Module 1 – Required Media  click on the speaker icon in each slide to listen to the presentation



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Overview of Universal Design for Learning

  • © CAST, Inc.
  • Module 1 – Required Media
  •  click on the speaker icon in each slide to listen to the presentation

Session Goals

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  • Gain an Understanding of UDL
  • Universal Design
  • Universal Design for Learning
    • A Paradigm Shift: The Curriculum is Broken
    • UDL is for ALL students
  • Three Brain Networks
  • Three principles of UDL
  • Applying the Three Principles

Universal Design

  • © CAST, Inc.

Meet Matt

  • © CAST, Inc.
  • © CAST, Inc.
  • Disabilities?

Disability

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  • Something that hinders, prevents, or restricts normal achievement (barrier)
  • American Heritage Dictionary, 2006
  • © CAST, Inc.
  • Disabilities?
  • © CAST, Inc.
  • Who Benefits?

Universal Design

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  • Curb Cuts
  • Ramps
  • Captions on TV
  • Elevators
  • Easy Grip Tools

What’s better about Universal Design?

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  • Universal Design recognizes the reality of diversity
  • Universal Design built right from the
    • start . . .
    • Is less costly than retrofits
    • Is more efficient than individual solutions
    • Is more aesthetically pleasing
    • Benefits more people
  • © CAST, Inc.
  • A Solution for “Building Disability:” Universal Design

Universal Design for Learning

  • © CAST, Inc.
  • A Paradigm Shift:
    • The Curriculum is Broken

Meet Lisa

  • © CAST, Inc.
  • © CAST, Inc.
  • Disabilities?

Disability

  • © CAST, Inc.
  • Something that hinders, prevents, or restricts normal achievement (barrier)
  • American Heritage Dictionary, 2006

Where are the Disabilities?

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Universal Design for Learning

  • © CAST, Inc.

Print is not flexible: One size fits all

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Digital Technology is flexible text

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Visual display

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Visual display

  • © CAST, Inc.

Auditory display

  • © CAST, Inc.

Embedded learning supports

  • © CAST, Inc.

What’s better about Universal Design for Learning?

  • © CAST, Inc.
  • UDL recognizes the reality of diversity
  • UDL is built right from the start
    • It is more efficient than individual solutions
    • It benefits more students and teachers
    • It supports access for all students to the General Education Curriculum as required by NCLB and IDEA

Research

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  • http://www.readingonline.org/articles/art_index.asp?HREF=/articles/pisha/index.html
  • Jumping off the Page: Content Area Curriculum for the Internet Age
  • 70 11th graders – 17 on IEPs
  • Students who are not in IEPs,
  • (regular education and honors programs)
  • provided as many suggestions as those who were identified with special needs.

Universal Design for Learning (UDL)

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  • Universal Design in Architecture
    • Eliminate barriers in environment
  • Universal Design for Learning

The Three Brain Networks

  • © CAST, Inc.

UDL and the Learning Brain

  • Adapted with permission (pending) from Nature (see Peterson, Fox, Poster, Mintum, & Raichle, 1988). © by MacMillan Magazines, Limited.

UDL and the Learning Brain

  • © CAST, Inc.

UDL and the Learning Brain

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    • Knowledge* networks
    • Strategic networks
    • Affective networks
  • *Knowledge (formerly recognition) Networks

UDL and the Learning Brain

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    • Knowledge networks: “the what of learning”
      • - identify and interpret patterns of sound, light, taste, smell, and touch
  • Knowledge (formerly recognition)
  • Networks

Knowledge Networks

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  • UDL Principle I:
    • Multiple Means of Representation
    • Examples:
        • Use digital text so size and color of text or images can easily be changed
  • A
  • A
  • The United States was a young country in 1800

Knowledge Networks

  • © CAST, Inc.
  • UDL Principle I:
    • Multiple Means of Representation
    • Examples:
        • Use digital text that can be read aloud by using text-to-speech (TTS) software

Knowledge Networks

  • © CAST, Inc.
  • UDL Principle I:
    • Multiple Means of Representation
    • Examples:
        • Use physical objects and spatial models
  • 1454 ft.
  • 0
  • Photo by David Sim
  • Photo by Hobvias Sudoneighm
  • 90 houses

UDL and the Learning Brain

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    • Strategic networks:
    • “the how of learning”
      • - plan, execute, and monitor actions and skills
  • Strategic Networks

Strategic Networks

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  • UDL Principle II:
    • Multiple means of action & expression
    • Provide options that facilitate managing information and resources (e.g. graphic organizers and templates for data collection and organizing information)
  • Template by Inspiration Software, Inc: Concept Map for Science from Inspiration 7.0.

Strategic Networks

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  • UDL Principle II:
    • Multiple means of action & expression
  • Allow students to compose in different media:
      • Provide options for students to share their knowledge (e.g. oral report, essay. multimedia presentation)
  • Photo by Dan Zen

Strategic Networks

  • © CAST, Inc.
  • UDL Principle II: Multiple Means of Action & Expression
      • Examples:
      • Provide scaffolds that can be gradually released with increasing independence and skills (e.g. embedded prompts and hints in digital reading and writing software)
  • This is a good time to stop and make a prediction about what you think will happen next in the story.
  • Tale of Two Cities, Charles Dickens
  • Book I
  • Chapter I. The Period
  • It was the best of times, it was the worst of times,
  • it was the age of wisdom, it was the age of foolishness,
  • it was the epoch of belief, it was the epoch of incredulity,
  • it was the season of Light, it was the season of Darkness,
  • it was the spring of hope, it was the winter of despair,
  • we had everything before us, we had nothing before us,
  • we were all going direct to Heaven, we were all going direct
  • the other way--in short, the period was so far like the present
  • period, that some of its noisiest authorities insisted on its
  • being received, for good or for evil, in the superlative degree
  • of comparison only.
  • © CAST, Inc.
  • UDL and the Learning Brain
    • Affective networks:
    • “the why of learning”
      • - evaluate and set priorities
  • Affective Networks

Affective Networks

  • © CAST, Inc.
  • UDL Principle III:
  • Multiple Means of Engagement
    • Examples:
      • Provide students with choices in such things as:
        • the type of rewards or recognition available
        • the tools used for information gathering or production
  • Photo by Joel Bombardier
  • Photo by Steve Jurvetson

Affective Networks

  • © CAST, Inc.
  • UDL Principle III:
  • Multiple Means of Engagement
  • Photo by Steve Jurvetson
  • Photo by Glenda Owens

Affective Networks

  • © CAST, Inc.
  • UDL Principle III:
  • Multiple Means of Engagement
    • Examples:
      • Provide opportunities for students to work in cooperative learning groups with scaffolded roles and responsibilities
  • Photo by Menlo School, Atherton, CA

Remember the Three Principles

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  • Multiple Means of Representation
    • To increase knowledge (formerly recognition) – the “what” of learning
  • Multiple Means of Action and Expression
    • To expand strategic abilities - the “how” of learning
  • Multiple Means of Engagement
    • To enhance involvement - the “why” of learning

Conclusions

  • © CAST, Inc.
  • UDL is an educational approach to teaching, learning, and assessment that draws on new brain research and new media technologies to respond to individual learner differences.
  • UDL is based on the belief that traditional educational goals, materials, methods and assessments may create barriers for some students.
  • The three principles of UDL assist teachers in designing inclusive curricula from the start rather than retrofitting it.

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