EDPD 584 Universal Design for Learning

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EDPD 584Universal Design for Learning

• Day 1
• Instructor Maureen LaFleche

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Agenda (3 minutes)

• What is on the wiki
• http//at4allspring10.pbworks.com/WhatisUDL
• Differentiating Instruction
• IRPs
• BC Ministry of Education Adaptations and
  Modifications August 2009
• Videos
• Principles of UDL
• UDL Activities
• Questions

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Teaching

• Past
• planned lessons based on the average students
  needs
• One size fits all

• Present
• Teaching to diversity
• Meeting the needs of ALL learners

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Moving from..

• Sage on the Stage

• Guide on the Side

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Video No Future Left Behind - 546 minutes

• No Future Left Behind - Students
• from Sufferin Middle School created
• this video about education as part of
• Net Generation Education Project
• http//www.youtube.com/watch?vkra_z9vMnHo
• What do you think about the message that is being
  given? How realistic do you think it is? Do you
  think students in your classroom are thinking
  this way?

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Activity 1 How do you teach? (2 minutes)

• Take a couple of minutes to fill out the UDL
  Checklist by Access
• Discuss how you teach with a partner

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Video

• UDL at a Glance
• http//www.youtube.com/watch?vbDvKnY0g6e4

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The Principles of UDLfrom Rose and Meyer
Teaching Every Child in the Digital Age (15
minutes)

• Principle 1 To support recognition learning,
  provide multiple, flexible methods of
  representation
• Principle 2 To support strategic learning,
  provide multiple, flexible methods of expression
  and apprenticeship.
• Principle 3 To support affective learning,
  provide multiple, flexible options for
  engagement.

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UDL and Multiple Modalities Means More Learning
for EVERYONE!

• Research is clearteaching in multiple modalities
  increases access for struggling learners and
  improves learning generally for ALL learners.
  Increase the level of success for every one of
  your diverse learners by providing choice and
  flexibility in the ways you present information
  using multiple formats and media
• by Carol Seibert

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Literacy Model

• speaking

writing
reading
Adapted from Koppenhaver et al. 1993
listening
All components of the model are interrelated and
learning in one area will positively affect the
others.
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Assistive Technology (AT)
Assistive technology is technology used by
individuals with disabilities in order to perform
functions that might otherwise be difficult or
impossible. Assistive technology can include
mobility devices such as walkers and wheelchairs,
as well as hardware, software, and peripherals
that assist people with disabilities in accessing
computers or other information technologies.
(http//www.washington.edu/accessit/articles?109)
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What is UDL?

• Universal Design for Learning is a theoretical
  framework developed by CAST to guide the
  development of curricula that are flexible and
  supportive of all students (Tracey Hall, Nicole
  Strangman, and Anne Meyer. 2009).

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What is UDL?

• Supports research based approaches to teaching
  and learning such as

• Multi-sensory or differentiated teaching

• Use of assistive technology

• Performance-based assessment

• Integrated units
• Cooperative learning
• Theory of Multiple Intelligences

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How did it start?

• Curb Cuts

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Electronic Doors
AT
UD
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Universal Design (UD)

• Create products and/or environments that are
  designed, from the outset, to accommodate
  individuals with a range of abilities and
  disabilities.

Consider the needs of the broadest possible uses
from the beginning. Ron Mace
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Are AT and UDL the same?

• AT
• any piece of equipment or product systemthat is
  used to increase, maintain, or improve functional
  capabilities of individuals with disabilities
  (IDEA, 2004 P. 108-446)

• UDL
• To select and use goals, methods, assessment and
  materials in a way that will minimize barriers
  and maximize flexibility so that curricula fully
  support every students access, participation,
  and progress in essential facets of learning (Joy
  Zabala, Sept. 2006)

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What would your UDL school look like?
(pre-activity)

• Take 2 minutes and brain storm with a partner
  what your UDL school might look like.

