Discover Universal Design for Learning (UDL) to respond to - PowerPoint Presentation

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Discover Universal Design for Learning (UDL) to respond to - PPT Presentation

Please log into http wwwudlcenterorgaboutudltakeatourudl Jayne Pletser curriculum manager for inclusive education This session In this session we will consider IB Inclusion and teaching to learner variability ID: 578187

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Discover Universal Design for Learning (UDL) to respond to learner diversityPlease log into http://www.udlcenter.org/aboutudl/take_a_tour_udl

Jayne Pletser – curriculum manager for inclusive educationSlide3

This sessionIn this session we will consider:IB Inclusion and teaching to learner variability.

UDL – overview and guidelines.

Research - UDL and inclusive practices in IB schools world wide.

Practical session – exploring UDL.

References

and suggested

reading

.Slide4

Responding to learner diversity: removing barriers to learningInclusion is an ongoing process that aims to increase

access and engagement

in learning for all students by i

dentifying and removing barriers

(IBO, 2010) Slide5

What are the barriers to learning?

Page

5Slide6

Removing barriers to learning

(Learning diversity and inclusion in IB programmes,2016)

Page

6Slide7

Teaching to variability: differentiationDifferentiation – concerns curriculum content

(Tomlinson

, 2003)

Content

What should a student come to know, understand and be able to do?

How

will the student gain access to knowledge, skills and understanding?

Process

What

activities will be used to help students make sense of the knowledge, understanding and skills?

Product

What products will provide evidence of what the student knows, understands and is able to do?Slide8

UDL at a glancehttps://youtu.be/bDvKnY0g6e4Slide9

Action: options for learnersThink about a recently differentiated lessonDid the lesson provide options for learners to:

Self-regulate?

Sustain effort and motivation?

Remain engaged and interested?

Reach higher levels of comprehension and understanding?

Understand used symbols and expressions?

Perceive what needs to be learned?

Act strategically?

Express themselves fluently?

Respond physically?

Talk to a neighbour(s)

Talk to your neighbour(s)Slide10

Teaching to variability: UDLUniversal Design for Learning – UDLThe UDL framework is cohesive, flexible and concerns curriculum content, expected learner variability and the learning environment.

(www.cast.org)

Neural

Networks

Educators

provide

Learners

become

Diverse recognition networks

Multiple means of representation

Resourceful,

knowledgeable

Diverse strategic networks

Multiple means of action and expression

Strategic, goal directed

Diverse

affective networks

Multiple means of engagement

Purposeful, motivatedSlide11

UDL guidelines Slide12

UDL and the Learner Profile

UDL Principles and related Expert Learner

characteristics

IB Learner Profile IB

Characteristics

(Communicators, Principled,

Open-minded, Caring, Risk-takers, Balanced, Reflective)

To develop resourceful, knowledgeable learners

(UDL Principle 1: Representation)

Inquirers

Knowledgeable

Thinkers

To develop strategic, goal-directed learners

(

UDL Principle 2: Action and Expression)

UDL Principle 3: Engagement

To develop purposeful, motivated learners

(UDL Principle 2: Action and Expression)Slide13

AND?

UDL Principles and related Expert Learner characteristics

IB Learner Profile IB Characteristics

To develop resourceful, knowledgeable learners

(UDL Principle 1: Representation)

Inquirers

Knowledgeable

Thinkers

To develop strategic, goal-directed learners

(UDL Principle 2: Action and Expression)

Communicators

Reflective

Open-minded

UDL Principle 3: Engagement

To develop purposeful, motivated learners

(UDL Principle 2: Action and Expression)

Principled

Caring

Balanced

Risk-takersSlide14

Action: UDL guidelinesOptions for learners to:Self-regulate?

Sustain

effort and motivation?

Remain engaged and interested

Reach higher levels of comprehension and understanding?

Understand used symbols and expressions?

Perceive what needs to be learned

Act strategically?

Express themselves fluently?

Respond physically?

Talk to a neighbour

Would the UDL guidelines increase learning opportunities for you and your students?

CAST (2011).

Universal Design for Learning Guidelines version 2.0.

Wakefield, MA: Author.Slide15

UDL and Inclusive Practices in IB Schools Worldwide http://ibo.org/research/programme-development-research/continuum-studies/Purpose

To examine

how inclusive practices and UDL are used in IB schools worldwide, focusing on the following areas:

UDL and inclusive practices are currently being implemented at the classroom and schoolwide level in IB schools worldwide and what specific factors impact this implementation

the inclusive practices IB educators are using align with the UDL

framework

IB commissioned researchSlide16

Research questions:What are the key findings in the literature base about UDL implementation in K-12 settings?How is UDL currently implemented in IB schools?How does UDL support the IB goal of promoting inclusive education?

Research Methods

ualitative

research

design:Document analysis.Literature review.

arge-scale survey.

Interviews

of selected participants >

case

stories

on a set of

schools.Research Questions and MethodsSlide17

IB Philosophy and practices are well-aligned with the guiding tenets of UDL. IB guidelines emphasize the need to consider student diversity at various levels, from school philosophy to organization to instructional practices.

The

IB focus on reducing barriers and providing

teaching and

learning approaches that support and engage all learners is consistent with UDL’s

central premise of addressing learner variability by proactively designing instruction for all learners.

General research findings

jpSlide18

UDL framework:Open-ended. Flexible.Not prescriptive.Many ideas and options for use.Anyone can use.

Challenge

verwhelming

for some because there is no clearly defined path for use.

