Post on 18-Jan-2018
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UDL: Addressing the Variability of Learners in Today’s Classrooms
Go to http://community.udlcenter.org/group/udl-at-cast-11-2012 (address is on your agenda)
Two Steps: 1. Sign up 2. Join the community
1. Understand that UDL is a framework for addressing the variability of all learners
2. Apply UDL to Practice
Goals
5 Workshop ElementsDay 1: Build Background Knowledge
1. Universal Design for Learning2. UDL Guidelines3. Lesson Planning Process
Day 2: Apply BK to Practice4. Applying UDL to your practice5. Building your Toolbox
Beliefs/Assumptions
Students of today Goals of instruction Curriculum Learning
Getting to know you,
the UDL way
Goal: prepare for Indian meal for 4 friends
Think about the ways you would and would not like to do this
I would like to
….
Work with a chef
I would not like to …
Shop for ingredients
CAST8
Debrief the activity
http://www.youtube.com/watch?v=8WClnVjCEVM
UDL Assumption: Variability is the Norm!As you watch the film, think about implications for your practice.
http://www.youtube.com/watch?v=8WClnVjCEVM
Variability matters!Discuss the implications for your practice.
Physical Space - Problems of Not Addressing Variability
Retrofitting Physical Space
Problems of Retrofitting
Drawbacks of Retrofitting:
Each retrofit solves only one local problem
Retrofitting can be costly
Many retrofits are UGLY!
Universal Design - A Conceptual Shift
“Consider the needs of the broadest possible range of users from the beginning”
-- Architect, Ron Mace
UD Examples
RampsCurb CutsElectric DoorsCaptions on TelevisionEasy Grip Tools…
Universal Design Belief
… “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.”
Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm
UD Assumptions
Not one size fits all – but alternatives for everyone.
Not added on later – but designed from the beginning.
Not access for some – but access for everyone.
UD Assumptions
Shift in CAST’s Work
Learning experiences/curriculum/lessons
that “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. vi
CAST believes…
UDL is …
UDL is not …• about watering down the curriculum • the same as differentiated instruction• a special education initiative• overwhelming and too hard to do
a framework for designing learning experiences that enables all individuals to gain knowledge, skills, and enthusiasm for learning.
UDL Assumptions
1. Learners represent a range of variability.
2. The goal of instruction is to develop "expert learners”
Resourceful, knowledgeable learners. Strategic, goal-directed learners. Purposeful, motivated learners.
3. Curriculum needs to reflect the variability of all learners.
4. Learning occurs in the dynamic interaction of the individual with the environment.
OverviewUniversal Design for Learning is a
conceptual shift.It is a framework to design curriculum
that minimizes barriers and maximizes learning for all students.
Recognition Networks: “the what of learning”
identify and interpret patterns of sound, light, taste, smell, and touch
UDL and the Learning Brain
UDL and the Learning Brain
Activating the Recognition Network
UDL and the Learning Brain
Recognition: What is this?
Multiple Means of Representation – the what of learning
PerceptionDisplay information in a flexible format so that the following perceptual features can be varied
Language, expressions, and symbols
Pre-teach vocabulary, clarify unfamiliar syntax
ComprehensionActivate background knowledge, highlight critical features
Plan, execute, and monitor actions and skills
Strategic Networks: “the how of learning”
CAST©2008
What are you looking at when you view this picture?
UDL and the Learning Brain
• Look at the picture.
•What are the material circumstances of the people?
•What are the ages of the people?
Count how many times the players wearing white pass the basketball.
http://www.youtube.com/watch?v=vJG698U2Mvo
“We are designed to focus on whatever we are looking for.”
Jill Bolte Taylor, Stroke of Insight
Multiple Means of Action and Expression - the how of learning
Physical actionVary methods of response and optimize use of assistive technology
Expression & communicationUse multiple means of communication, build fluencies with gradual levels of support
Executive functionGuide goal setting, facilitate management of information, and enhance capacity for monitoring progress
Evaluate and set priorities
Affective Networks: “the why of learning”
Make up a story.
“...the brain is specifically designed to make sense of the world outside of use, based on minimal information….we are quite adept at manufacturing alternative scenarios.”
Jill Bolte Taylor, Stroke of Insight
Multiple Means of Engagement – the why of learning
Recruiting interestoptimize relevance, optimize choice, and minimize threats
Sustaining effort & persistence
vary demands, foster collaboration, and increase mastery-oriented feedback
Self regulationpromote expectations and beliefs, facilitate personal coping skills, and develop self-assessment and reflection
Recognition: the “what” of learning”− Multiple means of representation
Strategy: the “how” of learning− Multiple means of action and expression
Affect: the “why” of learning− Multiple means of engagement
UDL and the Learning Brain