Alief udl 2014.

Universal Design for Learning (UDL)
Institute
Alief ISD
2013-2014

Learning Choices
Me preschool

My son
Kindergarten

Who is in the room?
Role/Position

Number of Years
in Education

First Name
Subjects/Grades

What learning choices
do you wish you would
have had?

Why Are We Here?
 Vision for UDL

Implementation
NTG p. 3
 Institute Goals
 Institute Objectives
Live Binder
Short Link –
http://bit.ly/R4UDL2013

Session Technology Expectations
- Session associated technologies, such as cell

phones and laptops, may be used during the
session as long as their use is directly aligned to
our content, and their use does not distract
from activities, or other participants.
- Use of technology for personal or business
reasons should be accessed outside of our
session

Classroom Technology Expectations
“Student-owned technologies,
such as cell phones and laptops,
may be used in the classroom
when there is not a whole-group
activity, when their use does not
distract other students, and
when district’s acceptable use
policy is followed.”
(Johnson, 2012, p. 140)

Reading activity
Universal Design for Learning

Reading Activity
“Teaching

Every
Student in the
Digital Age”
Live Binder tab

NTG p. 4

Learner Variability

Setting the Stage: Learner Variability
“Neurodiversity: A Concept Whose Time Has Come”

• Individually read article

• Create one-sentence
summary of main theme of
content
• Pair with a participant and
share your one-sentence
summary on TodaysMeet

Think-Pair-Share

NTG p. 5

Personal Learning plan

Personal Learning Plan
One concept I want to learn more about…
One idea/tool/technique/concept I might share
with a colleague and/or incorporate into
practice…
NTG p. 5

Personal Learning Plan
NTG p. 5

Share one concept with the group that you would like to
learn more by going to the following link and
typing in your response.

http://todaysmeet.com/AliefUDL

To make your own TodaysMeet- www.todaysmeet.com

Origins and overview

UDL Origins and Overview
 What is UDL?

 UDL and UD

 Why UDL?

 Components of

 Brain Networks
 SPED or

GENED?

 Research Basis

UDL Curriculum

What is UDL?

What is UDL?
“A framework for instruction organized around
three principles based upon the learning sciences”
(Rose & Gravel, 2010).

NTG p. 6

What is UDL?
“Based on two decades of research into the nature
of learning differences and the design of
supportive learning environments” (Rose & Meyer,
2002).

NTG p. 6

What is UDL?
NTG p. 6

Video: UDL Principles and Practice
http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines

What is UDL?

Learning
Differences

To Support Learning Provide
Multiple Means of:
• Representation
• Action & Expression
• Engagement

The
Learning
Brain

Recognition
Networks

Affective
Networks
Strategic
Networks

NTG p. 7

What is UDL?
The Higher Education Opportunity Act from
Congress provides a statutory definition of UDL
(HEOA; Public Law 110-315, August 14, 2008)
(Hall, Meyer & Rose, 2012, pp. 2)

References to UDL In Public Policy
http://www.udlcenter.org/advocacy/referencestoUDL

NTG p. 7

Brain networks

40 years of
research

Individual
learning is
unique

No “typical”
student

Abilities
are not
static

Variability is
the “norm”

Variability is
systematic

NTG p. 8

Three Distributed Systems
2. Strategic

1. Recognition

3. Affective
Graphic © Don Johnston Inc. 2007

NTG p. 8

Recognition Networks:
The “WHAT” of Learning
Recognition
NTG p. 8

“Specialized to sense and assign meaning to
patterns we see; they enable us to identify and
understand information, ideas and concepts”

Recognition Networks
The “WHAT” of Learning

“Present to Cement”

Strategic Networks:
The “HOW” of Learning
Strategic
NTG p. 8
“Relate primarily to the executive functions and specialized to
generate and oversee mental and motor patterns. They enable
us to plan, execute, and monitor actions and skills”


Strategic Networks

The “HOW” of Learning

“Show what
you Know”

Strategic Network Works with
Recognition Network
During Learning
 Read

 Doing a project

 Write

 Taking a test

 Compute

 Taking notes

 Solve Problems

 Listening to lecture

 Plan and execute

project

Why it’s important to explicitly teach strategies…

Affective Networks:
The “WHY” of Learning
NTG p. 9

Affective
“Are specialized to evaluate patterns and assign them
emotional significance; they enable us to engage with
tasks and learning and with the world around us”

Affective Networks: The “WHY” of Learning

Networks are interconnected…

Recognition

Strategic

NTG p. 9

Affective

Affective Networks

The “WHY” of Learning

NTG p. 5

Affective

“Connect to Affect”

Understanding the Interrelations
Helps us to understand that there is no single
solution that works for everyone.
• We must employ flexibility
•Include alternatives

•Appreciate differences

NTG p. 9

•Set appropriate learning goals

•Focus on reducing barriers within curriculum

…Reflection…
NTG p. 9

Based on what you’ve learned so far, what
are two key points you might share with a
colleague about the relationship between
brain networks and learning?

