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Universal Design for Learning(UDL) is a set of
PRINCIPLES characterized by CAST (2011), that gives
all students an equivalent opportunity to learn in
the classroom!
Rose (Laureate Education, 2010) reinforces the idea
that UDL is an instructional approach that opens up
opportunities for learning by all students!
Is UDL Necessary?
YES! UDL is necessary because:
 Students have various needs, interests and skills they
bring to the classroom (CAST, 2011);
 All students need the same chances to learn;
 All children are capable of learning and they learn in
different ways; and
 The ways that different students learn means that the
instructional design to meet those needs must be
adapted!
What is the
INSPIRATION
for UDL?
 UDL gives ALL students the opportunity to learn!!
 UDL is meant to accommodate the educational needs of all
students, regardless of their disabilities or barriers!
 It was an idea that originated from the Universal Design
(UD) method in architecture where the need was to make
buildings accessible for ALL people!
 Our environment has been adjusted to conform to the
different needs of people, so shouldn’t our classrooms?
Examples in the Physical Environment
What are the 3 PRINCIPLES of UDL?
2. “ACTION and EXPRESSION”
Brain Research and The 3 Networks of
The Brain
Brain Research and UDL
• Worden and et al. explains “While brain research
alone can’t tell us how to teach children,
understanding the brain leads to uncovering
underlying learning mechanisms (Worden and et al.
,2011).” Understanding the connection between
these two areas can assist an educator in creating
successful lessons that will meet the needs of all
students.
• Retrieved from: A Study on Universal Design Learning
Principle #1: Present Materials in a
Variety of Ways  REPRESENTATION
 The “WHAT” of Learning
 How we gather facts and
categorize what we see, hear,
smell, taste, and touch
 Helps us identify voices, faces,
letters, numbers, words,
complex patterns, and abstract
concepts.
 Examples include: large text,
highlighted text, math word
problems and sequences
 Instructional methods include:
Powerpoint, Videos,
SMARTboard, Digital Media
Principle #2: Provide a Multiple Means
of  ACTION and EXPRESSION
 The “HOW” of Learning
 How we plan and perform
tasks, listen to lectures, take
notes, etc.
 How we organize and express
our ideas such as solving a
math problem
 Helps us understand and
demonstrate our
understanding of concepts.
 Examples include: oral/video
presentations, project-based
learning, make a poster, have a
debate, etc.
Principle #3: Provide Various Options
for  ENGAGEMENT
 The “WHY” of Learning
 How we get engaged and stay
motivated to learn
 How our emotions are controlled
 How we are challenged, excited,
or interested in, or about, a topic
based on choices
 Examples include: Virtual field
trips, online collaboration,
journals, flexible grouping,
multimedia presentations
So What’s the Big Idea?
 Students do not learn in the same manner!
 All students process information in unique
ways. How they translate, construct, or
employ the information they learn into a
meaningful experience is critical and begins
with the instructional methods chosen by the
teacher!
 How is this important to me and how do I
create a classroom using UDL methods using
technology?
Instructional Methods and The
Role of Technology in UDL
Main roles of
Technology in
UDL:
• Supports
diverse
learning
needs
• Provides
flexibility to
provide
content
• Gives students
alternative
choices to
learn
• Engages ALL
learners
Instructional Methods and The Role
of Technology in UDL (cont.)
• Provides multiple content choices for teachers and
students
• Makes lessons easier to design meets the needs for
individual students
Examples of Technology in the Classroom:
 Voice recognition software, digital text, SMARTboards,
blogs, wikis, audio books, VoiceThread, movies, graphic
organizers, laptops, math manipulatives, foldables,
journal books, tutorial videos, virtual field trips, online
concept map-making tools, iPads, iMovies, sticky notes,
Edmodo, iPhoto, communication devices,
screencasting/podcasts
Watch this short video that offers more
input on technology in UDL: Technology
with UDL
UDL and Diversity
Today’s classrooms are more diverse
than ever! So what does UDL do?
