UDL Introduction

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Slide 1:

Donna Carroll Introduction to Universal D esign for Leaning EDUC 7109

What is Universal Design for Learning? :

What is Universal Design for Learning? The definition provided by CAST for Universal Design for Learning “a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” Retrieved from: http://cast.org/udl/index.html

How did UDL begin?:

How did UDL begin? Extension of the architectural idea of Universal Design. Ron Mace (architect, and founder of CAST) believed that all educational building should be accessible to all even those with disabilities.. The idea of making the building more accessible in the beginning was more cost effective than adding the accommodations later. Examples of Universal Design concepts: * Ramps * Elevators * Closed Captioned TV

Neural Networks:

Neural Networks Neuroscience research has shown that learning involves three different networks or connections in the brain. Recognition Networks “what” of learning Strategic Networks “how” of learning Affective Networks “why” of learning

Recognition Networks:

Recognition Networks The “what” of learning How we categorize the things we see, hear, and read. Identification of letters or words. Pattern recognition Each person has a unique recognition network based on his or her gifts or talents Must provide multiple means of representation of materials.

Instructional methods of the recognition networks :

Instructional methods of the recognition networks Provide multiple formats and styles of presenting the information. Use graphic organizers Highlighters Animation Provide background knowledge

Strategic Networks:

Strategic Networks The “how” of learning How we plan and organize our ideas How we express ourselves. ( writing or solving Math problems) Differentiate the ways students can express their knowledge. Must provide multiple means of expression.

Instructional methods of the Strategic Network:

Instructional methods of the Strategic Network Oral Tests Role Playing Choose answers from multiple choices. Books on tape Rubrics Check for understanding. Collaborative grouping.

Affective Networks:

Affective Networks The “why” of learning. Why learners get engaged Why they stay challenged and excited about their learning. The learner must be stimulated and motivated to continue to learn. Multiple means of engagement are needed to continue to learn.

Instructional means of the Affective Networks:

Instructional means of the Affective Networks Student selected rewards for completed tasks. Certificates/ Parties Offer choices for content Have varied levels of materials . Give students a range of learning tools .

Technology and UDL:

Technology and UDL Technology in UDL allows the educator to provide a learning environment that best suits the learner. One idea of UDL is that as a new curriculum or technology is developed it should be designed in a way that all learners can benefit from its use even those with a disability. Retrieved from: http://www.nectac.org/topics/atech/udl.asp

Examples of Technology for UDL:

Examples of Technology for UDL e-books: students with language or visual problem could benefit from e-books. iPads and iPods for students with limited mobility PowerPoint presentations for organization of ideas Online flashcards for studying math. Photo Story

Impact of UDL on Student Learning:

Impact of UDL on Student Learning Every student has his or her own way of learning. By incorporating UDL design methods into student learning all students will now have the ability to learn. UDL also gives students a choice in their learning. When students have choices they take ownership in their learning. UDL design can also help advance higher level students as well. UDL in summary provides all student no matter the disability or level of learning an opportunity to learn.

Brain Research:

Brain Research Brain research is still fairly new but research has found that everyone ‘s brain is unique and responds to things based on the experiences a person has. Some research has shown that a child born with a disability can function better than a student raised in an impoverished environment if given the right stimuli and nurturing environment. According to an article by the CCE(2010), the brain has a path or neurons that the new information follows. If new information is not used the path becomes broken. The research states that the learning should be meaningful to the students. A teacher should identify a students’ strengths and design lessons based on this. http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=6271

Implications for Learning and Instruction Using UDL Methods:

Implications for Learning and Instruction Using UDL Methods When using the methods and criteria set forth by CAST and UDL a teacher is eliminating the barriers that can come form regular planning. When a teacher uses a survey which is suggested in UDL he or she will learn the differences in their children. This information can then be used to help design lessons that meet the needs of all the students. UDL also offers choices and flexibility especially when incorporating technology. Offering choices also eliminated barriers students may have.

CAST Tools :

CAST Tools CAST Lesson builder http://lessonbuilder.cast.org/ With the lesson builder the teachers can design lessons that follow the CAST guidelines for UDL. The lesson builder could be a tool that could be used un my workplace because it would be a good start to seeing examples of lessons already designed by using the UDL model. This tool would also show my workplace how easy it would be to take the tools we already have an incorporate the designs of UDL to ensure learning for all students.

CAST Tools (cont.):

CAST Tools (cont.) UDL Curriculum checklist: http://udlselfcheck.cast.org/ This tools allows educators to check their curriculum against the CAST UDL guidelines to ensure ALL students are getting a curriculum that meets their needs. This would be a good tool for my workplace because we could begin by taking the checklist and seeing if our curriculum already meets these guidelines and then plan lessons for the ones that do not meet the guidelines. This site also gives examples of how to meet each area.

CAST Tools (cont.):

CAST Tools (cont.) Class Profile Maker: http://www.cast.org/teachingeverystudent/tools/classprofile.cfm With the class profile maker the teacher can administer a survey to find out which one of the three brain networks the student responds to . The teacher then can design lessons based on the child’s strengths. This would be a good tool for my workplace because it is a quick and easy tool to get a profile of each of our students. When using this tools combined with the lesson builder and curriculum check a teacher should be able to ensure good quality lessons for all students.

Resources:

Resources Center for Applied Special Technologies, CAST retrieved from : http://www.cast.org/index.html Council for Exceptional children (2010). Brain research sheds new light on student learning, teaching strategies, and disabilities. Retrieved from: http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=6271

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