Presentation on theme: "Nick Zomer Dean Rusk Middle School"— Presentation transcript:
1 Nick Zomer Dean Rusk Middle School Understanding UDLNick ZomerDean Rusk Middle School
2 What Is UDL? Universal Design for Learning A set of principles for designing curriculum that allow all students the opportunity to learn (CAST, 1999)More than simple differentiationUDL includes “integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance based assessments, and others…” (Rose & Meyer, 2002)
3 Why UDL?Our students today come into our classrooms with a wide range of background experiences, needs, and strengths.No longer can teachers teach to the middle of the population. All students must be challenged to grow.Every student, every day!
4 UDL at a GlanceLet’s see what UDL looks like.UDL at a Glance
5 UDL Versus Differentiation Active response to your students’ background knowledge, language skills, learning styles and personal interests (CAST, 1999)Process by which a teacher can create unique learning experiences for all students“Blueprint for creating instructional goals, methods, materials, and assessments that work for everyone” (CAST, 1999).DifferentiationUDL
6 Universal All students bring their own interests Designing curriculum that can allow each student to learn and grow in their own unique waysNo more teaching with a one size fits all approach
7 Three Principles of UDL Principle 1: Provide Multiple Means of RepresentationPrinciple 2: Provide Multiple Means of Action and ExpressionPrinciple 3: Provide Multiple Means of Engagement
8 Principle 1: Provide Multiple Means of Representation “Present information and content in different ways” (CAST, 1999)Create learning experiences to meet all three learning stylesAuditory- What will they hear?Visually- What they see?Kinesthetic- What will they do?
9 Principle 2: Provide Multiple Means of Action and Expression “Differentiate the ways that students can express what they know” (CAST, 1999)Learning from different formatsTextbook, online resources, computer-basedNot all students are able to utilize resources in the same wayCommunicating through different formatsAllow your students to show you what they have learned through whatever means works best for them
10 Principle 3: Provide Multiple Means of Engagement “Stimulate interest and motivation for learning” (CAST, 1999)Find ways to connect your students with what they are learningMake it relevant and meaningful to their lives (Schlechty, 2002)Engagement is key to student learning and content mastery
11 Adding TechnologySimply adding technology to a lesson does not result in proper utilization of UDLTechnology should be planned and utilized to best increase achievement and learning of all learnersJust as in any lesson creation, technology should be used as a resource and not the center of a lessonIt should assist with learning, not be the learning
14 What the Research Shows When in a classroom environment, not every brain will focus on the same aspectsSome students will focus on patterns, while others will required a more advanced challenge than their peersThree major brain networksRecognitionStrategicAffective
15 Recognition NetworksDesigned to find patterns among familiar objects (Laureate Education, Inc., 2010)What is happening in the content?How teachers can help reach this network:Providing multiple opportunities and examplesIdentifying key componentsSupport background knowledgeProvide multiple media and formats (CAST, 1999)
16 Strategic NetworksTakes information and processes for actions and plans (Laureate Education, Inc., 2010)What are you going to do with what you know?How teachers can help reach this network:Provide multiple means for expressionFlexibility in expressionScaffolding and supportVarious means of media for information expression
17 Affective NetworksDetermines what information should be focused on and what plan to take (Laureate Education, Inc., 2010)Now that I know this, now what?How teachers can help reach this network:Provide multiple means of engagementChoices that are relevant to the learnerAdjustable challenges
18 So What Does This Mean for Me? By utilizing the components of UDL, teachers are better able to meet the needs of all learners in their classroom, not just those that fit into certain criteria or groupsDifferentiation becomes more meaningful and relevant for allStudents with diverse backgrounds (linguistic, cultural, academic) are able to have their unique needs met in a way that is truly relevant
19 Technology resources allow for all three brain networks to be reached Adaptive technologyDigital storytelling softwarePrint and online formatting of reading materialHighlighting and magnifyingWritten expression (including spelling & grammar)
20 Tool 1: UDL Goal Setterertool.cfmAssists the teacher in creating meaningful and measurable goals based on the content standardAllows the teacher to learn what is essential to a goal and how a particular goal can be adjusted to meet the needs of specific learners
21 Tool 2: Classroom Barriers Finder arriers.cfmSince all students have various strengths and interests, there are numerous barriers that may hamper students from learning.Eliminates teaching to the middle of the pack by identifying specific areas that students may struggle with or have strengths in
22 Tool 3: Systemic Change Planner nge.cfmBeginning and ensuring change can be difficult to maintain once teachers leave the faculty meetings where it is being discussed.This tool allows teachers and administrators the ability to ensure the proper resources are present to ensure proper utilization for all.
24 ReferencesCAST: Center for Applied Special Technology. (1999). CAST: Center for Applied Special Technology. Retrieved July 15, 2011, fromLaureate Education, Inc. (Executive Producer). (2010). Brain research and udl [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.Rose, D., & Meyer, A. (2002). Teaching every student in the Digital Age: universal design for learning. Alexandria, Va.: Association for Supervision and Curriculum Development.Schlechty, P. C. (2002). Working on the work: an action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass.