1. Exploring Universal Design for Learning (UDL):
The UDL Guidelines and the Learning Environment

2. YOU MIGHT BE A PRESCHOOL TEACHER IF:
You hum “The wheels on the bus go round and round” while you’re in the shower!
Now you tell me….
Have teachers tell their experiences
From the mouths of children comes so much truth…assume nothing….they have an amazing perspective…unpolluted and clouded by our often narrow vision.
Star wars according to a 3 year hold.
BCSC, November 2012

3. The Premise for UDL…
Comes from architecture
BCSC, November 2012

4. Essential Questions What is Universal Design for Learning (UDL)?
How are the UDL Guidelines structured?
Why is the Learning Environment a key component?
These are the broad overarching essential questions addressed during this slide presentation.
CAST, March 2012

5. 1st Question: “What is UDL?”
UDL tip: This exercise activates background knowledge and recruits interest.
“What” do I know about UDL?
“How” did I learn it?
If you are viewing these slides alone, reflect on these two questions. If in a group, divide in pairs to respond to the two questions on the slide: (1) What do I know about Universal Design for Learning? (2) How did I learn it?
CAST, March 2012

6. 3 Networks = 3 UDL Principles
UDL tip: This graphic offers information in text, visuals, & color.
Neuroscience shows us that there are three networks in the brain that are associated with learning.
The 3 Principles of Universal Design for Learning (UDL) address these 3 brain networks in this way:
- Recognition Networks – the “what” of learning; associated UDL principle is the Principle of Representation = we need to provide “Multiple Means of Representation;”
- Strategic Networks – the “how” of learning; associated UDL principle is the Principle of Action and Expression = we need to provide “Multiple Means of Action & Expression;”
- Affective Networks – the “why” of learning; associated UDL principle is the Principle of Engagement = we need to provide “Multiple Means of Engagement.”

7. UDL tip: This video offers information in another medium.
This video explains UDL and is available on the National Center on UDL.
CAST, March 2012

8. 2nd Question:“How are the guidelines structured?”
UDL tip: Asking key questions, prepares & scaffolds learning.
What do you know and understand about the three principles? What do you know and understand about the nine guidelines?
CAST, March 2012

9. These UDL guidelines ‘guide’ UDL implementation
These UDL guidelines ‘guide’ UDL implementation. They are not meant to be a prescription but, instead offer guideposts for planning.
Under each UDL Principle are 3 Guidelines. And, under each Guideline are 3 or more Checkpoints
Guidelines in the first row (across the top) are related to ACCESS for learning;
Guidelines in the second row (in the middle) are related to the COMPREHENSION AND USE of symbols and ENGAGEMENT in learning within a more complex and/or social environment.
Guidelines in the third row (along the bottom) are related to HIGHER ORDER THINKING AND COMPREHENSION, EXECUTIVE FUNCTION AND ENGAGEMENT.
Educators provide access and guidance to help learners become EXPERT LEARNERS: Learners who are knowledge, understand how they learn best so they can be strategic in their learning, and are motivated to learn and engaged in the learning environment. The bottom row represents the understanding, knowledge and skills learners need to be EXPERT LEARNERS.
CAST, March 2012

10. Universal Design for Learning
GOAL: ________________________________________________________________
REPRESENTATION
Input
The “What?” of learning
Options to see, hear and perceive information:
_____________________________________
Options to decode language, math, symbols:
Options to make sense and understand knowledge:
ACTION/EXPRESSION
Output
The “How?” of learning
Options to do, move and interact:
__________________________________
 __________________________________
Options to differentiate expression of knowledge:
Options to plan, strategize and initiate action:
ENGAGEMENT
Connection
The “Why?” of learning
Options to care, value and find relevance:
___________________________________
 ___________________________________
 __________________________________
Options to vary challenge and/or support:
Options to set goals and self regulate:
Scaffolding: support for understanding
Bartholomew Consolidated School Corporation 2012

11. Universal Design for Learning: Examples
REPRESENTATION Input The “What?” of learning Options to see, hear and perceive information: EXAMPLES: Video, Lecture, Demonstration, Diagram, Story, Textbook, Website Options to decode language, math, symbols: Text to speech, Manipulatives, Pictures Options to make sense and understand knowledge: EXAMPLES: Graphic Organizer, Clues, Prompts, Aided Questions, Models
ACTION/EXPRESSION
Output
The “How?” of learning
Options to do, move and interact:
EXAMPLES:
Game, Acting/Role playing, Demonstrate, Lab, Speech, Typing, Recording
Options to differentiate expression of knowledge:
 EXAMPLES:
Journaling, Oral expression, Timeline, Worksheet, Exam
Options to plan, strategize and initiate action:
Project, Portfolio, Create a video
ENGAGEMENT
Connection
The “Why?” of learning
Options to care, value and find relevance:  
EXAMPLES:
Discussion, Guest speaker, Journaling, Video, Experiment
Options to vary challenge and/or support:  
Learning Center, Small Group Activity, Discrepant Event, Worksheet, Internet
Options to set goals and self regulate:
Interest Inventory, Reflection, Survey, Goal Setting Activity
Examples and modeling provide scaffolding.
Bartholomew Consolidated School Corporation 2012