Why UDL?

Why is UDL Necessary?
NTG p. 10

“Barriers to learning are NOT, in fact,
inherent in the capacities of learners, but
instead arise in learners' interactions with
inflexible educational goals, materials,
methods, and assessments.”

(Rose & Meyer, 2002, pp. vi)

SPED or GEN ED

Is UDL SPED or GENED?
 Encompasses all learners

NTG p. 10

 Is not “one-size-fits-all”
 All learners have equal and fair access

 Provides opportunity to learn same content in

ways best for individual learner


Are UDL and differentiated instruction
the same?
CAST 2007
DI

When During instruction
when the teacher
notices the
students’ needs
How Makes changes
or adjustments to
the curriculum

UDL

When designing the
curriculum

Builds resources
and options into the
curriculum

UDL and Universal Design (UD)

Relationship to Universal Design
“Consider the needs of the broadest
possible range of users from the
beginning”
Architect, Ron Mace

NTG p. 10
http://www.design.ncsu.edu/cud/about_ud/udprinci
ples.htm

Retrofitting
Drawbacks of Retrofitting
• Each retrofit solves only one
local problem
• Retrofitting can be costly
• Many retrofits are UGLY!

NTG p. 10

Universal Design: Key Points
 Not one size fits all, but offers alternatives
 Designed from the beginning, not added on later
 Increases access opportunities for everyone (i.e.
ramps, curb cuts, electric doors, captions on tv)

NTG p. 11

Research basis

Research Basis for UDL
CAST

 Neuroscience

 Research on specific educational practices
 Research on specific applications of UDL

NTG p. 11

…Reflection…
NTG p. 12

UDL

Individually or
with a partner…

Components of UDL curriculum

UDL provides a blueprint for creating
…
Goals
NTG p. 12
Methods
Materials
and assessments
that accommodate learner differences.

UDL Curriculum: Goals
 Learning expectations

NTG p. 13

 Knowledge, concepts, and skills all students should

master
 Generally aligned to standards
 Designed to offer options—varied pathways, tools,
strategies, and scaffolds for reaching mastery
 Do Not prescribe the methods and materials

(National Center on UDL at CAST, 2012)

UDL Curriculum: Methods
NTG p. 13

 Instructional decisions, approaches, procedures,

or routines used to accelerate or enhance learning
 Evidence-based methods and differentiated
methods
 Are adjusted based on continual monitoring of
learner progress

UDL Curriculum: Materials
 Media used to present

NTG p. 13

learning content
 What the learner uses to demonstrate
knowledge
 Materials are variable and flexible
 Multiple media and embedded, just-in-time
supports


UDL Curriculum: Assessments
 Process of gathering

information about a learner’s performance
 Uses a variety of methods and materials
 Used to determine learners’ knowledge, skills, and
motivation
 Purpose is to make informed educational decisions


NTG p. 13

UDL Curriculum Application

Learning Goals: Differences
Traditional
 Describes learning

expectations
 Do not generally
consider learner
variability
 Do not generally
differentiate from the
means
 Often limit options

UDL

NTG p. 14

 Describes learning






expectations
Written to
acknowledge learner
variability
Differentiates from
the means
Offers more options
Focus on developing
“expert learners”

Traditional Goal: The students will read the textbook section on cell
division and write a 500 word summary.
Representation barriers:

Action and Expression barriers:

• Printed text
•
Some students with certain
visual impairments and
certain physical disabilities
may have difficulty
accessing information.
•
Some students may struggle
with decoding text.

• Writing a 500-word report
•
Some students may have
difficulty with handwriting
•
Some students may not be
able to effectively organize
their thoughts and put them
on paper to create a report
of this length.

Engagement issues are often not addressed in traditional goals such as the one suggested above.

Does the goal itself limit the means by which a student can
achieve the goal? How?
What do you think the intent of the standard is for this
learning goal?
Text and graphics courtesy of the IRIS Center, Peabody College (2012)

“Question Response”
Traditional Goal: The students will read the textbook section on cell
division and write a 500 word summary.

Q1: Does the goal itself limit the means by
which a student can achieve the goal? How?
A student is limited in how they can receive
the information (i.e. only printed text) and
how they can show what they know (i.e. only
written summary)
Q2: What do you think the intent of the
standard is for this learning goal?
Understand and be able to explain/apply the
concepts related to cell division

Hint: Look at the 3 principles

UDL Goal: The students will learn about and present information about
cell division.
Representation barriers:

Action and Expression barriers:

Students are still required to learn
about cell division, but they are now
permitted to use alternate methods for
accessing that information (e.g., audio
books, digital text, internet, video).

