1. Universal Design Because connections are not being made
Transition slide

2. Universal Design
UDL can be as varied as the use of pencil grips, mind maps, or allowing students to use notes or a partner to complete an assignment. The important thing to remember is that the scaffolding of the lesson is built in ahead of time.

3. Universal Design for Learning (UDL)
A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.
… a set of principles for curriculum development that applies to the general education curriculum and …

4. Individualized Instruction Differentiated Instruction
Universal Design
When embraced or actualized with all students in mind, universal design would be the foundation of instructional practice. If students continue to struggle after instructed by a teacher utilizing universal design, the next course of action would be differentiated instruction, followed by individualized instruction. This is the framework for appropriate instruction or the best practice to use to meet the needs of all students.
Universal Design

5. UDL Principles Representation Principle 1:
Principle 2: Action and Expression
Principle 3: Engagement
After setting the goals and considering barriers. Eliminate the barriers by incorporating the 3 principles of UDL. Multiple means of Representation: Graphs, Charts, multimedia. Number two-Action & Expression- Give students multiple means of expressing . Number 3: Provide multiple means of engagement, what is motivating to one student will not be for another. Give students choices, help them feel safe taking risk and making mistakes. Remember the goal is to eliminate the barriers that are often present in curriculum.

6. Recognition Networks
The "what" of learning
Strategic Networks
The "how" of learning
Affective Networks
The "why" of learning
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

7. Principle I: Multiple Means of Representation
Act/ Express
Engage
The what of learning
To give diverse learners options for acquiring information and knowledge
Present content in a variety of formats and modalities
Principle I: Provide Multiple Means of Representation (the “what” of learning). 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, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also 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; providing options for representation is essential.

8. UDL requires Multiple Means of Representation.
Act/ Express
Engage
Multiple Means of Representation
Examples: Manipulatives
Visual Displays
Anticipatory Guides
Graphic Organizers
Artifacts
Videos
Music
Movement
Text Readers
Provide information and content in different ways
Perception – customizing the display of information or offering alternatives for visual or auditory information such as varying the size of text, the contrast of color in text or images, the volume or rate of speech, the layout of visual or other elements, the fonts, use of ASL, books on tape, providing physical objects to convey perspectives or interaction
Language, expressions, and symbols – Clarifying vocabulary, syntax, and structure, promoting understanding across languages, illustrating through multiple media – preteach vocabulary, provide electronic translation tools or links to multilingual glossaries on the web, embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc.)
Comprehension – Activating or supplying background knowledge, highlighting patterns, critical features, big ideas, guiding information processing, maximizing transfer and generalization

9. Principle II: Multiple Means of Action and Expression
Represent
Act/ Express
Engage
(the “how” of learning). Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that 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; providing options for action and expression is essential.
Judy Augatti

10. UDL requires Multiple Means of Action and Expression.
Represent
and
Act/ Express
Engage
Examples: Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash
Response Hold-Up Cards
Quick Draws
Numbered Heads Together
Line-Ups
Differentiate the ways that students can express what they know.
You may switch these examples for content specific examples.
Quick Draws- Students quickly illustrate their understanding of a complicated or abstract idea through a drawing.
Chalkbord or Whiteboard Splash- Students are asked one question and each student puts their response on a portion of the chalkboard/whiteboard for everyone to see.
Line-Ups- Students take a position on a topic by lining up on different sides of the room.
Numbered Heads- Each is student is accountable for information they have learned in their group. Students count off and then form groups based on their numbers. During debrief call out the number of the student who will be presenting for the group.
Physical Action – Vary the methods for response and navigation; optimize access to tools and assistive technologies (use of the computer rather than written form, use of speech to text devices, touch screens, customized functions of keys on the keyboard, etc)
Expression and communication – Use multiple media for communication; Use multiple tools for construction and composition; Build fluencies with graduated levels of support for practice and performance (use of drawing, film, music, dance/movement, social media, storyboards, spellcheckers, calculators, story webs, concept mapping, manipulatives, web applications like Wikis, Power Point, etc.)
Executive Function – Provide models of process and product of goal setting, guides and checklists; post goals, objectives, and schedules in an obvious place, embed prompts to “show and explain your work”, provide graphic organizers, provide checklist and guides for note-taking, use assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples)

11. Principle III: Multiple Means of Engagement
Represent
Act/ Express
Engage
(the “why” of learning). Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that 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 other 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.

12. UDL requires Multiple Means of Engagement.
Represent
Act/ Express
Engage
Examples:
Bounce Cards
Air Writing
Case Studies
Role Plays
Concept Charades
Response Hold-Up Cards
Networking Sessions
Simulations
Stimulate interest and motivation for learning
Bounce Cards – Student takes what another student has said or shared and bounces an idea off of it.
Recruiting interest – provide choice in how an objective can be reached and allow learners to participate in the design of classroom activities and academic tasks; ensure cultural and personal relevancy
Sustaining effort and persistence – flexible grouping, implement a plan for positive behavior intervention and supports (PBIS), construct communities of student learners (CSLs), peer tutors
Self regulation – support activities that encourage self-reflection and identification of personal goals; a key factor in learners losing motivation is their inability to recognize their own progress so it’s important they have multiple models and scaffolds of different self assessment techniques so that they can identify and choose ones that are optimal for their unique needs.

13. With UDL more students are:
Engaged
Learning
Achieving
Motivated
Engaged in their own learning
Learning at greater breadth and depth
Achieving at higher levels
Motivated to continue learning