UDL Presentation: Sharing Ideas and Building Resources By: Vickie P. Murphy

Outline the Inspiration for UDL Present information and content in different ways (the “what” of learning). Differentiating the ways that students can express what they know (the “how” of learning). Stimulating interest and motivation for learning (the "why" of learning).

Recognition Provide alternative formats for presenting information – Provide multiple examples – Highlight critical features – Provide multiple media and format – Support background text Example: Media and formats such as computer, textbook, CD, music

Strategic Provide alternative means for action and expression – Provide flexible models of skilled performance – Provide opportunities to practice with supports – Provide ongoing, relevant feedback – Offer flexible opportunities for demonstrating skill Action and expression; relevant feedback.

Affective Provide alternative means for engagement – Offer choices of content and tools – Offer adjustable levels of challenge – Offer choices of rewards – Offer choices of learning context Examples: Motivation, interest, engagement, desire and curiosity. Resource:

Central Role of Technology in UDL As new curricular materials and learning technologies are developed, they should be designed from the beginning to be flexible enough to accommodate the unique learning styles of a wide range of individuals, including children with disabilities. Examples – Accessible Web pages – Electronic versions of textbooks and other curricular materials – Captioned and/or narrated videos Reference:

Impact of UDL in Adult Education Students will be able to stay focus. Learn that the computer is not their enemy, but their friend. – Show them the different things that a computer can do such as Internet, clip art & etc. A textbook that is not complex, but easy to read and understand. Follow instructions without feeling intimidated

Brain Research and Learning Differences Recognition – the back of the brain. Sensory organs such and eyes, ears, nose and throat. The process patters and recognizes smell. Designed to process. Strategic – the front of the brain. Process actions and make plans. Affective – emotions. Evaluate patterns. Ways to recognize, organize and engage in different actions (Rose). Resource Laureate Education, Inc. (Producer). Brain Research and Universal Design for Learning, featuring Dr. David Rose

Implications There are no regular students. Each student brings a unique assortment of strengths, weaknesses, and preferences. Patterns of strengths and weaknesses in all three networks interacts with teaching and learning environment in ways that can bring either frustration or progress. A problem in one area can receive too much attention that other issues are missed. When students are categorized in broad categories many subtle and important qualities and focus instead on a single characteristic. Reference ttp://cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm

UDL: Support Cultural, Ethnic, Linguistic, and Academic Diversity Technology to allow students create their own work Students to capture oral records of their work Students work together in pairs Teachers to ensure that minorities have access to technology Integrate technology in curriculum to meet the needs of the learners (Bray, M., Brown, A. & Green, T.D., 2004).

CAST Online Tools UDL Goal Setter – find clear goals for the class that represent core instructional purpose of the learning activity and support various ways for achieving the goal. UDL Solutions Finder – gives you practice applying CAST's three UDL principles to derive alternative media, materials and methods when planning a lesson or a unit of curriculum. UDL Class Profile Maker helps you understand your students' strengths, needs, and interests as individuals and as a group.

Resources Bray, M., Brown, A. & Green, T.D. (2004). Technology and the Diverse Learner, A Guide to Classroom Practice. Corwin Press, CA. Education, Inc. (Producer). Brain Research and Universal Design for Learning, featuring Dr. David Rose ts/tk_procedures.cfm?tk_id=61 hapter2_9.cfm