1. Universal Design for Learning Presented by: Maria DeSimone June 11, 2012

2. “Considering the needs of the broadest possible range of users from the beginning” - Architect, Ron Mace Universal Design for Learning

3. Universal Design for Learning: -What does it mean to you? Feedback: https://bubbl.us/

4. Universal Design for Learning: -Origins Universal Design for Learning (UDL) emerged from the world of architecture…. They define universal design as “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” Source: North Carolina State University, Center for Universal Design

5. Universal Design for Learning: -Defined “Universal Design for Learning (UDL) is a research- based framework for designing curricula—that is, educational goals, methods, materials, and assessments— that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students.” www.cast.org

6. Universal Design for Learning: -Defined NYCDOE Universal Design for Learning (UDL)is a set of principles that provides teachers with a structure to develop instruction to meet the diverse needs of all learners. A research-based framework, UDL suggests that each student learns in a unique manner so a one-size-fits-all approach is not effective. By creating options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning, instruction can be customized and adjusted to meet individual student needs. Link to NYCDOE webpage on UDL

7. Universal Design for Learning Key Vocabulary: research-based framework enable all individuals rich supports for learning reducing barriers to the curriculum high achievement standards structure diverse needs research-based framework unique manner customized adjusted individual student needs

8. -”We know that individual learners have diverse needs, styles, and preferences. Why not design a curriculum from the outset that celebrates that diversity and optimizes learning for all?” http://www.donjohnston.com/research/articles/udl_diff_inst_cast.html Differentiated Instruction Meet individual needs rather than force students to bend to an inflexible curriculum; Give all students access to the same high- quality content and instruction; Create highly supported, engaging learning environments; Provide learners with multiple ways to develop and express knowledge and skills; Emphasize critical thinking and strategic learning rather than just facts and figures; Assess student progress during learning to enable appropriate instructional adjustments.

9. UDL: A blueprint for learning

10. 3 Principles of UDL Instruction Principle 1 ◦ The WHAT OF LEARNING: CONTENT  To support recognition learning, provide multiple, flexible methods of presentation. Principle 2: ◦ The HOW OF LEARNING: PROCESS  To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. Principle 3: ◦ The WHY OF LEARNING: VALUE  To support affective learning, provide multiple, flexible options for engagement.

12. Recognition Networks: The What of Learning Principle 1: Provide Multiple Means of Representation > How am I going to ensure that key information is equally perceptible by all students... > How am I going to ensure accessibility, clarity, and comprehensibility for all students... > How am I going to provide the necessary scaffolds to ensure that all students have access to knowledge and can assimilate new information... so that all of my students will be successful? 12

13. Principle 1: Provide Multiple Means of Representation Provide options of perception > Should information be formatted and displayed in a modality that enhances readability? (e.g., text or graph size, color-contrast options) Provide options for language, mathematical expressions, and symbols > How will I clarify important vocabulary or syntax? (e.g., embedded support, highlight terms) How will I reduce the barriers for decoding? (e.g., text to speech, digital text) Provide options for comprehension > How might I activate prior knowledge required for assimilating new information? (e.g., graphic organizers or maps, cross-curricular analogies, visual imagery) 13 Critical Planning Questions to Maximize Learning

14. http://www1.pgcps.org/UDL

18. CCSS and UDL Representation Representation: The “What” of learning How does the task present information and content in different ways? How do students gather facts and categorize what they see, hear, and read? How are they identifying letters, words, or an author’s style?

19. Examples of UDL Representation  Use of charts  Word walls  Graphic organizers  Thinking maps  Smart Boards  Elmo overhead projectors  Different size writing fonts  Different text size in reading materials  Multimedia displays  Videos clips  Cartoons

20. UDL: Online Resources for Guideline #1 Provide Multiple Means of Representation ResourceDescriptionURLCheckpoints Book BuilderUse this site to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills.** You need to make an account** http://bookbuilder.cast. org/ 1.2, 1.3, 2,3, 2.4, 2.5 StarfallOur systematic phonics approach, in conjunction with phonemic awareness practice, is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL). http://www.starfall.com/1.2, 1.3, 2,3, 2.4, 2.5 We give booksWe Give Books is a free website that enables anyone with access to the Internet to put books in the hands of children who don't have them, simply by reading online. http://www.wegivebook s.org 1.2, 1.3, 2,3, 2.4, 2.5 Signed StoriesIt’s got lots of great books to see in sign language and subtitles. Hearing family and friends can listen to the stories too. You can all watch together! http://www.signedstorie s.com/ 1.2, 1.3, 2,3, 2.4, 2.5 LightHouseLearn how to customize the display of information for individuals with visual impairments. This website includes examples that illustrate how hue, lightness, and saturation impact visual perception. http://www.lighthouse.o rg/accessibility/ 1.1, 1.3 UDL EditionsUDL Editions by CAST are classic texts from world literature presented in a flexible online interface that provides just-in- time, individualized supports for struggling readers, and added- value features that engage novice and expert readers alike. http://udleditions.cast.o rg/ 1.3, 2.1, 2.2 Digging for AnswersDigging for Answers provides a great example of an activity that encourages the acquisition of new knowledge by supplying access to appropriate background knowledge http://smithsonianeduca tion.org/idealabs/digging _for_answers/index.ht ml 3.1

