UDL and Brain ResearchHolly Kwiatkowski

Reaching and Engaging All Learners Through Technology (EDUC - 6714D - 2)

Dr. Marie LarcaraNovember 24, 2013

Origins of UDL

UDL stemmed from an architectural movement to make buildings accessible to the “widest spectrum of users” (Rose & Meyer, 2002, p.1).

Examples of universal design:

Ramps

Elevators

Curb cuts

Universal Design to UDL

Making buildings more accessible (schools specifically) transferred to making information more accessible, which in turn transferred to making learning more accessible.

At first, the focus was placed on accommodating students with disabilities, but the movement expanded to enhance access to learning for all students (Rose & Meyer, 2002).

CAST and UDL

CAST, the Center for Applied Special Technology, “is a nonprofit research and development

organization that works to expand learning opportunities

for all individuals through Universal Design for Learning”

(CAST, Inc. 1999-2013).

Howard writes, “CAST developed UDL as an approach to

teaching, learning, and assessment” (2004, p. 26).

UDL is now a framework that many teachers use to ensure

they are reaching and engaging all learners.

1st Core Principle of UDL

1. Multiple Means of Representation

Instructional methods include using a variety of visual representations (PowerPoint, SmartBoard, GOs, video clips), pre-teaching vocabulary, providing illustrations, and activating students’ prior knowledge (Brand, Favazza, & Dalton, 2012, p. 135).

2nd Core Principle of UDL

2. Multiple Means for Engagement

Instructional methods include connecting content to students’ personal lives, encouraging collaboration, and providing prompts, checklists, rubrics, and visual cues. Teachers may also praise improvement and model goal-setting (Brand, Favazza, & Dalton, 2012, p. 135-138).

3rd Core Principle of UDL

3. Multiple Means for Action and Expression

Instructional methods include allowing students to use various tools to demonstrate knowledge, using assistive technology, providing various options for expression, and encouraging students’ self-monitoring (Brand, Favazza, & Dalton, 2012, p.138).

Technology in UDL

“Powerful digital technologies applied using UDL principles enable easier

and more effective customization of curricula for learners” (National Center

on UDL, 2013).

It is important to understand, however, that “simply using technology in the

classroom should not be considered implementation of UDL (National

Center on UDL, 2013).

Technology does not have to be used in order to implement UDL, but technology (when used appropriately) can definitely enhance learning and facilitate the use of UDL.

The only time technology is a must-have concerning UDL is when certain students require assistive technology.

Ways to use Technology in UDL

Technology can enhance UDL in the following ways:

Technology provides teachers with various ways to present information (projector, SmartBoard, Prezi, PowerPoint, video and music clips).

Technology provides students with various ways to demonstrate knowledge (PowerPoint, Prezi, videos, templates, GoogleDocs, SlideShare).

Technology can increase student interest and engagement

UDL at my SchoolUDL allows students options and the ability to choose how they can best demonstrate mastery of a skill. The autonomy will increase students’ feelings of ownership and independence.

The majority of the students at my school come from homes with limited technologies and no Internet access. Just because they do not have access at home, however, does not mean they are not interested in technology. When teachers use technology to implement UDL, my students’ interest and engagement levels will increase.

When all teachers buy into the idea of UDL, all students will have access to learning in each content area.

Brain Networks

The brain has three neural networks that are equally essential to learning:

1. Recognition Networks

2. Strategic Networks

3. Affective Networks

Rose and Meyer write, “Although all brains share

these general characteristics, individual brains differ

substantially-a point that bears critical implications for

teaching” (2002).

Implications

According to Rose and Meyer, “One of the clearest and

most important revelations stemming from brain research is

that there are no "regular" students” (2002).

If there is no “regular student,” there should not be a

“regular” way to teach; this validates the necessity of UDL.

UDL naturally addresses the learner difference found

through brain research.

UDL and Technology to Support Recognition Learning

Teachers should provide students with multiple examples when teaching new concepts. Rose and Meyers write, “Digital media and tools can facilitate finding and

presenting these examples in the form of text, image, sound, or video” (2002).

