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Universal Design for Learning (UDL) Strand 2014 BEST/MTSS Institute Melissa Storm Edmiston, Ph.D. American Institutes for Research 1
Universal Design for Learning (UDL)
Strand
2014 BEST/MTSS Institute
Melissa Storm Edmiston, Ph.D.
American Institutes for Research
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Goals of Training
Participants will be able to
• Describe UDL and its connection to the three brain networks
• Apply the principles of UDL to classrooms, schools, and districts
• Identify appropriate formative assessments in a UDL framework
• Plan the implementation of UDL
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Day 1 Agenda
• Introduction to UDL and the UDL cycle
• Research behind UDL
• UDL principles in action
• UDL in a multitiered systems of support (MTSS) framework
• Connection of UDL to Common Core State Standards (CCSS)
• Administrative Support for UDL
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See Handout 1: UDL Strand Agenda
Day 2 Agenda
• Know your students and identify barriers
• Creating a UDL plan
• Administrators:
– Teacher training and support
– Collaborative curriculum planning
– Technology infrastructure
– Digital content resources
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Day 3 Agenda
• Teach using UDL strategies
• Assessment in the UDL classroom
• Administrators:
– Redefined roles for teachers
– Family and community involvement
– Creative funding
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Day 4 Agenda
• Sharing your UDL plan
• Gaps analysis
• Assessing strengths and challenges
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Warm-Up Activity
“The Wright Family Story”
• Objective: develop a basic understanding and awareness of usability and its impact on various learner skills and abilities
See Handout 2: Warm-Up Activity: “The Wright Family Story”
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Wright Family Story Procedures
• Break out into small circles of ~5 people/“students.”
• Choose a small item to hold (paper clip, eraser, pen, etc.).
• Listen carefully to “The Wright Family Story.”
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Procedures (cont.)
• Pass the object you are holding to the RIGHT when you hear the word “right/Wright.”
• Pass the object you are holding to the LEFT when you hear the word “left.”
• Keep in mind that you will be asked a series of comprehensive questions following the story.
Wright Family Story 10
Wright Family Story • Discussion
– How many children were there in the Wright family?
– What were their names?
– How many people away from you is your original object?
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Wright Family Story
• Discussion
– Were you able to easily differentiate between the spoken instances of “right” versus “Wright?”
– Do you feel more capable, less capable, or equally capable in your learning skills after this activity?
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Wright Family Story
What did you take away from the Wright Family Story activity?
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Wright Family Story
• Activity Cons
– Pace and clarity of speaker affecting comprehension of content
– No option to take notes, see visuals, or have access to the hard copy of the story
– Confusion about the direction of passing objects
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Wright Family Story
• Activity Cons
– Difficult to concentrate on simultaneous tasks
– Stressful, anxiety causing, hard to keep up
– Other thoughts?
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How can we ensure that our curricula, teaching methods, and activities are
accessible to all students, align to their abilities, and eliminate learning barriers?
UDL!
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Introduction to UDL
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UDL at a Glance
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What Is UDL?
“Universal design” is
• A concept/philosophy for designing and delivering products and services
• Usable by people with the widest possible range of functional capabilities
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Universal = For Everyone
• Entrance ramps
• Speakerphones
• Elevators/escalators
• Closed-caption TVs
• Audio and/or visual prompting
• Adjustable office chairs
• And more!
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Why Use UDL in the Classroom?
• It helps reach more learners, specifically:
– Students with disabilities or diverse learning styles
– Non-native English speakers
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Why Use UDL in the Classroom? (cont.)
• Promotes a more inclusive class environment
• Prevents singling out particular learning styles
• Is active and flexible
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The UDL Cycle 23
The Research Behind UDL
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Why might a task be easy for one child
and nearly impossible for the
next?
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Why do students learn
differently?
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It has something to do with….
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! …the
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Multi-faceted learning capabilities
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Brain Research
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True or False?
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True or False?
1.Left and right brain hemispheres should be taught separately.
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True or False?
2. The brain grows in “spurts” around which certain educational topics should be taught.
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True or False?
3. People only use about 10%–20% of their brains and could use more.
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What Are the Big Ideas?
1. Learning changes the physical
structure of the brain. 2. Learning organizes and
reorganizes the brain. 3. Different parts of the brain
may be ready to learn at different times.
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Creating the Perfect Brain
Brain connections develop in two ways:
1. Overproduction and removal: pruning
2. Addition of new connections: sculpting
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Experience and Environment
• Experiment with rats in a cage and…
– A changing set of objects for exploration
– Other rats to induce exploration
(Rosenzweig & Bennett, 1978)
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Implications
• ALL students need to interact with
–The classroom environment (manipulatives, toys, tools, etc.)
