Universal Design for Learning Applications for Your Classroom While you wait… Please complete the handout “How Many Ways Are You Smart?” - Fold the page vertically along the dark line - Read the statements and place a check next to those that are true for you - Unfold the paper and circle the X in each row you checked - write the total for each column at the bottom

Welcome to Universal Design for Learning

A Snow Story

What is UDL? Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

Who are we? Ellen Theloosen Kelly Meadows Rhonda Harding Michael Drachman

Kennedy Krieger Institute "We at the Kennedy Krieger Institute dedicate ourselves to helping children and adolescents with disorders of the brain and spinal cord achieve their potential and participate as fully as possible in family, school and community life.”

The Origins of Universal Design Universal Design originated in the field of architecture Originated by Ron Mace at North Carolina State University to create structures that are designed from the beginning to accommodate the widest range of users, including those with disabilities. Ramps, Curb Cuts, Electric Doors, Captions on Television, Easy Grip Tools all represent the ideas of UDL.

Origins of UDL CAST – Center for Applied Special Technology Founded in 1984 to develop innovative, technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL) Mission = to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies. CAST.ORG

Origins of Universal Design for Learning (UDL) Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

UDL and the Learning Brain One must recognize information, ideas and concepts. One must be able to apply strategies to process the information. One must be engaged. Lev Vygotsky Russian Psychologist c2003

UDL Guidelines

UDL Guidelines - Representation 1. Provide options for perception  Presentation accommodations  Alternatives for visual and auditory information 2. Provide options for language and symbols  Define terms and symbols  Use nonlinguistic means to illustrate concepts  Offer alternative methods for decoding text or mathematical notation 3. Provide options for comprehension  Provide background knowledge  Highlight key information and ideas  Support memory and transfer of information

UDL Guidelines - Expression 4. Provide options for physical action  Options for physical response, navigation, and accessing tools and technology 5. Provide options for expressive skills and fluency  Response accommodations  Options in the media for communication, tools for composition and problem solving, and scaffolds for practice and performance 6. Provide options for executive functions  Options to guide goal-setting, support planning, facilitate managing information, and enhance capacity for monitoring progress

UDL Guidelines - Engagement 7. Provide options for recruiting interest  Increase individual choice and autonomy, enhance relevance, value, and authenticity, reduce threats and distractions 8. Provide options for sustaining effort and persistence  Make goals and objectives meaningful, vary the levels of challenge and support, and increase mastery-oriented feedback 9. Provide options for self-regulation  Options that guide personal goal-setting and expectations, scaffold coping skills, and develop reflection

How does UDL support the instructional process? UDL can be instrumental in Setting clear goals Supporting every student’s learning Helping teachers more accurately assess student progress

Let’s examine the handout!

UDL supports students’ diverse recognition networks by: Providing multiple examples Highlighting critical features Providing multiple media formats Supporting background context

UDL supports students’ diverse strategic networks by: Providing flexible models of skilled performance Providing opportunities to practice with supports Providing ongoing feedback Offering flexible opportunities for demonstrating skill

UDL supports students’ diverse affective networks by: Offering choices of content and tools Offering adjustable levels of challenge Offering choices of rewards Offering choices of learning context

Using Technology to Support UDL

Remember! Technology tools must work for the individual student Technology tools must work in the context of the classroom and the school

Low Tech Resources Sticky notes Highlighters Removable tape Correction tape Number lines Enlarged text/worksheets Pencil grips Pocket dictionaries

Mid Tech resources Tape recorders/digital recorders Portable keyboards Hand held spell checkers Electronic dictionaries Electronic books Digital text Calculators Electronic writing templates

High Tech Resources Concept mapping software Text to speech software Screen readers Word prediction software Interactive white boards/software Electronic worksheet software Voice recognition software

Making the Connection Technology, from low tech to high tech, can be used to support the UDL Learning Guidelines  Multiple Means of Representation (“what”)  Multiple Means of Expression (“how”)  Multiple Means of Engagement (“why”)

Multiple Means of Representation Providing options for:  Perception  Language and symbols  Comprehension BY… Changing the size or color of text for emphasis Adding picture symbols or digital pictures to text Using a variety of graphic organizers Providing a recording of the reading Provide lesson notes to students Using screen reading software to read a digital story

Multiple Means of Expression Providing options for:  Physical action  Expressive skills and fluency  Executive functions BY… Providing both pencil/paper and electronic formats Using manipulatives (tangible or electronic) Providing visual checklists Allowing students to compose using a variety of media (e.g., speech, text, drawing, music, acting) Using a spell checker or grammar checker Providing sentence starters or story webs

Multiple Means of Engagement Provide options for:  Recruiting interest  Sustaining effort and persistence  Self-regulation BY… Letting students choose the tools used information gathering (e.g., internet, library, electronic database) Letting students choose graphic designs, colors, layouts of assignments Using the internet to provide socially relevant examples Provide schedules, timers, calendars in order to increase student autonomy

The World Wide Web Abundance of free educational tools  Curriculum resources  Templates  PowerPoint  Rubrics  Text to Speech  Voice recognition  Digital text  Internet Support  Videos

Questions?

