This document outlines a presentation about using Universal Design for Learning (UDL) to make content and curriculum accessible for English Learners while meeting Common Core State Standards. UDL is a framework that provides multiple means of representation, engagement, and action to address learner variability. The presentation defines UDL, discusses its alignment with WIDA supports and CCSS shifts, and provides examples of using technology and sensory, graphic, and interactive supports to make instruction accessible to all students.

1. Making Content and
Curriculum Accessible
for ELs with Universal
Design for Learning
Erin Lowry
Maryland TESOL Conference
CCBC Essex
October 26, 2013

2. Objectives
 Define and discuss UDL in order to understand its role
in Common Core
 Identify UDL resources to help with lesson planning in
order to make rigorous instruction accessible to all
students
 Examine some UDL best practices, including the use of
echnology

3. The Big Question
 What strategies and resources can I
use to meet the needs of
my ELL students without ―watering
down‖ my instruction and still
address CCSS?

4. Shifts in CCSS
• Emphasis on informational text
• Complex Text
• Close Reading
• Respond to text-dependent questions with oral and
written responses
• Vocabulary/Academic Vocabulary
• Focus on rich content knowledge

5. What is UDL?
 A framework for instruction organized around three
principles based on the learning sciences
 These principles guide the design and development of
curriculum that is effective and inclusive for all learners
 UDL focuses on curricular ―disabilities‖
Rose & Gravel, 2010

6. What are the brain networks?
 There is no such thing as a ―regular‖ student
 Learning is unique to each individual
 Variability among individuals in how they perceive and
interact with any environment

8. How can UDL support CCSS shifts?
Provide Multiple
Means of
Representation
 Perception
 Language,
expressions, and
symbols
 Comprehension
Provide Multiple
Means of Action
and Expression
 Physical action
 Expression and
communication
 Executive
function
Provide Multiple
Means of
Engagement
 Recruiting
interest
 Sustaining effort
 Self-regulation

9. Principles of UDL
 Provide multiple means of representation
 give students various ways of acquiring, processing, and
integrating information and knowledge
 Provide multiple means of action and expression
 provide students with options for navigating and
demonstrating learning
 Provide multiple means of engagement
 tap individual learners’ interests, challenge them
appropriately, and motivate them to learn

10. To Support Diverse
Recognition Networks
 Provide multiple examples
 Highlight critical features
 Provide multiple media and formats
 Support background context

11. To Support Diverse
Strategic Networks
 Provide flexible models of skilled performance
 Provide opportunities to practice with supports
 Provide ongoing, relevant feedback
 Offer flexible opportunities for demonstrating skill

12. To Support Diverse
Affective Networks
 Offer choices of context and tools
 Offer adjustable levels of challenge
 Offer choices of learning context
 Offer choices of rewards

14. UDL & Maryland
 The Maryland State Board of Education adopted
regulations that require all local districts to use UDL
 2013—2014 school yearlocal school systems shall use
UDL guidelines and principlesin the development or
revision of curriculum
 2014—2015 school yearlocal school systems shall use
UDL guidelines and principle sin the development and
provision of curriculum, instructional materials, instruction,
professional development, and student assessments

15. UDL & The Common Core
 All students can benefit from applying UDL to
curriculum design and instructional practice
 CCSS is the ―what‖ in education—the goals and
expectations
 UDL is the ―how‖—the curriculum and instructional
framework teachers use to plan lessons
 UDL framework provides means to maximize student
attainment of the CCSS

16. Providing Access to GradeLevel Curriculum with UDL
 Read-aloud options
 Compare text in different languages
 Vocabulary support (visuals, pronunciation, definitions,
translations)
 Models
 Additional background information

17. UDL vs. Differentiation
 Both enhance student achievement by design learning
environments and instructional materials that allow all
students to be successful
 UDL places a greater emphasis on the use of
technology

18. Universal Design for Learning
Differentiated Instruction
Principle I and the Recognition Network:
a) Provide multiple examples, and
b) Provide multiple media and formats,
Content:
Several elements and materials used to support
instructional content
Principle 1 and the Recognition Network:
c) Highlight critical features,
Content:
instruction is content-focused and principledriven
Additional Guidelines:
Use assessment as a teaching tool to extend
rather than merely measure instruction.
Principle 1 and Recognition Network:
d) Support background knowledge.
Principle 2 and the Strategic Network:
a) Flexible models of skilled performance,
Additional Guidelines:
Engaging all learners is essential
b) Opportunities to practice with supports.
Product:
Students are active and responsible explorers.
d) Flexible opportunities to demonstrate skill.
Product:
Vary expectations and requirements for student
responses.
Principle 3 and the Affective Network:
a) Choices of content and tools,
b) Levels of challenge,
c) Choices of rewards,
d) Choices of learning contexts.
Process:
Flexible grouping is consistently used and
Classroom management benefits students and
teachers.

19. Why We Need Flexible
Instructional Media
 Learners’ capacities are defined by the interplay
between learners’ abilities and the tools they use
 Traditional classroom materials and media come in one
size fits all, but they do not fit everyone
 Inflexible media create barriers to learning

20. UDL Principles are Aligned with
WIDA Supports
UDL
WIDA
Principle I: Multiple Means of
Representation
Sensory Supports
Principle II: Multiple Means
of Action and Expression
Graphic Supports
Principle III: Multiple Means
of Engagement
Interactive Support

21. UDL Principle I:
Multiple Means of
Representation
WIDA Sensory Supports
 Realia
 Real-life objects (realia)
 Manipulatives
 Manipulatives
 Visuals
 Pictures & photographs
 Music
 Illustrations, diagrams &
 Modeling
 Thinking maps
 Graphic organizers
 Role play
 Games
 Cooperative learning
drawings
 Magazines & newspapers
 Physical activities
 Videos & Films
 Broadcasts
 Models & figures

22. UDL Principle II:
Multiple Means of
Action and Expression
WIDA Graphic Supports
 Authentic product creation
 Charts
 Role play
 Graphic organizers
 Multimedia product
 Tables
 Podcasting
 Music/Rap
 Online projects
 Charts
 Oral telling
 Total physical response (TPR)
 Interpretive dance
 Interactive stations
 Graphs
 Timelines
 Number lines

23. UDL Principle III:
Multiple Means of
Engagement
WIDA Interactive
Supports
 Real-life examples
 In pairs or partners
 Personal relationship
 In triads or small groups
 Authentic grouping
 In a whole group
 Virtual fieldtrips
 Using cooperative group
 Virtual guests speakers
 Structures
 Project-based learning
 With the Internet (Websites)
 Student centered activities
 Interviews
 Active interaction
 Technology
or software programs
 In the native language (L1)

24. Role of Technology
 Digital media is versatile and transformable
 Capacity to combine and transform text, speech, and images
 Can be networked
 Alternative to print-only environment

25. Examples from the Classroom
 The Tell-Tale Heart
 http://udleditions.cast.org/CONTENT,telltale_heart,1.html
 Catching Fire
 Kindle and Storia versions
 Linked audio using Audible
 Connected dictionary, translation, and annotation tools
 The Legend of Sleepy Hollow




Visual and audio support
Images
Interactive activities
Graded and original text

26. General Supports for Reading
 Audio
 Sentence deconstruction (juicy sentences)
 Close reading
 Chunking text
 Translation and glossary/dictionary
 Screen readers (WordQ, Natural Reader)

27. Providing Access to Complex
Texts
 Scholastic Storia
 Kindle
 Project Gutenberg
 iBook and iBook Author
 Bookry

28. Providing Access to Complex
Texts: Audio
 Text-to-speech
 Natural Reader
 Audible
 http://www.audible.com
 Free audio
 http://www.librivox.org

29. Examples from the Classroom
 Reading Choice
 TrueFlix
 tfx.grolier.com
 Expert Space
 http://expertspace.grolier.com
 RAZ Kids
 www.learninga-z.com

30. http://udleditions.cast.org/CONTENT,telltale_heart,1.html
The Tell-Tale Heart

31. Providing Access to Complex
Texts
 UDL Editions
 http://udleditions.cast.org
 CAST Book Builder
 http://bookbuilder.cast.org/
 CAST UDL Studio
 http://udlstudio.cast.org/

32. Supports for Reading
 Reading choice
 TrueFlix
 tfx.grolier.com
 Expert Space
 http://expertspace.grolier.com
 Reading A-Z
 www.learninga-z.com

33. Supports for Writing
 Oral dictation tools / apps
 Dragon Speak

34. Vocabulary Visual Support
 Shahi
 http://blachan.com/shahi/
 Visuwords
 http://www.visuwords.com/

35. General Resources
 http://www.udlcenter.org/
 http://marylandlearninglinks.org/
https://assistivetechnologytidbits.wikispaces.com/file/view/udl_pic.png/
35294157/udl_pic.png

36. Where to Start?

37. Questions?
 Erin Lowry
 erin.lowry@gmail.com
 Presentation Resources
 https://www.diigo.com/list?token=470d3726ae9be5fe4b90
3a9288053cb3

38. Where to Find Examples
 UDL Center
 http://www.udlcenter.org/implementation/examples
 Montgomery County
 Middle School UDL Videos
 http://www.montgomeryschoolsmd.org/departments/hiat/udl/v
ideo/list.shtm
 UDL Tool Finder
 http://www.montgomeryschoolsmd.org/departments/hiat/toolfi
nder/

39. CAST Resources
 UDL Exchange
 http://udlexchange.cast.org
 UDL Connect
 http://community.udlcenter.org/
 UDL Editions
 http://udleditions.cast.org/
 UDL Training Toolkits
 http://www.cast.org/teachingeverystudent/toolkits/tk_reso
urces.cfm?tk_id=61

40. References
 CAST (2011). Universal Design for Learning Guidelines version 2.0.
Wakefield, MA: Author.
 Edyburn, D. L. (2010). Would you recognize universal design for learning if
you saw it? Ten propositions for new directions for the second decade of UDL.
Learning Disability Quarterly, 33(1), 33-41.
 Hall, T.E., Meyer, A., and Rose, D.H. (Eds.). (2012). Universal Design for
Learning in the Classroom. New York: The Guilford Press.
 Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P.
Peterson, E. Baker, & B. McGraw, (Eds.), International encyclopedia of
education (pp. 119–124). Oxford: Elsevier. Available at
http://www.udlcenter.org/sites/udlcenter.org/files/TechnologyandLearning.pdf.
 Tegmark-Chita, M., Gravel, J. W., &Serpa, M. D. B., Domings, Y., & Rose, DH
(2012). Using the Universal Design for Learning framework to support
culturally diverse learners. Journal of Education, 192(1), 17-22.