Brief Discussion
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UDL Fad or Reality?
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UDL
UDL
UDL
UDL
UDL
UDL
UDL
UDL
UDL
UDL
UDL
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British Columbia Ministry of Education

• Todays classrooms are diverse and inclusive by
  nature. Differentiation of instruction and
  assessment and the principles of universal design
  are now recognized practices for teachers.
• Both differentiation and universal design
  provide systematic approaches to setting goals,
  choosing or creating flexible materials and
  media, and assessment. To undertake
  differentiation and universal design, teachers
  need to be aware of a range of accommodations
  (multiple means of representation, of expression,
  and/or of engagement) that may be necessary to
  help each student in the classroom succeed. These
  accommodations may take the form of adaptations
  and/or modifications.

British Columbia Ministry of Education - A Guide
to Adaptations and Modifications August 2009
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Some think adaptations are cheating.

• Adaptations do not represent unfair advantages to
  students. In fact, the opposite could be true. If
  appropriate adaptations are not used, students
  could be unfairly penalized for having learning
  differences, creating serious negative impacts to
  their achievement and self-concept.

British Columbia Ministry of Education - A Guide
to Adaptations and Modificati0ns August 2009
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British Columbia Ministry of Education - A Guide
to Adaptations and Modifications August 2009
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Adaptations include, but are not limited to

• audio tapes, electronic texts, or a peer helper
  to assist with assigned readings
• access to a computer for written assignments
  (e.g. use of word prediction software,
  spell-checker, idea generator)
• alternatives to written assignments to
  demonstrate knowledge and understanding
• advance organizers/graphic organizers to assist
  with following classroom presentations

• extended time to complete assignments or tests
• support to develop and practice study skills for
  example, in a learning assistance block
• use of computer software which provides text to
  speech/speech to text capabilities
• pre-teaching key vocabulary or concepts multiple
  exposure to materials
• working on provincial learning outcomes from a
  lower grade level

British Columbia Ministry of Education - A Guide
to Adaptations and Modifications August 2009
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Purpose

• Purpose of AT To increase, improve or maintain
  the functional capabilities of individuals with
  disabilities (Joy Zabala, Sept. 2006)
• Purpose of UDL to increase the access in the
  general curriculum for students with and without
  identified disabilities (Joy Zabala, Sept. 2006)
• Educational Outcome increased educational
  participation and achievement (Joy Zabala, Sept.
  2006)

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Brain Research and Learner Differences

• Learning is distributed along three
  interconnected networks

Affective WHY we learn
Strategic HOW we learn
Recognition WHAT we learn
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Methods of Universal Design for
Learninghttp//louisville.edu/education/ciidl/acm
s/udl.html
Goal Strategy What that means?
Recognition Provide Multiple Examples Present patterns using multisensory approaches with many examples and counter examples
Highlight critical features Explicitly identify critical features in examples
Provide multiple media and formats Provide redundancy of patterns and critical features through a variety of media, formats, organizations, detail, and depth allowing the learner to access information in the way in which it best fits the individuals learning style
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Methods of Universal Design for Learning
conthttp//louisville.edu/education/ciidl/acms/u
dl.html
Goal Strategy What that means?
Recognition cont Support background knowledge Ask learners to relate own experiences to topic being studied, to relate what is already known about topic being studied, and review key vocabulary and concepts prior to studying topic
Strategic Provide flexible models of skilled performance Present examples and counter examples of expert performance, and allow the learner the choice of how to express knowledge and skills
Provide scaffolding opportunities Allow learner to become proficient with each step of a task before performing entire task
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Methods of Universal Design for Learning
conthttp//louisville.edu/education/ciidl/acms/u
dl.html
Goal Strategy What that means?
Strategic Provide multiple media and formats Provide ongoing, relevant feedback
Affective Offer choices of content and tools Allow for flexibility in learning style as well as areas of interest and ability
Provide adjustable levels of challenge Assist learners in setting individualized and realistic goals based on level of task difficulty and individual frustration level
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Methods of Universal Design for Learning cont
Goal Strategy What that means?
Affective Offer choice of rewards Identify individualized intrinsic and extrinsic rewards for each learner
Offer choice of learning context Allow learners to choose the amount of structure and types of materials needed to complete an assignment
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Student Barriers to the Curriculum
Barriers Adapted from CAST
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If students have problems..
Digital Text is versatile, flexible, media rich,
moveable, changeable, portable, language rich,
up-to-date and it talks. These features reduce
frustrations for students who have difficulty
reading.
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If students have problems with ..
Podcasts, Vodcasts, and PowerPoint presentations
can be given to the student before/after so that
they can view lecture at their own pace to assist
with the comprehension of the lecture.
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If students have problems with ..
Pairing students or providing other options for
presentation can reduce feelings of anxiety
caused from presenting in front of groups of
people.
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If students have problems..
Flow charts, e-text, graphic organizers, list of
web resources, software assist with mechanics,
written output (quantity and quality)
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If students have problems..
Allowing students to use spell and grammar
checkers, word processors, voice notes and
software that assist with the writing process
helps to reduce frustrations and help to minimize
barriers.
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Saskatchewan Schools Learning Styles