A TOOLKIT FOR NEW STUDENTS Identifying Student Needs

What do you need to know? In order to plan effective lessons, you need to use: Learning Style/Multiple Intelligences Present levels of Performance: Reading, Math, Writing, Life Skills, Behavior Accommodations: Presentation, Response, Timing and Scheduling, and Setting Assistive Technology: Hardware and Software

Learning Styles Generally 4 categories: Visual, Auditory, Kinesthetic, and Tactile Multiple Intelligences: More than how you learn, includes a broader idea of how each child is smart and talented

Multiple Intelligences 1. Linguistic intelligence ("word smart") 2. Logical-mathematical intelligence ("number/reasoning smart") 3. Spatial intelligence ("picture smart") 4. Bodily-Kinesthetic intelligence ("body smart") 5. Musical intelligence ("music smart") 6. Interpersonal intelligence ("people smart") 7. Intrapersonal intelligence ("self smart") 8. Naturalist intelligence ("nature smart")

Multiple Intelligences What kind of learner are you? Multiple Intelligences Assessments  Great activity for getting to know your students  Varied assessments Target as many different Intelligences in each activity or lesson

Present Levels of Performance Current functioning in reading, writing, math, and behavior Can be found on IEP for students in Special Ed Can also be determined using informal assessments, grade level passages, and skills assessments

IEP Important areas on the IEP that can be used for planning:  Present levels of performance: Indicate student’s current functioning in academic areas  Academic goals and objectives: Identify areas of need that should be targeted  Accommodations: Indicate strategies and tools that the student needs for classroom success (aligned with UDL guidelines)  Assistive Technology: Technology tools that the student needs in order to be successful in the classroom

Organizing Student Profile Matrix  One page document that contains key planning information for each student  Maintained electronically and on paper  Provides added area for team discussion of successful and unsuccessful classroom practices

MAKING UDL WORK FOR YOU I THINK I KNOW WHAT IT IS, BUT WHAT AM I SUPPOSED TO DO WITH IT?

YOU HAVE A LESSON PLAN GEOMETRY Students will identify all lines of symmetry in a given shape or object.

ENGAGEMENT IDEAS Let students identify ways in which their faces and/or bodies are symmetrical – or not. Provide pictures or other manipulatives with which students can work to create examples of symmetry or asymmetry. Use computer programs that allow students to create symmetrical or asymmetrical images.

MULTIPLE MEANS OF REPRESENTATION (GUIDED PRACTICE) POINT OF ENTRYTYPESTYLE Students find definition of symmetry in dictionary FoundationalVisual Teacher explains meaningNarrationalAuditory Students repeat in their own words NarrationalAuditory Teacher writes definition on board, screen or transparency FoundationalVisual Teacher gives examples by drawing shapes Logical/Quantitative Aesthetic Visual Teacher presents shapes – students identify lines of symmetry AestheticTactile Students present shapes – peers indicate lines of symmetry ExperientialTactile Kinesthetic

MULTIPLE MEANS OF REPRESENTATION (INDEPENDENT PRACTICE) TIERED ACTIVIYINTELLIGENCE Teacher provides copies of basic shapes. Students identify one or two lines of symmetry and presents responses orally Verbal/Linguistic Logical/Mathematical Intrapersonal Students draw shapes and identify one to four lines of symmetry Visual/Spatial Intrapersonal Working with partners, students select objects in the classroom, school, or grounds, indicate whether or not there is symmetry, and if there is, how many lines. Interpersonal Naturalist Students choose an art form and piece and identify symmetry in its composition Musical Bodily/Kinesthetic Intrapersonal

MULTIPLE MEANS OF EXPRESSION PRODUCTINTELLIGENCE Students make shapes with their bodies and indicate symmetry Bodily-Kinesthetic Students identify symmetry in nature and explain the representation Naturalist Students create poems, or songs about symmetry Musical Verbal/Linguistic Students use programs like Google Sketch to create symmetrical designs Visual/Spatial Logical-Mathematical Students use music programs to create pieces that demonstrate symmetry in sound Musical Students create avatars with symmetrical properties Visual/Spatial