Transcript UDL*What the heck? - jsangiovanni

UDL…What the heck?
• Umm… Done Listening!
• Uh Dude Like…
• Until (I) Die Laughing
• Uh-nother Damn Lecture
UDL
Universal Design for Learning
By:
Michelle McGraw
What is UDL?
• UDL is defined as “a scientifically valid framework
for guiding educational practice that (a) provokes
flexibility in the ways information is presented, in
the ways students respond or demonstrate
knowledge and skills, and in the ways students are
engaged; and (b) reduces barriers in instruction,
provides appropriate accommodations, supports,
and challenges, and maintains high achievement
expectations for all students, including students
with disabilities and students who are limited
English proficient.” by Higher Education
Opportunity Act (PL 110-315)
WHY USE
UNIVERAL DESIGN?
Audiences have • A variety of cultural, ethnic and
racial backgrounds
• Distinct learning styles
• Different primary languages
• Different abilities
The student is not the problem!
• Barriers in the curriculum are causing the
learning issues.
• “When you plant lettuce, if it does not
grow well, you don't blame the lettuce.
You look into the reasons it is not doing
well. It may need fertilizer, or more
water, or less sun. You never blame the
lettuce…”
~Thich Nhat Hahn
Universal Design for Learning
UDL leads us to make adjustments for learner
differences for all students,
not just those with disabilities.
The Three Networks and UDL principles
• Recognition – Representation
– The What of learning
– multiple means of representation
• Strategic- Action & Expression
– The How of learning
– multiple means of expression
• Affective-Engagement/Affective
– The Why of learning
– multiple means of engagement
Instruction & Universal Design for Learning
Blending, Collaboration, Coordination
Instruction
• Multiple choices
– Content
– Process
– Product
UDL
Multiple means
– Representation
– Engagement
– Expression
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Multiple Means of Representation
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PowerPoint with pictures
Promethean Boards
Act things out
Song and dance
Sign Language
Interactive boards
Closed Captioning
Video Clips
Manipulatives
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Multiple Means of Expression
•Art
– Painting, molding, clay, cutting…….
•Voice
•Writing
•Acting out / Role Play
•Music
•Models
•Technology
Multiple Means of Engagement
•Groups
•Personalize the instruction…make connections to their learning
•Hands on- in and outside of classroom
•Role plays
•Choice making- help with planning
•Student Choice
•Student Response
•Teacher Feedback
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What does a UDL Classroom Look like?
• Teachers begin where the students are.
• Teachers engage students in instruction through
different learning modalities.
• A student competes more against himself or
herself than others.
• Teachers provide specific ways for each individual
to learn.
• Teachers use classroom time flexibility.
• Teachers are diagnosticians, prescribing the best
possible instruction for each student.
(Carol Ann Tomlinson, 1995. p.2)
Four Types of Activities
• Developmental activities – create opportunities
for student to have experiences that the teacher
can use to build a new idea.
• Practice activities – to help become proficient in
the use of concepts they have learned.
• Application activities – to provide opportunities
for student to use concepts they have learned.
• Assessment activities – activities that require
students to demonstrate in an observable way
their depth of understanding.
What about Math?
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What about Math?
► Basic Facts- electronic games, online games, first in math
► Online Lessons- BBC Revisewise, QUIA, BrainPop, illuminations, E tools
► Projects- Fantasy Math, real world applications (food labels)
► Group Work, peer teaching, shared notes, recorded lessons
► Videos (CyberChase, Bill Nye)
► ItunesU math tutorials, Teacher Tube, teachers.tv
► Use music – multiplication songs, School House Rock
► Specialized tools like coin calculators, graph paper
► Self-paced programs
► Use Games – dice, Bingo, estimation games, 24 challenge
► Manipulatives are not just for elementary!
► Color coding
►Organize material into smaller units
Bibliography
• www.udlcenter.org. Web. 30 Nov. 2011. <http://www.udlcenter.org>.
• Tomlinson, C.A., (1995). Differentiating instruction for advanced
learners in the mixed-ability middle school classroom. ERIC Digest
E536.
• CAST: Center for Applied Special Technology. Web. 30 Nov. 2011
• Burton/ New York Institute of Technology, Dr. Dolores, Dr. Sarah
McPherson/New York Institute of Technology, Dr. Andrea Honigsfeld/
Molloy College, and Dr. Darra Pace/ Hofstra University. "Strategies
That Work: Universal Desgign for Learning and the Culturally
Responsive Classroom." Lecture. Http://www.inclusionny.org/files/udl-crc-toolkit.pdf. Long Island Task Force for Quality
Inclusive Schooling 2007. Web. 30 Nov. 2011. <http://www.inclusionny.org/files/udl-crc-toolkit.pdf>.