12. Universal Design for Learning (UDL)
UDL Principles: Theory to Application
Multiple Means of Representation (Recognition)
The WHAT of learning?
Multiple Means of Action and Expression (Strategic)
The HOW of learning?
Multiple Means of Engagement (Affective)
The WHY of learning?
Restate: The three UDL Principles are –
Educators need to provide Multiple Means of Engagement (for the Affective Networks)
Educators need to provide Multiple Means of Representation (for the Recognition Networks)
Educators need to provide Multiple Means of Action and Expression (for the Strategic Networks).
The links on this slide offer additional introductory information about UDL.
CAST, March 2012 (Adapted by BCSC, November 2012)

13. A word about goals: Content standards: provide options
Purpose
The “Outcome” of learning
Provide clearly developed goal:
 Reflects content/skill(s)
 Means are not embedded
Clearly defines learning outcome
Options for access/display of goal:
Goal is clearly communicated
 Students understand the goal
 Allows appropriate challenge & support
Options for content/skill comprehension:
 Fosters “learning how to learn”
 Enables progress monitoring
 Empowers “understanding” and
“meaning” of the content/skill
Content standards: provide options
Skill standards: provide scaffolding
BCSC, January 2013

14. How does it fit?
BCSC, January 2013

15. Standard:
SKILL
Provide Scaffolding

16. CONTENT Standard: Provide Options
2 < 10
FONT COLOR
BCSC, January 2013

17. 3rd Question: Why is the Learning Environment a component?
How does the design of the learning environment affect access to content, expression and connection?
Take a moment to reflect on the current options available to students in your learning environment?
Fill out key components offered in the learning environment on the lesson/reflection tool.
BCSC, November 2012

18. Essential Question:
What prevents learners from reaching or connecting to the curriculum and/or the learning environment?
Options for expression and communication, Options for executive functions, Foster collaboration and community, Options for recruiting interest
BCSC, November 2012

19. Goal: Create questions that foster reflection directly related to:
Evaluating the Learning Environment
Embracing Learner Variability
Removing Barriers
BCSC, November 2012

20. Evaluating Barriers & Addressing Variability
What prevents learners from reaching or connecting to the curriculum and/or the learning environment?
Jot a few down on sticky notes:
Which are barriers in the curriculum or environment?
Which are learner variability‘s?
Divide into two categories
Demonstrate triangle model.
BCSC, November 2012

21. Where is the focus? BCSC, January 2013
Sticky notes/barriers on triangle poster
BCSC, January 2013

22. Where is the focus? BCSC, January 2013
Flip our thinking/change the paradigm. What can we control/change/design??????
BCSC, January 2013

23. Intentionality: Pick a learner variability or a barrier.
Reword into a question that reflects directly back to the curriculum and/or the learning environment.
Where would this fall on the UDL Guidelines?
BCSC, January 2013

24. Universal Design for Learning
GOAL: ________________________________________________________________
REPRESENTATION
Input
The “What?” of learning
Options to see, hear and perceive information:
_____________________________________
Options to decode language, math, symbols:
Options to make sense and understand knowledge:
ACTION/EXPRESSION
Output
The “How?” of learning
Options to do, move and interact:
__________________________________
 __________________________________
Options to differentiate expression of knowledge:
Options to plan, strategize and initiate action:
ENGAGEMENT
Connection
The “Why?” of learning
Options to care, value and find relevance:
___________________________________
 ___________________________________
 __________________________________
Options to vary challenge and/or support:
Options to set goals and self regulate:
Bartholomew Consolidated School Corporation 2012

25. Evaluating Your Learning Environment
Evaluate your learning environment as it relates to the “Recognition” network :
REPRESENTATION
Input
The “What?” of learning 
1. Options to see, hear and perceive information
2. Options to decode language, math, symbols
3. Options to make sense and understand knowledge
individual

26. Evaluating Your Learning Environment
Evaluate your learning environment as it relates to the “Strategic” network :
ACTION/EXPRESSION
Output
The “How?” of learning
4. Options to do, move and interact:
5. Options to differentiate expression of knowledge
6. Options to plan, strategize and initiate action
Small group/partner

27. Evaluating Your Learning Environment
Evaluate your learning environment as it relates to the “Affective” network :
ENGAGEMENT
Connection
The “Why?” of learning: 
7. Options to care, value and find relevance 
8. Options to vary challenge and/or support
9. Options to set goals and self regulate
Whole group

28. Learning Environment vs. Lesson
What OPTIONS & SCAFFOLDING can you INTENTIONALLY add to your learning environment for each of the principles of UDL?
How can you embed PBIS in your learning environment?
When and how can you ask for assistance?
WHAT TECHNOLOGY IS AVAILABLE TO SUPPORT UDL IMPLEMENTATION?
The more time you spend front loading your learning environment, the less time you spend integrating the lessons into the learning environment.

29. Summary
UDL is based on what we’ve learned in neuroscience and the learning sciences about HOW we learn.
There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression.
The Learning Environment is a key component.
Barriers must be evaluated and replaced with scaffolding and supports.
We can plan a UDL Curriculum and Learning Environment by evaluating barriers and asking questions based on the UDL Guidelines.
CAST, March 2012 (Adapted by BCSC November 2012)

30. Resources http://udlwheel.mdonlinegrants.org/
BCSC UDL Website
BCSC, November 2012