The students still need to demonstrate
that they learned about cell division, but
they now have options for doing so (e.g.,
writing a report, making a video, creating
a digital presentation, creating a model)

Issues with engagement are addressed in how students choose to access the content and how they
demonstrate their knowledge. Students will complete the assignment in accordance with their
learning need or preference (i.e., visual, auditory, tactile, kinesthetic).

Does this goal limit the means by which a student can achieve the
goal? How?
Does this learning goal change the intent of the standard? How?
Text and graphics courtesy of the IRIS Center, Peabody College (2012)

“Question Response”
UDL Goal: The students will learn about and present information about
cell division.

Q1: Does this goal limit the means by which a
student can achieve the goal? How?
No, now students have a variety of ways to access
the content and a variety of ways to show what
they know as the goal is written to allow for
flexibility
Q2: Does this learning goal change the intent of the
standard? How?
No, students are still responsible for learning the
same standard (i.e. cell division) the only changes
have been the options for how they will receive
the information and express what they know

Anticipating Barriers: Group Activity
 With assigned group, review definition of methods,

materials or assessments
 Respond to questions posted on t-charts
 Be prepared to report to large group

NTG p. 14

Anticipating Barriers: Debrief
Methods

Materials

Assessments
NTG p. 14

…Reflection…
UDL Curriculum Barriers

• Aha!

NTG p. 15

• Question

• From what I’ve

learned, I could…

UDL guidelines

Purpose of the Guidelines
Assist anyone who plans lessons to:

NTG p. 16

 Reduce and identify curriculum barriers

 Optimize levels of challenge and support

 Meet widest range of learners from the start
 Organized according to three principles

UDL Principles
Multiple Means of:
Representation
Action and Expression
Engagement

Recognition

Strategic

Affective

Principles

Guidelines

http://www.udlce
nter.org/aboutudl/
udlguidelines

Goals

Checkpoints

UDL Guidelines: Exploring the Options
NTG p. 16-18

 With a partner
 Use computer

 Complete activity
 Be prepared to

share

UDL Guidelines: Debrief

Each group shares:
 Checkpoint
 Name of
resource/tool
 One sentence
summary
 Classroom use
 Record notes on
educator
checklist

UDL Guidelines: Reflection
 List 2 checkpoints

shared by colleagues that
you would like to explore
further

 List 2 resources shared

by colleagues that you
would like to explore
further

NTG p. 18

Applying UDL to content

Applying UDL to Content
 Reading
 Writing

 Science

 Mathematics
 History

 Arts

Content Activity
NTG p. 20

Divide into content area groups
 Maximum 6 per group

 Activity instructions in note-taking guide

Content Activity: Debrief
READING
Key Points





Record notes from
groups on graphic
organizers in notetaking guide





Reading Tool
Notes -

NTG p. 20-23

Planning for Learner Variability
A teacher’s
perspective…
Lisa from NY
Tech Toolkit
Video starts at 8:48

NTG p. 23

Providing Options: Digital Resources

NTG p. 23

Institute Live Binder
Short Link - http://bit.ly/R4UDL2013

Go to Livebinder:
Tech in Classroom Padlet
Post your thoughts on the following:
Do you think technology might…
 Eliminate the need for traditional schools
 Eliminate the need for paper materials
 Eliminate whole-group instruction
 Eliminate traditional lecture and tests

Campus UDL Implementation
Time for reflection

Campus/District Planning
 Initiate your plans or ideas on your Campus or District

Implementation Plan
 Reflect upon content so far
 Consider context of your learning environment

 Write at least two action items
 Discuss with your implementation partners
 Prepare to present tomorrow on your ideas

Campus/District Planning Share out
 Present your plans or ideas on your Campus or District

Implementation Plan
 What are the action items
 How do you propose these items
 When will they be done
 What supports are needed

A Kick of Hope

How does this video relate to the
concept of neurodiversity or UDL?

NTGP (pg. 24)

Quick Quiz:

UDL Principles and Practices

NTGP (pg. 24)

UDL supports the notion that we should teach to the average
student and focuses on the struggling learner
The primary purpose of UDL is to provide teachers with
instructional strategies

The power of UDL is in its design – the power to be very flexible
allowing choices
Engagement is the most important UDL principle
The goal of UDL is to reduce barriers in the curriculum

Networks of the Brain

UDL Principles

Recognition systems
The “what of learning”

Representation

Strategic systems
The “how” of learning

Action & Expression

Affective systems
The “why” of learning

Engagement

Components of UDL Curriculum
 Goals
 Methods
 Materials

 Assessments

Barriers in printed text

Encountering Barriers
in Printed Text
Traditional Goal: Participants will independently
read assigned text passage from “The Spy” and
demonstrate understanding of main idea by
providing written responses to short answer
questions.
The Spy, by James Fenimore Cooper

Barriers to printed text
 Symbols and decoding

 Rushed
 Not enough information and hard to read
 Pressured – consequence

 Weighted grade
 Inflexible goal

How could we redesign this activity
using the UDL framework?
Goal - ?
Methods – ?
Materials –?
Assessment - ?

