Don Glass, Independent Consultant Kennedy Center Partners Meeting
Kati Blair-Kotrc, VSA Massachusetts February 18, 2012 Washington, DC
The Arts and Universal Design for Learning Designing for Accessibility and Expert Learning
.
Welcome!
Introductions
Why did you select this workshop?
Universal Design for Learning UDL
DON GLASS arts | education | research 2012
The Problem of Practice
How do we design curriculum that supports a wide range of learners to
be engaged and successful in inclusive educational settings?
DON GLASS arts | education | research 2012
UDL
Start with the Goal
To get a basic understanding of UDL:
Influences and concepts (what)
Learning variability (why)
Application and use (how)
UDL
DON GLASS arts | education | research 2012
UDL Big Idea
Universal Design for Learning is a design framework based on a
model of learning variability rather than disability.
(Rose and Meyer 2006)
DON GLASS arts | education | research 2012
UDL
UDL Big Idea
The UDL Guidelines are a heuristic tool for curricular design and
evaluation to improve accessibility and support expert learning.
DON GLASS arts | education | research 2012
Arts and UDL Big Idea
The arts can provide rich, engaging, and meaningful teaching and learning
options to support a wide range of learners.
DON GLASS arts | education | research 2012
Essential Questions
• How can we design curriculum to support a range of diverse learners?
• How can the arts provide multiple, flexible options for learning?
DON GLASS arts | education | research 2012
UDL Overview UDL
http://www.udlcenter.org/resource_library/videos/
UDL Influences: Universal Design
Design "…products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.“
–Ron Mace
DON GLASS arts | education | research 2012
UDL Influences: Neuroscience
Apply what is known about learning variability and neural functioning to the design and evaluation of curriculum and programs.
DON GLASS arts | education | research 2012
UDL Influences: Digital Technology
Use flexible and interactive digital formats for content with digital supports for access, comprehension, and use.
http://udleditions.cast.org
DON GLASS arts | education | research 2012
Transformative Design Frameworks
Universal Design (UD) and Universal Design for Learning (UDL) are design
frameworks that consider human variability.
UD: Accessibility + Use
UDL: Accessibility + Use + Learning Design
DON GLASS arts | education | research 2012
Representation Expression and
Action Engagement
Provide options for
perception
Provide options for
language and symbols
Provide options for
comprehension
Provide options for physical action
Provide options for
expressive skills and
fluency
Provide options for
executive functions
Provide options for recruiting interest
Provide options for
sustaining effort and
persistence
Provide options for
self-regulation
Multiple, flexible options for everyone.
The UDL Guidelines UDL
CAST 2011
Supporting Neural Networks
Supporting Expert Learning
Representation Expression and
Action Engagement
Resourceful, knowledgeable
Strategic, goal-directed
Purposeful, motivated
Accessibility
DON GLASS arts | education | research 2012
Supporting Expert Learning
Representation Expression and
Action Engagement
Resourceful, knowledgeable
Strategic, goal-directed
Purposeful, motivated
Guided Supports and Challenges
Supporting Expert Learning
Representation Expression and
Action Engagement
Resourceful, knowledgeable
Strategic, goal-directed
Purposeful, motivated
Independent Expert Practice
DON GLASS arts | education | research 2012
Engagement
Neural Network UDL Guidelines Expert Learning
UDL
DON GLASS arts | education | research 2012
Variability Exercise UDL
Bach Minuet in G BWV Anh. 114
DON GLASS arts | education | research 2012
Variability Exercise UDL
DON GLASS arts | education | research 2012
Counterpoint: the relationship between two or more voices that are independent in contour and rhythm and are harmonically interdependent. Bach is the master of counterpoints and making the instrument speak in multiple voices.
Variability Exercise UDL
DON GLASS arts | education | research 2012
Counterpoint is music written as a combination of two or more melodic lines. In effective counterpoint, each individual line sounds good and the lines complement each other when played together. For example, in the following Minuet, the melody and bass line are well-shaped lines. Each line sounds good when played alone. When they are played together, the lines form beautiful counterpoint.
Variability Exercise UDL
Bach Minuet in G BWV Anh. 114 When could you clearly identify counterpoint? Which representation was the most engaging?
DON GLASS arts | education | research 2012
The Illusory Average Learner
DON GLASS arts | education | research 2012
UDL
Traditionally Designed Curriculum
DON GLASS arts | education | research 2012
Traditionally Designed
Predictable Variability
What We Know
DON GLASS arts | education | research 2012
Predictable
Traditionally Designed
Our Problems of Practice
Random Variability
DON GLASS arts | education | research 2012
Predictable
Traditionally Designed
Random Random
Differentiated Instruction
Responsive
DON GLASS arts | education | research 2012
DI DI
Predictable
Traditionally Designed
Random Random
Universal Design for Learning
Random
Let the Curriculum Carry the Load!
Random
Predictable
DI DI UDL
Traditionally Designed
DON GLASS arts | education | research 2012
BREAK
design
teach assess and
reflect
Ongoing Design Cycles
DON GLASS arts | education | research 2012
Representation Expression and
Action Engagement
Provide options for
perception
Provide options for
language and symbols
Provide options for
comprehension
Provide options for physical action
Provide options for
expressive skills and
fluency
Provide options for
executive functions
Provide options for recruiting interest
Provide options for
sustaining effort and
persistence
Provide options for
self-regulation
Using the UDL Guidelines
DON GLASS arts | education | research 2012
Arts and UDL Case Study UDL
Outer Space Immigrants
Arts & UDL in the Classroom: Meeting Diverse Learners Richard Jenkins September 9th, 2011 http://tajaltspace.com/
Arts and UDL Case Study UDL
What is it like for a young person to come to a new and unfamiliar place and meet new people?
Guiding Question: What is it like for a young person to come to a new and unfamiliar place and meet new people?
Big Idea: People come from different places and have their own ways of interacting with the world and with each other.
Arts and UDL Case Study UDL
Arts and UDL Case Study UDL
What were some of the barriers to learning?
What did he learn from his interaction with diverse learners?
What options did he make available to support a range of the learners?
Arts and UDL Case Study UDL
Goal: To be able to play music all together as a group
Arts and UDL Case Study UDL
UDL Arts and UDL Case Study
UDL Arts and UDL Case Study
UDL Arts and UDL Case Study
UDL Arts and UDL Case Study
UDL Arts and UDL Case Study
Arts and UDL Case Study UDL
UDL Arts and UDL Case Study
What multiple flexible options did you see?
What did you see as supports or challenges?
UDL Arts and UDL Case Study
Design Exercise UDL
DON GLASS arts | education | research 2012
1. Select a lesson or activity that works well for many of your students
2. Describe the lesson and explain its impact- why does it work well?
3. Analyze:
What do you do that is already UDL?
How can you make it more UDL?
Final Reflection UDL
DON GLASS arts | education | research 2012
How can the arts provide multiple, flexible options for
everyone?
Educative cases studies
Self-paced online module
Communities of Practice
Next Steps
DON GLASS arts | education | research 2012
UDL
http://community.udlcenter.org/
Contact
Don Glass [email protected]
Kati Blair Kotrc [email protected]
CAST: http://www.cast.org
National UDL Center: http://www.udlcenter.org/
DON GLASS arts | education | research 2012