–Other students to encourage learning
• Students who only sit and watch are not going to learn as effectively!
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Three Networks for Learning
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Brain Imaging
Shows Individual Differences
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Three Brains in One
Recognition Networks
• The “what” of learning
• How we gather facts
• Sense and assign meaning to patterns we see
• Enable us to identify and understand information and concepts
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Three Brains in One
Strategic Networks
• The “how” of learning
• Planning and performing tasks
• How we organize and express our ideas
• Generate and oversee mental and motor patterns
• Enable us to plan, execute, and monitor actions and skills
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Three Brains in One
Affective Networks
• The “why” of learning
• How learners engage and stay motivated
• Evaluate patterns and assign them emotional significance
• Engage with tasks and learning and with the world around us
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Your Three Brain Networks’ Activity
• When you view an image, all three brain networks are at work.
• All three networks together determine what you see.
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Recognition Network
List the objects you see….
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Your Three Brain Networks’ Activity
Recognition Networks
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Reflecting on Recognition
• How many objects did you identify?
• Was it easy for you?
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Strategic Network
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How old are the people in the picture?
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What is the historical period?
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How might people be feeling?
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Your Three Brain Networks’ Activity
Reflecting on Strategy
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Affective Network
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What strikes you about the picture?
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Reflecting on Recognition
• What did you focus on?
• Depends on:
– Interest
– Background
– State of mind
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Your Three Brain Networks’ Activity
Summary
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Break
Please return in 15 minutes!
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UDL Principles in Action
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UDL Principles in Action: Video
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Connecting the Brain to Instruction
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Multiple Means of Representation
The “what” of learning
Various ways of presenting
information
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Multiple Means of Representation
• Provides options for perception
• Provides options for language and symbols
• Provides options for comprehension
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Multiple Means of Representation
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Multiple Means of Representation
size of text
COLOR
font
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Multiple Means of Representation 66
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Multiple Means of Representation
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Multiple Means of Representation
Multiple Entry Points
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Multiple Means of Action and Expression
The “how” of learning
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Multiple Means of Action and Expression
• Provides options for physical action
• Provides options for expressive skills and fluency
• Provides options for executive functions
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Multiple Means of Action and Expression
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Multiple Means of Action and Expression
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Multiple Means of Action and Expression
Break Learning into Steps
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Multiple Means of Engagement
• Provides options for recruiting interest
• Provides options for sustaining effort and persistence
• Provides options for self-regulation
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Multiple Means of Engagement
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Classroom Set Up
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Recognizing Students
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Relevance to Students 82
Learning Environment
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Student Participation
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UDL and an MTSS Framework
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What is an MTSS Framework?
• Intervention system
• Response to academic and behavioral needs
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Vermont’s
MTSS
Framework
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UDL and the Vermont Framework
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UDL and the Vermont Framework
High Quality Instruction and Intervention
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UDL and the Vermont Framework
Comprehensive Assessment
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Vermont MTSS Field Guide 91
UDL & MTSS Similarities
• Proactive
• Flexible learning environments
• Success for all students
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UDL & MTSS Similarities
• Differentiation
• Technology
• Continuous assessment
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Reframing Poor Performance 94
Connecting UDL and an MTSS Framework
• MTSS focuses on how students are responding to instruction and supports them through a tiered approach
• UDL focuses on how materials can be developed and used to achieve maximum response to instruction
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Connecting UDL and an MTSS Framework
• MTSS is a process for making educational decisions based on an at-risk student’s success or failure during specialized intervention
• UDL is a process for making curriculum design decisions to maximize success in the general curriculum
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Connecting UDL to the Common Core
State Standards (CCSS)
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The UDL Cycle 98
Connecting UDL to CCSS
• Explicit for students with disabilities
• Beneficial for all students
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Flexible Goals
• Learners have multiple ways to meet it.
• Aligned with UDL framework
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Example: Flexible Goals, Methods,
Materials, and Assessments
• “Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.” (Common Core State Standards for Mathematics, Grade 7, The Number System, p. 48)
– This goal is flexible enough that all learners can meet the goal because it does not specify how it needs to be done.
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UDL & CCSS Not Aligned
When means becomes confused with goal
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Example: Goal and Means Confused
• “Tell and write time in hours and half-hours using analog and digital clocks” (Common Core State Standards for Mathematics, Grade 1, Measurement and Data, p. 16)
– This goal is explicit in means.