It improves student learning for ALL students by
making sure that their access to the curriculum is
meaningful and they learn authentic skills and are
assessed appropriately. UDL also accompanies
initiatives set by existing school reforms. (Universal
Design for Learning Task Force)
It gives itself to cultural, ethnic, and
linguistic diversity and makes room for low
and high-achieving students to progress
while offering challenges to all learners.
How does UDL Impact
Learning at CMHS?
 Increases skills that will help
students in real world
applications
 Increases engagement and
motivation among all
including teachers and
students
 Allows choices for students
to learn
 Students receive feedback to
achieve goals and set new
ones
 Students and teachers gain
confidence in their
individual skills
 Includes the use of many
forms of technology that
appeal to all types of
learners
CAST Online Tools and Resources
 CAST UDL Lesson Builder – This tool will assist our teachers to
explore and develop lessons and help our diverse students meet
their academic goals.
Website - http://lessonbuilder.cast.org/
 CAST Strategy Tutor – This tool will engage students in reading and
researching, enable them to gather and understand online
information more efficiently, and allow teachers to access
professional development resources to use for their own classes.
Website - http://cst.cast.org/cst/auth-login
 CAST Class Profile Maker – This is an organizational tool that
surveys your student strengths, interests, and challenges. It helps
teachers develop an class learning profile for the students as well.
Website -
http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
RESOURCES
• CAST. (2011). “UDL curriculum self-check. Retrieved from
http://udlselfcheck.cast.org/
• CAST, Inc. (1999-2012). UDL Lesson Builder. Retrieved from
http://lessonbuilder.cast.org/
• CAST, Inc. (1999-2012). Class Strategy Tutor. Retrieved from
http://cst.cast.org/cst/auth-login
• CAST, Inc. (1999-2012). Profile Maker. Retrieved from
http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
• Laureate Education, Inc. (Executive Producer). (2009). Reaching and
engaging all learners through technology: Universal Design for Learning.
Baltimore, MD: Author.
RESOURCES (cont.)
• National Center on Universal Design for Learning. (2011, March 15). UDL
guidelines–Version 2.0. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines
• Rose, D., & Meyer, A. (2002). Teaching every student in the digital age:
Universal design for learning. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/
• http://www.learningforall.ca/?page_id=18

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UDL Presentation Houtz

  • 2. W h a t is U D L ? Universal Design for Learning(UDL) is a set of PRINCIPLES characterized by CAST (2011), that gives all students an equivalent opportunity to learn in the classroom! Rose (Laureate Education, 2010) reinforces the idea that UDL is an instructional approach that opens up opportunities for learning by all students!
  • 3. Is UDL Necessary? YES! UDL is necessary because:  Students have various needs, interests and skills they bring to the classroom (CAST, 2011);  All students need the same chances to learn;  All children are capable of learning and they learn in different ways; and  The ways that different students learn means that the instructional design to meet those needs must be adapted!
  • 4. What is the INSPIRATION for UDL?  UDL gives ALL students the opportunity to learn!!  UDL is meant to accommodate the educational needs of all students, regardless of their disabilities or barriers!  It was an idea that originated from the Universal Design (UD) method in architecture where the need was to make buildings accessible for ALL people!  Our environment has been adjusted to conform to the different needs of people, so shouldn’t our classrooms?
  • 5. Examples in the Physical Environment
  • 6. What are the 3 PRINCIPLES of UDL? 2. “ACTION and EXPRESSION”
  • 7. Brain Research and The 3 Networks of The Brain
  • 8. Brain Research and UDL • Worden and et al. explains “While brain research alone can’t tell us how to teach children, understanding the brain leads to uncovering underlying learning mechanisms (Worden and et al. ,2011).” Understanding the connection between these two areas can assist an educator in creating successful lessons that will meet the needs of all students. • Retrieved from: A Study on Universal Design Learning
  • 9. Principle #1: Present Materials in a Variety of Ways  REPRESENTATION  The “WHAT” of Learning  How we gather facts and categorize what we see, hear, smell, taste, and touch  Helps us identify voices, faces, letters, numbers, words, complex patterns, and abstract concepts.  Examples include: large text, highlighted text, math word problems and sequences  Instructional methods include: Powerpoint, Videos, SMARTboard, Digital Media
  • 10. Principle #2: Provide a Multiple Means of  ACTION and EXPRESSION  The “HOW” of Learning  How we plan and perform tasks, listen to lectures, take notes, etc.  How we organize and express our ideas such as solving a math problem  Helps us understand and demonstrate our understanding of concepts.  Examples include: oral/video presentations, project-based learning, make a poster, have a debate, etc.