21. Principle I: Provide Multiple Means of Representation Learners differ in the ways that they perceive and comprehend information that is presented to them. For example: >those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, etc. may all require different ways of approaching content. >Others may grasp information quicker or more efficiently through visual or auditory means rather than printed text. >Learning, and transfer of learning occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. >In short, there is not one means of representation that will be optimal for all learners at all times; providing options for representation is essential. The ‘what’ of learning: Present information and content in different ways 21

22. Strategic Network: The How of Learning Principle 2: Provide Multiple Means of Action & Expression > Have materials been provided with which all students can interact, navigate, and express what they know... > Have I provided alternative modalities for expression, to level the playing field and to allow all students the opportunity to express knowledge, ideas, and concepts in the learning environment... > How have I provided necessary strategies and scaffolds for students to be more plan-full and strategic... so that all of my students will be successful? 22

23. Principle 2: Provide Multiple Means of Action & Expression Provide options for physical action > How can I reduce barriers to learning required by motor demands of a task, response, selection, and composition? (e.g., physical manipulatives and technologies, marking with pen and pencil, mouse control, joystick, keyboard) Provide options for expression and communication >To reduce media-specific barriers to expression, how will I ensure students have alternative media for expression? (e.g., compose using text, speech, illustration, music) Provide options for executive function > How might I activate prior knowledge required for assimilating new information? (e.g., graphic organizers or maps, cross-curricular analogies, visual imagery) 23 Critical Planning Questions to Maximize Learning

24. http://www1.pgcps.org/UDL

28. CCSS and UDL – Action/Expression Action and Expression: The “How” of learning. How does the task differentiate the ways that students can express what they know? How do they plan and perform tasks? How do students organize and express their ideas?

29. Examples of UDL Action/Expression Manipulatives Assistive Technology Written and oral presentations Poetry Comics Movie Story Sketch Video Graphic organizers Outlines Templates

30. UDL: Online Resources for Guideline # 2: Provide Multiple Means of Action and Expression ResourceDescriptionURLCheckpoints Education Oasis: Graphic Organizers Graphic organizers are effective tools to manage information and resources. These supports help students to organize their thoughts and establish relationships between ideas http://www.educationoasis.com /index.htm 6.1, 6.3, 6.4 VisuwordsVisuwords™ online graphical dictionary — Look up words to find their meanings and associations with other words and concepts. Produce diagrams reminiscent of a neural net. Learn how words associate. http://www.visuwords.com/5.1, 5.2 ChartchumsA great website with tons of ideas on making visual charts http://chartchums.wordpress.c om/2012/01/15/charting-the- common-core/ 6.1, 6.2, 6.4 Book BuilderUse this site to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills http://bookbuilder.cast.org/5.1 Interactives"Interactives" provides educators and students with strategies, content, and activities that can enhance and improve students' skills in a variety of curricular areas. http://www.learner.org/interact ives/index.html 4.2,5.1, 5.2, 5.3 KerpoofKerpoof is an online program through which students can make a drawing, a movie, a card, a story, or a sketch. There is ample opportunity for creative expression using various media for communication. http://www.kerpoof.com/#5.1, 5.3 National Center on Accessible Instructional Materials (AIM) AIM are specialized formats of curricular content that can be used by and students with print-disabilities. They include formats such as Braille, audio, large print, and electronic text. The audio and the electronic text formats are excellent examples of providing options in the mode of physical response for students who have difficulty turning pages or holding a book. http://aim.cast.org/4.1, 4.2

31. Principle II: Provide Multiple Means of Action and Expression Learners differ in the ways that they are able to navigate a learning environment and express what they know. Consider that the following learners approach learning tasks very differently: >individuals with significant movement impairments (e.g. cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders) >language barriers/speech impairments >language differences It should also be recognized that providing multiple means of action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners at all times; providing options for action and expression is essential. The ‘how’ of learning: Differentiate the ways that students can express what they know 31

