1. Universal Design for Learning A Basic Skills TLC Workshop Presented by: Lynette Pratt, Bryan Ouchi, Cory McKinley

2. What is UDL? Just as physical barriers exist in our physical environment, curricular barriers exist in our instructional environment. UDL is the proactive design of our courses to ensure they are educationally accessible regardless of learning style, physical or sensory abilities.

4. Brain Imaging Shows Individual Differences! These three functional magnetic resonance images (fMRI) show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. Blue indicates a low to moderate level of activity, red indicates a high level of activity, and yellow indicates an extremely high level of activity.

5. UDL Paradigm Shift Pre UDL Students with disabilities are considered in a separate category Students with disabilities are viewed as having a problem that needs to be fixed UDL Students with disabilities fall along a continuum of learning differences All students learn differently. Instructors “fix” teaching strategies to accommodate learner differences

6. UDL Paradigm Shift Pre UDL Instructor adjusts instruction for students with disabilities The major curricular vehicle is a textbook UDL Instructor designs the curriculum in advance to accommodate all learners Curriculum materials are varied and diverse to accommodate different learning styles

7. Basic UDL Principles 1.Multiple means of representation give diverse learners options for acquiring course content 2.Multiple means of engagement use various instructional strategies to tap into learners’ interests and increase learner motivation 3.Multiple means of expression provide options for learners to demonstrate what they know

8. What is Representation? “How do I present essential course content to my students?” Fundamentals in Practice: Knowing that students access information in a variety of formats, including auditory, visual and tactile, consider varying how you express essential course content. This increases the likelihood of information access and comprehension and, ultimately, the effectiveness of your instruction.

9. What is Engagement? “How do I involve my students in the learning process?” Fundamentals in Practice: Knowing that active participation is key to learning, consider adopting various ways that students can actively participate in class. Active participation strengthens learning and, ultimately, the effectiveness of your instruction.

10. What is Expression? “How do I ask my students to show what they know?” Fundamentals in Practice: Knowing that students have preferences for how they express themselves - orally, written and visually - consider providing multiple ways for students to demonstrate their competency. This increases the likelihood of their success and, ultimately, the effectiveness of how you measure their learning.

11. Benefits for Students Greater access to course content Increased opportunities for achievement Greater satisfaction with the learning process

12. Benefits for Faculty Enables you to reach a diverse student population without necessarily modifying your course requirements or academic expectations Provides you the tools to consider how and what you teach in a structured and systematic manner Offers you an opportunity to critically examine your teaching effectiveness Offers framework to apply a learning-centered approach that enhances the learning of all students