1. Sharing and Building Ideas Fayette Long Walden University Sherry Lambertson Reaching and Engaging All Learners Through Technology, EDUC-6714 D-2 November 28 th, 2010

2. Universal Design for Learning PART ONE:

3. TRUE or FALSE  Change and fix the child to create an environment that helps all children to maximize their access to the learning environment.  TRUE  FALSE

4.  Flexibility in the classroom instruction and materials are needed to maximize learning for all students.  Provide options from the beginning even for those without disabilities.

5. UDL’s INSPIRATION ARCHITECT (Laureate, 2009)  DESIGNING BUILDINGS TO MEET THE NEEDS FOR ALL PEOPLE  PROVIDE OPTIONS/FLEXIBILITY THAT GIVES A DIVERSITY OF PEOPLE ACCESS

6. EXAMPLE Stairs accessibility for some. Meet the needs of others create a ramp.

7. These children are glad a ramp exist for their needs. UDL is about providing options from the beginning.

8. 3 PRINCIPLES GUIDE UDL: (CAST, 2008) REPRESENTATIO N ACTION and EXPRESSION ENGAGMENT HOW DO YOUR STUDENTS LEARN BEST? picasaweb.google.com

9. PRINCIPLE ONE:  Provide multiple means of representation.  Students differ in the way that they perceive and comprehend information. Consider: Options that customize the display of information Options that provide alternative for auditory information. Options that provide alternatives for visual information

10. PROVIDE OPTIONS FOR LANGUAGE AND SYMBOLS: Options that define vocabulary and symbols That clarify syntax and structure For decoding cross- linguistic understanding That illustrate key concepts non- linquistically. PROVIDE OPTIONS FOR COMPREHENSION: Options that provide or activate background knowledge That highlight critical features, big ideas, relationships. That guide information processing. That support memory and transfer

11. PRINCIPLE TWO: PROVIDE MUTLIPLE MEANS OF ACTION AND EXPRESSION Students differ in the ways that they can navigate a learning environment and express what they know. Consider: the individuals who express themselves well in writing text but not oral speech and vice-versa, for example.

12. PROVIDE OPTIONS FOR PHYSCIAL ACTION PROVIDE OPTIONS FOR EXPRESSIVE SKILLS AND FLUENCY In the mode of physical response In the means of navigation For accessing tools and assitive technologies In the media for communication In the toll for composition and problem solving In the scaffolds for practice and performance.

13. PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS  That guide effective goal-setting  That support planning and strategy development  That enhances capacity for monitoring progress

14. PRINCIPLE THREE:  Provide Multiple Means of Engagement  Students differ in the ways that they engage and are motivated to learn. Provide options for recruiting interest That increases individual choice and autonomy That enhances relevance, value, and authenticity That reduce threats and distractions.

15. PROVIDE OPTIONS FOR SUSTAINING EFFORT AND PERSISTENCE PROVIDE OPTIONS FOR SELF-REGULATION  That heighten salience of goals and objectives  That vary levels of challenge and support  That foster collaborations and communication  That increase mastery- oriented feedback.  That guide personal goal-setting and expectations  That scaffold coping skills and strategies  That develop self- assessment and reflection

16.  USE OF TECHNOLOGY SUPPORTED MATERIALS ◦ Provides flexibility: The three UDL principles call for flexibility ◦ Depending on the needs of the students digital materials can be modified to customize learning materials and methods to each individual

17. Technology examples/materials  World Wide Web;  Word processing programs;  PowerPoint;  graphic organizer software such as Inspiration;  learning software;  text to image programs

18. OUR SCHOOL

19. Individuals needs for all students addressed All students access content with comprehension Many resources and support found at CAST website: www.cast.org www.cast.org

20. RESOURCES OF INTEREST Curriculum self-check: www.udlselfcheck.cast.orgwww.udlselfcheck.cast.org The CAST Universal Design for Learning (UDL) Lesson Builder provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students. http://lessonbuilder.cast.org/learn.php http://lessonbuilder.cast.org/learn.php

21.  www.cast.org/research/udl/index www.cast.org/research/udl/index  Watch a video  www.teachingeverystudnt/tools/main www.teachingeverystudnt/tools/main  Read about UDL Read about UDL

22. UDL – PART TWO

23. 3 NETWORKS OF THE BRAIN  The most powerful learning tool that a student brings to the classroom; most complex and mysterious...THE BRAIN!  The brain has a way of distributing, or processing information to different parts of the brain through 3 networks (Laureate, 2009):

24. Recognition: back of brain where sensor organs come from: eyes, ears, nose and throat Strategic: part of brain will allow you to do skillful things like dancing, shooting for a basket; make plans for actions. Affective: location of the brain where we display our emotions – what things make us fearful, excited. Functions to help evaluate and identify

25. Learning Differences  Every student is as unique in there learning differences as are our finger prints – no one student is alike in how they learn (Laureate, 2009)

26. How to teach such diversity? A connection between neuroscience and the classroom helps educators to understand our students better and tailor learning experiences in ways that will optimize learning opportunities for all learner (CAST, 2010).

27. The Power of Flexibility Classroom instructions and materials needs options for all learners to achieve. Reflect back to principles one, two and three and the network guidelines for: ◦Recognition ◦Stratigic ◦Affective

28. To support diverse Recognition Network:  Provide multiple examples  Highlight critical features  Provide multirole media and formats  Support background context

29.  Provide flexible models of skilled performance  Provide opportunities to practice with supports  Provide ongoing, relevant feedback  Offer flexible opportunities for demonstrating skills

30. To support diverse affective networks: Offer choices of content and tools Offer adjustable levels of challenge o Offer choices of rewards Offer choices of learning context

31. BRAIN NETWORKS and USE OF TECHNOLOGY  Using a collections of various technologies and resources expands the options teachers can give for presenting information, for scaffolding students and for offering choices for student expression.

32. For example: To support recognition network to students who struggle reading printed text a classroom instruction may provide technology that supports audio sound of the text would support access to the information presented to the student.

33. Another Example To Support Strategic Learning  Different learners with the same goal have different plans and steps for reaching the goal  Consider: using technology such as the Internet that can be embedded into a lesson for demonstrating how to do something.

34. Example to Support Instruction for Affective Learning Find multiple means to engage and motivate students using technology.

35. CAST ONLINE TOOLS AND RESOURCES  You many find some of the previous listed tools and resources helpful to enhance your classroom instructions along with the following sites:  http://www.advocacyinstitute.org/UDL/resources.s html http://www.advocacyinstitute.org/UDL/resources.s html  www.udltechtoolkit.wikispaces.com / www.udltechtoolkit.wikispaces.com /

36. Resources  Center for Applied Special Technology. (2010). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelineshttp://www.udlcenter.org/aboutudl/udlguidelines  Laureate Education, Inc. (Executive Producer). (2009). Universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author.  Laureate Education, Inc. (Executive Producer). (2009). Brain research and universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author.