  • 11. Principle #3: Provide Various Options for  ENGAGEMENT  The “WHY” of Learning  How we get engaged and stay motivated to learn  How our emotions are controlled  How we are challenged, excited, or interested in, or about, a topic based on choices  Examples include: Virtual field trips, online collaboration, journals, flexible grouping, multimedia presentations
  • 12. So What’s the Big Idea?  Students do not learn in the same manner!  All students process information in unique ways. How they translate, construct, or employ the information they learn into a meaningful experience is critical and begins with the instructional methods chosen by the teacher!  How is this important to me and how do I create a classroom using UDL methods using technology?
  • 13. Instructional Methods and The Role of Technology in UDL Main roles of Technology in UDL: • Supports diverse learning needs • Provides flexibility to provide content • Gives students alternative choices to learn • Engages ALL learners
  • 14. Instructional Methods and The Role of Technology in UDL (cont.) • Provides multiple content choices for teachers and students • Makes lessons easier to design meets the needs for individual students Examples of Technology in the Classroom:  Voice recognition software, digital text, SMARTboards, blogs, wikis, audio books, VoiceThread, movies, graphic organizers, laptops, math manipulatives, foldables, journal books, tutorial videos, virtual field trips, online concept map-making tools, iPads, iMovies, sticky notes, Edmodo, iPhoto, communication devices, screencasting/podcasts
  • 15. Watch this short video that offers more input on technology in UDL: Technology with UDL
  • 16. UDL and Diversity Today’s classrooms are more diverse than ever! So what does UDL do? It improves student learning for ALL students by making sure that their access to the curriculum is meaningful and they learn authentic skills and are assessed appropriately. UDL also accompanies initiatives set by existing school reforms. (Universal Design for Learning Task Force) It gives itself to cultural, ethnic, and linguistic diversity and makes room for low and high-achieving students to progress while offering challenges to all learners.
  • 17. How does UDL Impact Learning at CMHS?  Increases skills that will help students in real world applications  Increases engagement and motivation among all including teachers and students  Allows choices for students to learn  Students receive feedback to achieve goals and set new ones  Students and teachers gain confidence in their individual skills  Includes the use of many forms of technology that appeal to all types of learners
  • 18. CAST Online Tools and Resources  CAST UDL Lesson Builder – This tool will assist our teachers to explore and develop lessons and help our diverse students meet their academic goals. Website - http://lessonbuilder.cast.org/  CAST Strategy Tutor – This tool will engage students in reading and researching, enable them to gather and understand online information more efficiently, and allow teachers to access professional development resources to use for their own classes. Website - http://cst.cast.org/cst/auth-login  CAST Class Profile Maker – This is an organizational tool that surveys your student strengths, interests, and challenges. It helps teachers develop an class learning profile for the students as well. Website - http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
  • 19. RESOURCES • CAST. (2011). “UDL curriculum self-check. Retrieved from http://udlselfcheck.cast.org/ • CAST, Inc. (1999-2012). UDL Lesson Builder. Retrieved from http://lessonbuilder.cast.org/ • CAST, Inc. (1999-2012). Class Strategy Tutor. Retrieved from http://cst.cast.org/cst/auth-login • CAST, Inc. (1999-2012). Profile Maker. Retrieved from http://www.cast.org/teachingeverystudent/tools/classprofile.cfm • Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology: Universal Design for Learning. Baltimore, MD: Author.
  • 20. RESOURCES (cont.) • National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/ • http://www.learningforall.ca/?page_id=18