• Take a couple of minutes to check out
• http//www.saskschools.ca/qvss/curriculum/michar
  t.pdf

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To Kill A Mockingbird

• My attempt at creating a UDL lesson plan for
  teachers to engage all learners
• http//tkamforall.pbwiki.com/

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In-Class Activity

• UDL - Webquest

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Where there was once an observer, let there now
be a participant. - Eliot Eisner
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What have we learned? (10 minutes)

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What would your UDL school look like?
(post-activity)

• Think about what you have learned today about UDL
  and take 2 minutes and brain storm with a partner
  what your UDL school might look like.

Brief Discussion
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Questions
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Resources

• AccessIT University of Washington
  http//www.washington.edu/accessit/articles?109
• ACCESS Colorado University How do you Teach?
  A Quick UDL Checklist - http//accessproject.colos
  tate.edu/udl/documents/how_do_you_teach_checklist.
  pdf
• BC Education - A Guide to Adaptations
  andModifications - http//www.bced.gov.bc.ca/spec
  ialed/docs/adaptations_and_modifications_guide.pdf
  
• CAST Center for Applied Special Technology -
  http//www.cast.org/
• CAST What is UDL - http//www.cast.org/publicati
  ons/ncac/ncac_diffinstructudl.html
• Hall, Tracey, Strangman, Nicole, Meyer, Ann.
  Differentiated Instruction and Implications for
  UDL Implementation - http//www.cast.org/publicati
  ons/ncac/ncac_diffinstructudl.html

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Resources cont

• IDEA - Definition of AssistiveTechnolgy. IDEA,
  2004 P. 108-446
• University of Louisville - Center for Innovation
  and Instruction for Diverse Learners.
  http//louisville.edu/education/ciidl/acms/udl.htm
  l
• Siebart, Carol - Success for All Learners Part
  II
• Providing Multiple Means of Representation
  http//www.donjohnston.com/research/articles/LLart
  icleUDL_2.html
• Rose, David, Meyer, Ann. Teaching Every Student
  in the Digital Age Universal Design for
  Learning. 2002
• Zabala, Joy NOTE TAKING GUIDE AT, UD, UDL
  Complementary Strategies for Addressing the Needs
  of ALL Students in Varying Learning Environments.
  http//www.doe.state.la.us/Lde/uploads/9910.pdf
  (Sept. 2006)

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Videos

• No Future Left Behind http//www.youtube.com/watch
  ?vkra_z9vMnHo
• UDL at a Glance http//www.youtube.com/watch?vbDv
  KnY0g6e4

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Photos

• All photos obtained from Microsoft Clipart