Universal Design for Learning UDL Today Introductions A little history UDL How to get started or keep going depending on where you are in the process Who are you Why are you here ID: 583384
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Slide1
Meeting the needs of all students
Universal Design for Learning (UDL)Slide2
Today
Introductions
A little history
UDL
How to get started (or keep going –
depending on where you are in the process!
)Slide3
Who are you? Why are you here?
And why should I take the time to consider this?Slide4
Diversity
Students come to
our classrooms with
a variety of
abilities
(
and disabilities
)
,
cultural customs and beliefs, & learning
preferences
(to name a few)
This diversity highlights the need for
inclusionary
instructional practices to reach and teach every student.
Universal
Design for Learning (UDL) offers such a promising structure. Slide5
Universal Design for Learning
What do you already know about it?
(and why might I ask this question?)Slide6
UD Origins & Brief History
Drawbacks of Retrofitting
Each retrofit solves only one
localized
problem
Retrofitting can be
costly and time consuming
The American Disabilities Act prompted rethinking about
architectural
design for people with disabilities. Slide7
UD…
“
Consider the needs of the broadest possible range of users from the beginning
”
Architect, Ron MaceSlide8
UD…
Mace recognized that even though the initial costs may be higher, money and time would be saved in the long run because structures/products/spaces would not need to be retrofitted.Slide9
UD…
Not one size fits all – but alternatives.
Designed from the beginning, not added on later.
Increases access opportunities for everyoneSlide10Slide11
Universal Design
Curb
Cuts
Electric Doors
Can you think of others?
How do any of these benefit a broad range of people?Slide12
Universal
Design for
Learning
(UDL)
“
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.
”
Teaching Every Student in the Digital Age
, p. viSlide13
UDL
Apply same principles to
how we plan lessons
Based
on the
idea that
there is
not
one kind of
learning
Supports/differentiation from the start instead of “retrofitting” a lessonSlide14
How does UDL do this?
design
and implementation of a
flexible, responsive
curriculum
With options for
H
ow
information is presented,
H
ow
students respond or demonstrate their knowledge and
skillsHow students are engaged in learning. UDL implementation provides the opportunity for all students to access, participate in, and progress in the classroom by reducing barriers to instruction. Slide15
Some common barriers
Readiness (e.g., prerequisite knowledge)/skills/knowledge/experience/beliefs
Interest/relevance
Match between learning style preferences & how information is presented
Perseverance
Anxiety
FrustrationSlide16
Question 2: Instruction
http://
www.cast.orgSlide17
http://
www.cast.orgSlide18
Question 2: Instruction
To support diverse affective networks:
Offer choices
Content
T
ools
Offer adjustable levels of
challenge
Use flexible grouping
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
To support diverse recognition networks:
Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background
context/prerequisite knowledge
Consider a consistent daily routine OR routines that match instructional goals
Instructional MethodsSlide19
Let me share a few techniques I use….Slide20Slide21Slide22Slide23
Even in my online class
https://blackboard.unomaha.edu/webapps/blackboard/content/listContentEditable.jsp?content_id=_1629805_1&course_id=
_58240_1Slide24Slide25
“easy” ways to get started
Questions to ask yourself as you plan:
What do students need to know about ____?
Why should students know this?
What barriers might exist to their accessing of this content and/or interest in this area?
How can I be prepared to support/address these barriers?
Are there barriers to the assessment I plan to use?
If so, are there other ways I could still assess?Slide26
Your turn
Think about one of your classes
Who are your students?
What are their interests?
How do you deliver content?
Are there barriers? (interest, prerequisite knowledge, ability)?
How do you assess?
Are there barriers?Slide27
What questions do you have?
What kind of follow-up would
you like?