32. Affective Network: The Why of Learning >Have I provided alternative ways to recruit student interest, ways that reflect inter- and intra- individual differences amongst students... >Have I provided options for students who differ In motivation and self-regulation skills... >Have I provided alternatives to support students with different aptitudes and prior experience to effectively manage their own engagement and affect... so that all of my students will be successful? 32 Principle 3: Provide Multiple Means of Engagement

33. Provide options for recruiting interest >What choices are provided for students to ensure engagement, within tasks of the lesson or assessment skills? (e.g. level of challenges, rewards and recognitions, completion of task) Provide options for sustaining effort and persistence > What strategies will I employ to foster and sustain student motivation, effort, and concentration? (e.g., goal formulation, restatement, posting hand-held or computer-based scheduling tools; prompts or scaffolds) Provide options for self-regulation > What will I do to help students self-regulate and effectively deal with frustration in order amplify and augment motivation? (e.g., self- regulatory goals, frequency of self-reflection and self- reinforcements) 33 Critical Planning Questions to Maximize Learning

34. http://www1.pgcps.org/UDL

38. CCSS and UDL-Engagement Engagement: The “Why” of learning How does the task stimulate interest and motivation for learning? How do students gets engaged prior to the lesson and during the lesson? How are they challenged, excited or interested?

39. Examples of UDL Engagement Field trips Explorations tours Real Authors Real Scientists Real Learning experiences Exhibitions Social Issues Present a problem Create a scenario Choice of project

40. UDL: Online Resources for Guideline # 3 Provide Multiple Means of Engagement ResourceDescriptionURLCheckpoints Book AdventureBook Adventure allows students to choose from thousands of book titles. This provision of choice is a great way to recruit students' interest http://www.bookadventure.c om/Home.aspx 7.1, 9.3 RubistarCreating rubrics for students to make the criteria and expectations of the assignment explicit is an effective way to heighten the salience of goals and objectives. http://rubistar.4teachers.org/8.1, 9.1, 9.3 EpalsePals is an excellent example of fostering collaboration and communication. This website enables students from all over the world to project share, become pen pals, practice foreign language together, and more! http://www.epals.com/group s/about/pages/epals- overview.aspx 8.3 I-learniLearn Collaboration Centre encourages students from around the globe to collaborate and share their ideas. http://media.iearn.org/8.3 Faces of Learning Faces of Learning features many stories of self- regulated learners and encourages learners to become more self-regulated.. http://www.facesoflearning.n et/your-learner-sketch/ 9.1, 9.2, 9.3 Goal Setting Worksheets These organizational worksheets are great examples of strategies that guide students' personal goal- setting. http://worksheetplace.com/i ndex.php?function=DisplayC ategory&showCategory=Y&l inks=2&id=279&link1=31&lin k2=279 9.1, 9.2, 9.3 Sensory Processing Disorder: Tips for Teachers The strategies offered here are beneficial not only to students with sensory integration disorders but to ALL children. These tips help students to attend to and process academic information. http://www.spdbayarea.org/S PD_tips_for_teachers.htm 7.3

41. Principle III: Provide Multiple Means of Engagement Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. A variety of sources can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors presented in these guidelines. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential. The ‘why’ of learning: Stimulate interest and motivation for learning 41

42. A SHORT VIDEO: UDL PRINCIPLES AND PRACTICE

43. Universal Design for Learning: -What does it mean to you as an educator?

44. UDL in Our Schools  How can we use our knowledge of UDL to heighten awareness in our schools?  How can we ensure that feedback in our school are tied to the principles of UDL?  What are the implications for your work as an administrator, coach, facilitator or teacher?

45. UDL in Our Schools: Guidelines Adapted UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size- fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. The UDL Guidelines are not meant to be a “prescription”, but rather as a set of strategies that can be employed to overcome the barriers inherent in most existing curricula. They may serve as the basis for building in the options and the flexibility that are necessary to maximize learning opportunities. In many cases, educators may find that they are already incorporating many of these guidelines into their practice. The burden of adaptation should be first placed on curricula, not the learner.

46. UDL in Our Schools: Guidelines Adapted The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that: ◦ A. provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged ◦ B. reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

47. UDL : Note taking Guide

48. UDL in Our Schools: Options and Guiding Questions

49. UDL Q& A for Administrators

50. Universal Design for Learning: -What does it mean in NYC Schools http://vimeo.com/38021628

51. Thank you for your participation Universal Design for Learning