4UDI JC

A National Trend: Universal Design for Instruction: 

A National Trend: Universal Design for Instruction CTE/JHU MTA/MATN Regional Meetings

Slide2: 

UDL and Architecture

What is Universal Design for Instruction?: 

What is Universal Design for Instruction? UDI (or UDL) is a national movement Addresses national and state agendas for instructional and assistive technology refers to the use of flexible methods and materials for instructing diverse learners. It is built on the premise that there is no such thing as a “typical kid” and that in every classroom, differentiated instruction is needed to support not only LD, but ESL, It is based on the belief that technology can provide a medium for more flexible, differentiated instruction.

Principles of UDI: 

Principles of UDI In the long run, “It is more efficient and cost effective to consider and address the diverse range of user needs during the design process, rather than as an adaptation after the fact” (L. Schleff, Western Washington University)

AT versus UDI/L: 

AT versus UDI/L AT tends to focus on the student, and promote technology to overcome barriers caused by built in inflexibility UDL focuses on curriculum and wants to minimize the need for AT  UDL challenges how we teach and to rethink the nature of curriculum and one size fits all materials “focus on the limitations of the curriculum rather than the presumed limitations of the students”

Universal Design Concepts: 

Universal Design Concepts multiple formats of information to meet the needs of diverse learners multiple methods to demonstrate knowledge multiple ways to engage students based on their learning style and abilities support for inclusive instruction for all students

Digital Materials: 

Digital Materials UDI is the move toward greater use of digital materials. classroom materials like books and oral lectures are a one size fits all model new media such as digital text presented with the use of sound and images are better suited to meet the needs of diverse learners Internet resources offer more flexibility for diverse learners

Limitations of speech:: 

Limitations of speech: Speech phonemes are uttered in a rapid sequence/ transient and some cannot process it quickly enough (recognition) Requires the ability to stay focused and act strategically Requires active listening (strategic), students with ADD have difficulty with this Requires verbal working memory (studies of kids with epilepsy recognize speech but frontal networks can’t hold on to spoken language ) Speech requires the ability to process intonation, gesture facial expression. (indiv iduals with strokes often understand words but cannot decode the character of speech) (autism)

Limitations of text:: 

Limitations of text: Text is representational and must be taught It is more permanent than speech, but It lacks the inherent expressiveness of speech It is bound by conventions It requires many automatic recognition of words often difficult for dyslexics Students with autism often excel at this, though don’t derive meaning as readily

Moving Beyond the “NOW”: 

Moving Beyond the “NOW” We need to move beyond the limitations of a single medium (textbooks) and the fixed nature of text and speech We need better media which is versatile, can be transformed, marked and networked

Access to information vs. Access to learning : 

Access to information vs. Access to learning “Access to information can actually undermine learning because it sometimes requires reducing or eliminating the challenge or resistance that is essential to learning” Examples: adult readers, Text to speech does not address strategic learning by itself “Access to information is neither sufficient for nor synonymous with learning” It must be balance by addressing instructional goals

Moving toward UDI: 

Moving toward UDI consider the tools one curriculum unit at a time start with a manageable unit determine goals of the unit what do students need to do to show mastery what are the barriers for student what tools would help this ask yourself how goals, methods and assessments can be adjusted

  Gain skills in:: 

  Gain skills in: how to digitize text, images and sounds, how to use digital cameras, how to use software tools how to use the Internet as a learning tool assessing the strengths and weaknesses of individual students

An expanded role for special educators: 

An expanded role for special educators UDI approaches give special educators a broader role in instruction It gives special educators the opportunity for new types of collaboration in support of the curriculum

An expanded role for general educators: 

An expanded role for general educators UDI approaches give general educators tools for differentiated instruction It gives general educators the opportunity for new types of collaboration in support of the curriculum

Slide16: 

Class Learning Profile Model Template   Grade: 3 Teacher: Mrs. G. Subject: Science Standard: 6.23—Plants lifecycle Goal: Research and present information on a flower.    

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Curriculum Barriers Model Template   Grade: 3 Teacher: Mrs. G. Subject: Science Standard: 6.23—Plants lifecycle Goal: Research and present information on a flower.  

Slide18: 

UDI Solutions  Grade: 7th Subject: World Studies Standard 703.1 Goal: Describe how European civilization changed from the feudal period to the present Focus:Describe feudal civilization characteristics