Furthermore, students can use and manipulate technology to facilitate their recognition of patterns.

Teachers should also highlight key components for students; technology programs can make key

relationships or concepts more evident.

Providing students with multiple presentations of a concept make learning accessible for all

learners. According to Rose and Meyers, “Providing multiple representations of patterns through a

variety of media, formats, organizations, levels of detail, and degree of depth includes more

learners by offering both choice and redundancy” (2002).

Activating prior knowledge is also a key component in UDL and supporting recognition learning.

“Digital materials provide an ideal vehicle for supporting background knowledge because they are

flexible and because they can be linked to other information resources such as those on the Web”

(Rose & Meyers, 2002).

UDL and Technology to Support Strategic Learning

• To access strategic learning, teachers should “present models of processes in a variety of contexts” (Rose and Meyers, 2002). Technology, such as Youtube videos, could be used to demonstrate various processes. Any time I want to know how to do something, I find a video that teaches me on Youtube.

• Students needs specific feedback, and when teachers or professionals are not available, there are many software programs that assess skills and provide feedback.

UDL and Technology to Support Affective Learning

• Affective learning is all about hooking students and sparking interest in the content. “No one hook will work for every students,” and technology offers teachers and students various ways to present and access information (Rose & Meyers, 2002).

• The context of learning also has a great deal to do with student engagement. Technology provides teachers with tools to individual contexts for students. Specifically, different webquests could be created for student use. A program I often use is Compass Odyssey, which can be both remedial and challenging for students depending on whether they “request” help from the program or not.

CAST Online Tools and Resources

• The UDL Class Learning Profile Template is a form that teachers can use to classify the strengths, weakness, and preferences of students according to the three learning networks.

• Teachers at my school could use this tool to better know their students and decide which instructional techniques would reach the largest number of students.

• If teachers use this template, they are forced to analyze their students, which in turn prompts them to analyze the way they teach their students.

• Perhaps teachers at my school should be required to complete this form by the end of the first quarter.

CAST Online Tools and Resources

• A second resource is the Deriving UDL Solutions Template. This form asks teachers to identify solutions to specific barriers that students may face.

• This resource could be used at my school to prompt teachers to brainstorm instructional solutions before barriers affect learning. If teachers know ahead of time what difficulties students will face and ways they will address these obstacles, the learning process will not be interrupted.

• Teachers could make a note of which solutions are most effective.

CAST Online Tools and Resources

• UDL encourages teachers to present information is various ways. One important representation is visual. The Image Collector Tool allows teachers to find, describe, and save images that are related to learning goals and content.

• Teachers at my school could use this tool to ensure there is a visual representation to accompany each learning goal. It would be great if teachers at my school were able to share this tool and access every picture found.

• English teachers could use this tool specifically for teaching symbolism or vocabulary terms. Social Studies teachers could collect images of political figures, propaganda, and political cartoons. Science teachers could find visual representations of condensation, evaporation, etc. The key at my school would be demonstrate the usefulness of this tool in each content area.

UDL, Technology, and Learning Networks

• Universal Design for Learning, technology, and the three learning networks are all interrelated.

• In order to successfully meet the needs of diverse learners, teachers must understand the different ways individuals learn, how to accommodate differences in learning, and how technology can facilitate the process.

• A clear understanding of UDL, learning networks, and technology tools will prepare teachers to make learning accessible to all students.

References

Brand, S., Favazza, A. E., & Dalton, E. M. (2012). Universal Design for Learning: A

Blueprint for Success for All Learners. Kappa Delta Pi Record, 48(3), 134-139.

doi:10.1080/00228958.2012.707506

CAST, Inc. (1999-2013). About Cast. Retrieved from http://www.cast.org/about/index.html

CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from

http://www.cast.org/teachingeverystudent/tools/

Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students.

Learning & Leading with Technology, 31(5), 26–29.

National Center on Universal Design for Learning. (2013). UDL and Technology.

Retrieved from http://www.udlcenter.org/aboutudl/udltechnology.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal

design for learning. Retrieved from

http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_2.cfm