UNIVERSAL DESIGN FOR LEARNING II

UNIVERSAL DESIGN FOR LEARNING IIEducation in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan Bloom

Universal Design For LearningBASICS2PROVIDES MULTIPLE MEANS OFREPRESENTATIONEXPRESSIONENGAGEMENTPerceptionPhysical ActionRecruit InterestLanguageExpressive Skills & FluencySustained effortPersistenceComprehensionExecutive Functions

Self RegulationTeachers Must Provide OptionsCHOICESFLEXIBILITYUNIVERSAL DESIGN FOR LEARNING

Differentiated Instruction

Personal instruction which provides different roads to the same destinationKey Points

BalanceTeacher AssignedStudent SelectedThis balance is one of the tenets of DI.Multiple Intelligence Theory

How smart are you?How are you smart?

INTELLIGENCESLINGUISTIC

MUSICAL LOGICAL

LOGICAL MATHEMATICAL

BODILY KINESTHETIC

SPATIAL

INTERPERSONAL

INTRAPERSONAL

NATURALISTIC

This is Your Brain

People have a unique blend of intelligences. As educators, We must take advantage of the uniqueness conferred on us as a species exhibiting several intelligences' - Howard Gardner

Multiple Intelligence CurriculumHelps students become empowered learners by extending and promoting cognitive bridging techniques based on the seven intelligences

Fosters deep metacognitive understanding

Provides a broad selection of diversified study skills techniques.

Kolbs Theory Learners have two preferred ways for dealing with information:

Abstractness or ConcretenessReflection or Activity When Combined they form Four Learning Modes:

Abstract Conceptualization THINKINGActive Experimentation DOING Concrete Experience FEELING Reflective Observation REFLECTING,WATCHING,LISTENING

Kolbs Experiential Learning Circle

Smith, M. K. (2001) 'David A. Kolb on experiential learning', the encyclopedia of informal education, http://www.infed.org/b-explrn.htm.

IF? HOW? WHY? WHAT?CONVERGERAC & AE

strong in practical application of ideas can focus on hypo-deductive reasoning on specific problems unemotionalhas narrow interestsfollowing detailed sequential stepshands-on activitiestrial and errorclear objectives with application to the "real world."

DIVERGER

CE & RO

strong in imaginative abilitygood at generating ideas and seeing things from different perspectivesinterested in peoplebroad cultural interestsbeing sensitive to feelingbeing personally involved in the learning experiencegroup activitiesweb searchesself-diagnostic activities.

ASSIMILATOR

AC & RO

Strong ability to create theoretical models Excels in inductive reasoning Concerned with abstract concepts rather than people Conceptual models

Designing experiments Problem solving Reading, reflection Structured activities.

ACCOMMODATORCE&AE

Greatest strength is doing thingsMore of a risk takerSolves problems intuitively

Role playNarration Online peer interaction

Universal Design For LearningMultiple IntelligencesDifferentiatedInstructionExperiential Learning CycleProblemAddressedLearner Diversity in world of high expectations"How Are You Smart?"Not all students are alikeIndividual learning styles do exist SolutionCurriculum must be rebuilt and flexible.Teacher provides eight differentpotential pathways to learning.A non flexible, solid, student driven curriculum with flexible grouping and materials in placeProvide opportunities which are inclusive of the Learning cycle elementsStudent NormDiversityAll students can learn through one or more of their intelligencesStudents varying background, knowledge and readiness in languageLearners have two preferred ways for dealing with information.Where DoWe Begin?Examining the curriculum and rebuildingMake sure curriculum is strongEvaluate students strengths to develop activitiesAlign Tasks andobjectives with learning goals

provide every student with a preferred task during every lesson

ApproachProvide multiple means of representation, expression andengagementextend and promote cognitive techniques based on the 7,8 0r 9 intelligences

Meet each student where he or she is and assist them in their learning processMultiple options for receiving info and making sense of it.

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Tell me and I'll forget; show me and I may remember; involve me and I'll understand.Chinese Proverb

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