• Tell and write
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Alignment
“Express time in hours and half-hours…”
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Making a CCSS Goal UDL Friendly
• “Write a function that describes a relationship between two quantities.” (Common Core State Standards for Mathematics, High School, Functions, p. 70)
How might we “UDL” this goal?
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See Handout 3: How to Phrase a UDL Goal
Dynamic Learning Maps
• Instructional tool
• Reflect multiple alternate pathways
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Dynamic Learning Maps (Cont.)
• Provide a network for learning
• Used to guide instructors toward a final goal
– May take different pathways/routes
– Final destination is the same
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Guiding Students to the Goal
• Displays increasing cognitive complexity
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Sample of English Language Arts
Learning Map
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Dynamic Learning Maps (Cont.)
• Identify essential elements from CCSS
CCSS RL 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
EE.RL.3.1 – Ask and answer questions to demonstrate understanding of a text
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Multiple Pathways to the Essential
Element
EE.RL.3.1 – Ask and answer questions to demonstrate
understanding of a text
Ask and answer questions to demonstrate
understanding of a text
Answer questions to demonstrate
understanding of a text
With prompting, answer questions to
demonstrate understanding of a
text
With guidance and support, answer a question from a
familiar book about a personal experience
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See Handout: UDL Online Resources
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Purpose of UDL Teacher Planner
• Provides a framework for thinking about the needs of your students
• Provides a tool for planning a UDL approach to teaching specific content objectives
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See Handout : UDL Teacher Planner
Teachers: UDL Planner
• Section 1 of UDL planner
• Pick one objective that you will teach next quarter from the CCSS
• Reword the objective so that it still meets the CCSS but also fits in a UDL framework
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See Handout: UDL Planner for Teachers
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Course 7: Supporting UDL: The
Role of Administrators
Administrative Support for UDL
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UDL Planner for Administrators
UDL Planner for Administrators
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Role of Administrators
• Programmatic implementation
• Strengthening teaching and learning
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Key Elements of Administrative Support
1. Administrative Support
2. Teacher Training and Support
3. Collaborative Curriculum Planning
4. Technology Infrastructure
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Key Elements of Administrative Support
5. Digital Content Resources
6. Redefined Roles for Teachers
7. Family and Community Involvement
8. Creative Funding
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Key Elements of Administrative Support
1. Administrative Support
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Element 1: Administrative Support
• Commitment to UDL approach
– Getting stakeholders on board
– Goals of the district or school
– Language
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Getting Stakeholders on Board
• Identify
• Attention
• Need
• Visualize
• Action
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Identify Stakeholders
• School and district staff
• Family
• School board
• Community
• Others?
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Attention
• Share examples
• Training
• Testimonials
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Need
• Importance
• Statistics
• Research evidence
http://www.udlcenter.org/research/researchevidence
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Visualize
• What it looks like in action
• What success will look like
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Action
• Specific
• Timelines
• Check-ins
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Video: Mike Hodnicki from Cecil County
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Goals of District or School
• Mission statement
• Strategic plan
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Mission Statement
The mission of the Louisiana Universal Design for Learning (UDL) initiative is to design and implement a model for teaching and learning that will meet the needs of all learners through the use of best practices, adaptive technologies, and instructional techniques to accommodate all teaching and learning styles.
http://udl.mcneese.edu/
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Strategic Plan
• Goal: Curriculum, instruction, and assessment necessary to support 21st century learning and effectively meet the needs of all students are consistently used in all classrooms.
• Strategic Objective 1: The needs of all learners across the spectrum of abilities and backgrounds are consistently anticipated, planned for, and addressed by all staff.
• Action: K-12 teachers will learn and/or revisit UDL principles. In turn, they will apply UDL principles in curriculum alignment to the Common Core and in developing district-determined assessments.
http://danverspublicschools.org/district/danvers-public-school-strategic-plan-2013-2018/fy14-danvers-public-schools-district-goals/fy14-mid-year-accomplishments-2/
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Language of UDL
• Reflected in mission statement and goals
• Visible in schools and classrooms
• Used by staff and students
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Summary of Day 1
• Overview of UDL
• Brain research
• Connecting UDL to MTSS and CCSS
• UDL planners
• Administrators
– Importance of administrative support
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Tomorrow
• Know your students and identify barriers
• Creating a UDL plan
• Administrators:
– Teacher training and support
– Collaborative curriculum planning
– Technology infrastructure
– Digital content resources
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Please Complete Your Exit Ticket
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