UDL Presentation: Sharing Ideas and Building Resources By: A.Goswick

Inspiration for UDL The “what” of learning is presenting the information and content in different ways. The “how” of learning is demonstrated by differentiating the ways students express what they know. The “why” of learning is stimulated by the interest and motivation for learning.

Recognition As educators and learners, we must provide a plethora of methods in which to educate and provide information. We can do this by: –Demonstrating a variety of examples. –Provide a multitude of media and technology outlets. (Computer, textbook, cd, Ipad etc.) –Implement and discuss the “what, why and how” of learning.

Strategic Action and Expression must be obtained through a variety of formats. –Differentiated learning/teaching practices. –Provide means of practice, practice practice. –Feedback must be ongoing and relative to the skill or learning outcome. –Be flexible in execution and planning.

Affective Engagement is a must. Daily and active engagement is critical in being affective. –Content and tools shouldn’t be one-dimensional but multi. –Differentiated learning and teaching are critical. –Rewards and praise should be constant. –Choices of learning content should be varied. Resource: ocedures.cfm?tk_id=61

Central Role of Technology in UDL Normally, we try to envision the end result and plan accordingly. However, as new materials, curriculum and technologies are developed, they should be designed from the beginning to the end to allow for flexibility. In doing so, this in turn will allow for a variety of learning styles to be developed and implemented. Reference:

Impact of UDL in Adult Education Demonstrate the educational and fun use of a computer. Teach each adult the positives about a computer instead of focusing on the negative. (easy use, functions etc.) Intimidation factor removed as everyone is learning the same thing.

Learning Differences and Brain Research Recognition: Senses, (eyes, ears, throat, nose). Designed to process and recognize a variety of things. Located in the back of the brain. Strategic: Makes plans, strategizes, thinks, analyzes. Located in the front of the brain. Affective: Evaluation, recognition, organization. This deals with the emotions. Resource Laureate Education, Inc. (Producer). Brain Research and Universal Design for Learning, featuring Dr. David Rose

Implications Variety of strengths, weaknesses, abilities and skills. Students bring a unique sense of abilities to the table. All three networks interact, teach and learn in various ways. This in turn can bring a positive or negative feeling. Issues can be missed due to concentration on a singular level. Qualities, focus and importance are concentrated on the many realms of learning. Reference ttp://cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm

UDL: Support Cultural, Ethnic, Linguistic, and Academic Diversity Creation of work is based on each student’s abilities and skills. Students record their work and work in a variety of ways such as pairs or in groups. 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: clear goals, supports the achievement of goals, based on core values both personally and instructionally. UDL Solutions Finder: Practice with the CAST and application principles along with the methods of planning the curriculum. UDL Class Profile Maker: Aids in the comprehension process of understanding your students’ abilities, skills both as individuals and in 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 tk_procedures.cfm?tk_id=61 apter2_9.cfm