Solutions

oncrete

ideas and strategies for how to operationalize

UDL.

rofessional

development

workshops. Online courses.Professional learning communities. UDL – challenges and solutionsSlide19

ChallengeTime for preparation and collaboration. SolutionsR

ecommendations

for undertaking UDL-based

redesign (Dymond 2006).

reate a realistic timeframe—start small and give stakeholders time to adjust.Involve all stakeholders in the

process.

lesson plans to develop and communicate UDL

changes.

nsure

that appropriate supports are

available. Provide structure to support students—they may need to be taught how to work in the more student-centric UDL classroom. Evaluate the impact of the redesign -

collect data, refine the process of UDL-based design.

UDL

–

challenges and

solutionsSlide20

Facilitating factorsIB philosophy.Administrative support.Learning support teams.

Professional

development opportunities.

arriersStandardized format of external exams/assessments.A

ttitudes

about rigor and selectivity on the part

some

teachers and

parents.

mplementation of UDL and IB practicesSlide21

Qualitative action study: 101 high school students. 68 without

disabilities.

with

mild disabilities.

8 with severe cognitive disabilities. Adaptations to instructional delivery, materials, curriculum, and

assessments.

rovided

flexible options for student participation

Course

redesign carried out by

a team of university researchers, a

special education teacher, a general education teacher, and a co-teacher. (Dymond, Renzaglia Rosenstein, Chun, Banks, Niswander, and Gilson (2006)

Action study – UDL science courseSlide22

Findings:All students participated.Beneficial for students with and without disabilities. Students enjoyed using the varied instructional

materials available

for

activities e.g. the

digital graphic

organizer. Materials provided adaptations and organizational supports to completeAssignments.

lexible

and strategic student grouping formats were effective for

improving work

completion, student

engagement and student interaction.

Action study – UDL science course

Students with severe cognitive disabilities

Students without severe cognitive disabilities

Improved social interaction with

peers

Enjoyed attending classes

Made progress on IEP

goals

Improved classroom participation

Improved personal responsibility

Improved work completion, grades, and end-of-year test scoresSlide23

Learn more about UDLThe TOURhttp://www.udlcenter.org/aboutudl/take_a_tour_udlNavigate

questions and

resources.

Build background knowledge of the UDL

framework.

Learn how to apply UDL to your instructional practice. Connect UDL and other frameworks or initiatives.Slide24

UDL TourSlide25

UDL resources

Resource/Link

Description

Center on Applied Special

Technology

http://www.cast.org

Information and resources about UDL

National Center on UDL

http://www.udlcenter.org

A clearinghouse of resources including videos, articles, and reports.

UDL Theory and Practice

http://udltheorypractice.cast.

org/login

Book, available both online (free) and in hard copy. Online version with multimodal features and videos describing how educators apply UDL

UDL BookBuilder

http://bookbuilder.cast.org

Create interactive books with students - upload pictures and audio and use built-in assistive technology supports.

UDL Editions

http://udleditions.cast.org

Digital reading environment - tools to help students read, listen to, and comprehend stories.

Text Help features: text-to-speech, scanning, highlighting, and a glossary. Interactive agents present comprehension questions during reading.

Accessible Educational

Materials (AEM)

http://aem.cast.org

Learn more about accessible materials: resources for educators, parents, students, publishers, and accessible media producers.

Access the AIM Navigator and AEM Explorer to determine what digital text tools are most useful for students.

CAST Science Writer

http://sciencewriter.cast.org

Interactive website supports students in writing lab and class reports. Multimodal tools to support the writing process (drafting, revising, editing).

iSolveIt Math Puzzles

http://isolveit.cast.org/home

iSolveIt

is a mobile digital learning environment. Supports the development of logical thinking and reasoning skills; essential competencies of algebra and mathematics.

Collection of tablet-based puzzles designed using the principles of UDL.

Parent’s Guide to UDL

www.cpacinc.org/wpcontent/

uploads/2009/12/ParentsGuidetoUDL.pdf

14-page parent’s guide to UDL - an overview of UDL with examples of how educators can create instructional environments using UDL principles.Slide26

ActionLogin in to view the interactive book http

://udltheorypractice.cast.org/login

With a neighbour or alone choose to:

Take

the UDL tour @

http://www.udlcenter.org/aboutudl/take_a_tour_udl

Discuss

What would be the benefit of using these materials in your school?

How would you use them?

Who would benefit from their use?

Explore

the UDL resources (handout)

Which resource would be the most useful to you at this moment?

Which of your students would benefit from which resource?Slide27

Armstrong, T. (2011) The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. United States: Perseus Books Group.Dymond, S. K., Renzaglia, A., Rosenstein, A., Chun, E. J., Banks, R. A., Niswander, V., & Gibson, C. L. (2006). Using a participatory action research approach to create a universally designed inclusive high school science course: A case study.

Research & Practice for Persons with Severe Disabilities, 31,

293-308

Kalambouka, A., Farrell, P., Dyson, A. and Kaplan, I. (2007) ‘The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers’,

Educational Research, 49(4), pp. 365–382. doi:

10.1080/00131880701717222.

Meyer, A., Rose, D.H., Gordon, D. 2014

Universal Design for Learning: theory and practice.

Wakefield, USA. CAST, Inc.

Mitchell, D. (2013)

What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies

. United

Kingdom.

Slee, R., 2011 The Irregular School: Exclusion, schooling and inclusive education. Oxon, UK. Routledge.Tomlinson, C.A, Cunningham Eidsen, C. Differentiation in Practice: A resource guide for differentiating curriculum. Alexandria, USA.

ASCD. IB resourcesLearning diversity and inclusion in IB programmes (2016).The IB guide to inclusive education: a resource for whole school development (2015).

Meeting student learning diversity in the classrooms (2013).

References and suggested reading

Page

27Slide28

Thank you!Jayne Pletser jayne.pletserdent@ibo.org