http://udl.concord.org/
UDL activities run on Windows, Macintosh and Linux computers with Java 5 (1.5) or later
installed. If you are using Java 1.5 on MacOS 10.4 or later, you will almost certainly need to fix a Java Web
Start bug:http://confluence.concord.org/display/CCTR/
How+to+fix+the+WebStart+bug
Trends in Technology that Support Universal Design for Learning
http://udl.concord.org/share/UDL_IDL_2008.ppt
The Concord Consortium
• Realizing the educational potential of information technologies
• Not-for-profit• Educational research and
development• Focus: Educational Technology• Funding: grants
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
“Applying universal design to learning materials and
activities can increase access for learners with wide
disparities in their abilities to see, hear, speak, move, read, write, understand English,
attend, organize, focus, engage, and remember.”
-- Rose & Meyer, 2000, 2002
Universal Design for Learning
UDL Science: Why?There are no classroom-ready STEM curriculum materials that use Universal Design for Learning.
There is a particular urgency to develop UDL materials now because the 2004 Individuals with Disabilities Education Act (IDEA) included provisions for a process that will result in a voluntary National Instructional Materials Accessibility Standard (NIMAS). Exemplars are needed that demonstrate what is possible when UDL materials are designed from the start for electronic delivery.
UDL Science: Goals
The goal of this project is to create practical science materials designed with UDL principles for students and teachers in inclusive classrooms.
The project will create sufficient materials to test the effectiveness of the approach and provide an exemplar that can inspire additional content and further development.
UDL Science: Modules
The project has developed four modules that each require two to three weeks of class time.
Each includes a driving question that leads to investigations with focusing on different learning styles.
Energy conservation and conversion is highlighted in each module, providing a unifying theme.
UDL Science: Modules
Why are there clouds?
This earth systems module focuses on weather, air pressure and temperature, latent heat, and evaporation.
What do plants eat?
This is a life science module that introduces light and photosynthesis.
What is electricity?
This physical science module introduces electrical energy. Discover why it takes two wires to light a bulb.
What if there was no friction?
This is a physical science module focused on force, motion, and energy at astronomical and atomic scales.
UDL Science
Driving QuestionDriving Question
Introduction with conceptual probe and initial assessment
Introduction with conceptual probe and initial assessment
Student Explorations around Driving Question (30 - 45 minutes each)Student Explorations around Driving Question (30 - 45 minutes each)
Selected ResultsSelected Results“Lab Notebook”“Lab Notebook”
Related math
project
Related reading project
Science project in classroom
Science using
computer
Student PresentationStudent Presentation
Scaffolding - areas of unit that can be scaffolded to provide help for learning styles
Online format Make a posterMake a physical
modelSome other form
of answer
The science modules provide a range of alternatives for the way tools are used in the classroom.
• Alternative Representations
• Alternative Communications
• Alternative Instructional Strategies
• Alternative Assessments
• Additional Alternatives
UDL Science
The materials is constructed from three kinds of objects: text boxes, graphs, and models with a range of display options:
• Type of display
• Font size and line width
• Colors
• Multiple languages: English and Spanish
• Vocalization: spoken text
Alternative Representations
The text can be selected and read in meaningful parts (e.g., words, phrases, sentences, or paragraphs) and it can explain text using a glossary.
Smart Graph, Smart Model and Drawing Tool will be able to describe important features, e.g., a graph’s maximum, minimum, and slope.
Alternative Communications
UDL Science: Models and Sensors
Each module includes activities that use:• Models
Computer models can simulate situations that are hard to see (molecular motion) or hard to understand (complex systems). They allow students to study and manipulate phenomena that are otherwise inaccessible.
• Sensors
Using sensors attached to real-time Smart graphs, students can do real experiments and take vivid and compelling measurements. This encourages active engagement in science and exploration of the natural world. (Force, light, temperature, relative humidity, and voltage)
UDL Science: Smart Graphs
The materials are constructed various
instructional strategies:
• Multiple discovery questions to answer the driving question
• Hands-on, probes, Flash or models (age-appropriate)
• “Glossary” for highlighted tools - contextual vocabulary
• Leveled “scaffolding” of questions
Alternative Instructional Strategies
Scaffolding
Level 1: One or more examples of good responses are provided.Students are asked to add to response in their own words.
Level 2: The student selects the best of several suggested multiple-choice responses.
Level 3: Parts of a response are provided, but the student is asked to fill in missing content.
Level 4: Clues are given for data or information that students should use.
Level 5: Only context-independent scaffolding is provided.
Alternative Instructional Strategies
Explicit and embedded assessments include:• Tracking (time/action)• Snapshots• Performance assessment
~ multiple choice items~ open-ended responses~ drawing responses
• Electronic portfolios• Automatically graded pre-post tests
Alternative Assessments
Alternative Assessments
Additional alternatives include:• Speed control• Wrap-up - Big ideas portfolio (screen shots)• Coaches• Visual communications• Screen control• Content options
~ language arts story~ four science activities ~ mathematics activity
Additional Alternatives
Additional Alternatives
UDL Science: SitesFour sites were chosen across the United States:
Acton, MA, Anchorage, AK, Maryville, MO, and Fresno, CA
UDL Science: Anchorage, AK
“The project will be a creative way to help us meet the academic needs of our diverse K-12 population.”
Texas Gail Raymond, K-12 Science Coordinator,
Anchorage School District
UDL Science: Fresno, CA
“UDL is exciting because it represents a convergence of thinking about the
best uses of technology. It is inspired by the needs of special students, but it
can improve the learning of all students. By helping students who are marginalized in traditional classrooms,
we will develop educational methods and materials that are flexible and
powerful enough to help all students, regardless of their ability.”
Jerry D. Valadez, Ed.D., K-12 Science Coordinator, Fresno Unified School
District
Carolyn Staudt - [email protected]
http://udl.concord.org/
Trends in Technology that Support Universal Design for Learning
UDL activities run on Windows, Macintosh and Linux computers with Java 5 (1.5) or later installed. If you are using Java 1.5 on MacOS 10.4 or later, you will almost certainly need to fix a Java Web Start bug:http://confluence.concord.org/display/CCTR/How+to+fix+the+WebStart+bug
http://udl.concord.org/share/UDL_IDL_2008.ppt
