate with the three networks in the brain which must be simultaneously engaged for optimal learning to occur: recognition (the what of learning) strategic (the how of learning) affective (the why of learning) -

3 What?  Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start.  UDL is a framework and set of principles to provide ALL students opportunities to learn.  Curriculum barriers are reduced; learning is supported; students gain knowledge, skills, and enthusiasm for learning; and their learning is validated. m-share_video_user

4 How?

5 UDL planning template

6 CCSC & UDL  There are many ways in which the Common Core Standards align to the UDL framework. Curricula (goals, methods, materials, and assessments) designed using UDL put an emphasis on creating effective, flexible goals, and the Common Core Standards provide an important framework for thinking about what goals will be most effective.Curricula  UDL emphasizes that an effective goal must be flexible enough to allow learners multiple ways to successfully meet it. To do this, the standard must not embed the means (the how) with the goal (the what). What do we mean by this? One good example is from the Mathematics standards: “apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.” (Common Core State Standards for Mathematics, Grade 7, The Number System, 7.NS, item 2, p.48) This standard is flexible enough that all learners can meet this goal because it does not specify how it must be done.

7 UDL & Arts Integration  Multiple Means of Representation  Multiple Means of Action and Expression  Multiple Means of Engagement

8 Your turn: 1. Within your group, choose a lesson plan that you have already created and delivered to your students. 2. Look at the lesson plan through UDL “lenses”. Examine it for evidence of the UDL principles of multiple means of representation, expression and engagement. 3. What UDL principles are evident? In what way? 4. What could you add or change to further implement the UDL principles? What barriers will that remove?

9 Reflection:  How are you currently supporting learning in your diverse classroom and reducing barriers?  At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Do you agree or disagree with this view? Why or why not?  What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the student’s strengths and weaknesses? What are the challenges of this approach?

10 UDL Resources for Teachers - learning tools oolkits

11 References:  Bach, Toccata and Fugue in D Minor, organ,  CAST: Center for Applied Special Technology,  Maryland State Department of Education,  National Center on Universal Design for Learning,

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