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Nick Zomer Dean Rusk Middle School

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1 Nick Zomer Dean Rusk Middle School
Understanding UDL Nick Zomer Dean 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 differentiation UDL 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 Glance Let’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). Differentiation UDL

6 Universal All students bring their own interests
Designing curriculum that can allow each student to learn and grow in their own unique ways No more teaching with a one size fits all approach

7 Three Principles of UDL
Principle 1: Provide Multiple Means of Representation Principle 2: Provide Multiple Means of Action and Expression Principle 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 styles Auditory- 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 formats Textbook, online resources, computer-based Not all students are able to utilize resources in the same way Communicating through different formats Allow 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 learning Make it relevant and meaningful to their lives (Schlechty, 2002) Engagement is key to student learning and content mastery

11 Adding Technology Simply adding technology to a lesson does not result in proper utilization of UDL Technology should be planned and utilized to best increase achievement and learning of all learners Just as in any lesson creation, technology should be used as a resource and not the center of a lesson It should assist with learning, not be the learning

12 Brain Research and UDL


14 What the Research Shows
When in a classroom environment, not every brain will focus on the same aspects Some students will focus on patterns, while others will required a more advanced challenge than their peers Three major brain networks Recognition Strategic Affective

15 Recognition Networks Designed 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 examples Identifying key components Support background knowledge Provide multiple media and formats (CAST, 1999)

16 Strategic Networks Takes 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 expression Flexibility in expression Scaffolding and support Various means of media for information expression

17 Affective Networks Determines 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 engagement Choices that are relevant to the learner Adjustable 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 groups Differentiation becomes more meaningful and relevant for all Students 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 technology Digital storytelling software Print and online formatting of reading material Highlighting and magnifying Written expression (including spelling & grammar)

20 Tool 1: UDL Goal Setter ertool.cfm Assists the teacher in creating meaningful and measurable goals based on the content standard Allows 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.cfm Since 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.cfm Beginning 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.

23 Questions?

24 References CAST: Center for Applied Special Technology. (1999). CAST: Center for Applied Special Technology. Retrieved July 15, 2011, from Laureate 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.

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