NTG p. 25

Reducing Barriers

Provide options for representation,
action/expression and engagement

UDL Guidelines

NTG p. 25

Possible UDL Goal
Participants will access content in “The Spy”
through a variety of text options and communicate
main ideas of text

NTG p. 25

Methods
 Read printed text

 Read text silently along

with a recording of the
text
 Text to speech reader
 Text highlighted as the
student is reading
 Activate background
knowledge

 Language reference tools

readily available

 Thesaurus or dictionary
 Electronic tools such as

Franklin dictionary

 Scaffolds for

comprehension
 Read with a partner
 Choral reading

Materials
 Provide original text
 Text written at






multiple grade levels
Text with graphics
Text with audio clips
Text with video clips
Embedded vocabulary
supports
Audio version

 Text with highlighted






features (key words,
phrases, or repeated
concepts)
Text on multiple
topics/issues/genres
Text chunked
Pre-reading passages
E-text

Assessment
• Cloze passage

• Text-to-text connection

• Written response

• Picture story retell

• Demonstration

• Gist statement

• Graphic organizer

traditional)
• Brochure

• Multiple choice quiz

• Text-to-self connection

• Oral response

• Summary

• Reenactment

• Poster (digital or

• Comparison to current

issue

NTG p. 26

A Vision of K-12 Students Today

Technology and UDL
 Allows flexibility to traditional print materials

 Encourages use of various media in many formats
 Take advantage of technology’s ability to be

versatile and transformable
 Digital media can be networked

NTG p. 26

The Importance of Digital Media

NTG p. 26

Networkability
Versatility
Ability to
be marked
Transformability

Importance of Digital Media
 Versatility – displaying content in multiple ways

(i.e. Wordle)
 Transformability – same content displayed and
expressed in multiple ways (i.e. Readability)
 Ability to be marked – “tag” different
structural components (i.e. MS Word)
 Networkability – link one piece of digital media
to another (i.e. LiveBinder, Epub on ipad)

Accessible Instructional Materials (AIM)

Effective Instruction:
Equal Access for All Students
Accessible Instructional Materials (AIM)

Acquiring Accessible Instructional
Materials (AIM)
 Provision of AIM through NIMAS and TEA

 Fairly new TX legislation - Instructional

Materials Allotment (IMA)
 District Instructional Materials Coordinators
 Formats:
 Braille - IMET

 Large Print - IMET

 Audio – Learning Ally
 Digital - Bookshare

NTG p. 27

AIM Simply Said
by the PACER Center

UDL “Unplugged”

UDL and Low-Tech Settings
 Although important, not required

 UDL can be achieved without technology
 UDL is a blueprint for designing curriculum
 Can be applied in no-tech, low-tech and high-

tech environments

Campus PD Implementation Reports

 Summarize plan
 What were the

results?
 Lessons learned…

Applying UDL: Campus Choice

Digital Content Article
Review

UDL “Unplugged”

“Blueprint
Solutions: Digital
Content in the K12 Classroom”

Chapter 9
The Seed Lesson
p. 121

NTG p. 28

NTG p. 29

Applying UDL: Debrief
Digital Content or “Unplugged”

Digital Content Article
Review

UDL “Unplugged”

How can you apply
the information from
the article to your
campus?

Can you implement
the UDL framework
in your content area
without technology?
 Yes No Maybe

Teacher Rubric For UDL
Implementation

Campus UDL Implementation

Before You Go…
Your Campus Task
 Complete the Implementation Plan

 Reflect upon content from Institute

 Consider context of your learning environment

 Be prepared to share with group
 Follow-up with team members and designated

leaders to help roll out and implement with fidelity

References

Hall, T. E., Meyer, A. & Rose, D. H. (2012). Universal design for learning in the classroom:
Practical applications. New York: Guilford Press.
Intel, K-12 Blueprint. (2010) Blueprint solutions: Digital content in the K-12 classroom.
Retrieved from http://www.k12blueprint.com/content/blueprint-solutions-digital-contentk-12-classroom
Johnson, D. (2012). The classroom teacher’s technology survival guide. San Francisco, CA:
Jossey-Bass.
National Center on Universal Design for Learning at CAST (2012). UDL and the
curriculum. Retrieved from http://www.udlcenter.org/aboutudl/udlcurriculum
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, UK:
Elsevier.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design
for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
The IRIS Center for Training Enhancements. (n.d.). UDL: Creating a learning environment that
challenges and engages all students. Retrieved on June 8, 2012, from
http://iris.peabody.vanderbilt.edu/udl/udl_04.html

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