a little clarity presentation handouts · 2019. 3. 1. · instruction to student differences....

8/23/2013

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A Little Clarity:

UDL Among OtherEducational Initiatives

Dave Hohulin, M.S.Program Director, Infinitec Coalitions

All today’s resources:

http://bit.ly/UDL2012

Technology

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Research and media skills blended into the Standards as a whole

• To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

A Significant Challenge

Students with disabili es ― students eligible under the Individuals with Disabilities Education Act (IDEA) ― must be challenged to excel within the general curriculum and be prepared for success in their post‐school lives, including college and/or careers. These common standards provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities.

http://www.corestandards.org/assets/application‐to‐students‐with‐disabilities.pdf

What the Standards do NOT define:

• All that can or should be taught

• The nature of advanced work beyond the core

• The interventions needed for students well below grade level

• The full range of support for English language learners and students with special needs

• Everything needed to be college and career ready

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The Goal

Standards: Important but insufficient

• To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content‐rich curriculum and robust assessments, both aligned to the Standards.

http://www.corestandards.org/assets/Common_Core_Standards_June_2010_Webinar_Final_v_2.ppt

UDL in the News

Educational Initiatives: Confusion and Mixed Signals

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UDL Initiatives on the Move

UDL is showing up in documents, such as:

• The National Education Tech Plan, 2010• ARRA Applications• RTTT Applications• Common Core

• Upcoming Reauthorization of IDEA• Upcoming Reauthorization of ESEA

“Universal Design for Learning (UDL): Initiatives on the Move,” National Center on Universal Design for Learning, May 2012

UDL Survey Items of Note

“ …legislation addressing the implementation of UDL in the K‐12

context is yet to be enacted. In addition, specific federal guidance from the U.S.

Department of Education on UDL implementation does not currently exist.”


Other Items of Note…

Survey respondents reported a high degree of familiarity with the principles

of Universal Design for Learning.


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State and National Results…

“There appears to be confusion regarding the meaning of UDL at both the state and local district levels. At the state level, respondents

suggested that state and district personnel often do not have a clear understanding of the

meaning of UDL, in particular with respect to the relationship between UDL and other

initiatives such as differentiated instruction.”


WHAT IS UNIVERSAL DESIGN FOR LEARNING?

A PHILOSOPHY OF CURRICULUM DESIGN

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“A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time‐consuming, and after‐the‐fact changes to curriculum unnecessary.”

CAST, 2008

UDL is… UDL is not…

a philosophical shift in thinking about

teaching and learning – about curriculum

design.

• a Special Education Initiative• Differentiated Instruction*• Assistive Technology*

“When curricula are designed to meet the needs of the broad middle – at the

exclusion of those with different abilities, learning styles, backgrounds, and even preferences, they fail to provide all individuals with fair and

equal opportunities to learn.”CAST, 2008

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One Size Doesn’t Fit All!

Neuroscience – We all learn differently

http://www.cast.org

Principles of UDL

• Present information and content in different ways

Multiple Means of Representation

• Differentiate the ways that students can express what they know

Multiple Means of Expression or

Action

• Stimulate interest and motivation for learning

Multiple Means of Engagement

http://cast.org/udl/index.html

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WHEN UDL HAS BEEN IMPLEMENTED, WE WOULD EXPECT TO SEE…

• Reduced # of Students Referred for Special Education Services

• Reduced # of Dropouts

• Reduced # of Gifted and Talented Students Not Being Engaged/Challenged/Motivated

• Reduced # of Accommodations during Instruction and Assessments

• Reduced Amount of Time Individualizing Instruction

From: “A Route for Every Learner” http://marylandlearninglinks.org/1021

UDL Impacts Curricula

UDL

Goals

Methods

Materials

Assessment

Rose, DH, & Meyer, A (2002) Teaching Every Student in the Digital Age: Universal Design for Learning Alexandria, VA: ASCD.

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How Do UDL and Technology Fit into the Landscape of Educational

Initiatives?

College and Career ReadyCollege and Career Ready

Common Core StandardsCommon Core Standards

Curriculum DevelopmentCurriculum Development

Universal Design for LearningUniversal Design for Learning

Initiatives, Relationships, and the Role of Technology

© 2012 Dave Hohulin, UCP‐Infinitec

Access to the Core

Curriculum

HOW DO WE IMPLEMENT UDLWITH TECHNOLOGY?

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REPRESENTATION

Adobe Reader – PDFs Read Aloud!


Khan Academy


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Gooru

Thinglink.com

QR Codes


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EXPRESSION

Voicethread.com

Math

Blabberize.com

http://keystrokes.wonecks.net/2011/04/23/blabberize‐a‐president/http://blabberize.com/view/id/831420

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TarHeel Reader – Redesigned!

ENGAGEMENT

Google Lit Trips

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Shmoop.com

http://www.classtools.net/fb/home/page







Access to the Core

Curriculum

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WHAT IS DIFFERENTIATED INSTRUCTION?

A TEACHING PHILOSOPHY





Differentiated InstructionDifferentiated Instruction



Access to the Core

Curriculum

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What is Differentiated Instruction?

“Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

Or more simply…

Modifying instruction in light of student differences.

Carol Ann Tomlinson

One Size Doesn’t Fit All!

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What can teachers differentiate?

• Content: A change in material presented.

• Process: A change in how material is practiced, leading to mastery.

• Product: A change in the final product: How the student shows what they’ve learned.

Carol Ann Tomlinson http://www.readingrockets.org/article/263/

UDL and DI: Similarities

UDL

• Multiple Means of Representation

• Multiple Means of Engagement

• Multiple Means of Expression

DI

• Content

• Process

• Product

UDL and DI: Differences

UDL

• Curricular focus

• Designed so that methods, materials, and assessment are useable by all.

• Technology is critical to successful implementation.

DI

• Classroom focus

• Meets each student where they are to assist in learning.

• Principles of DI support implementation of UDL

• Technology is traditionally not used.

http://www.donjohnston.com/research/articles/udl_diff_inst_cast.htmlhttp://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

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UDL and DI

UDL’s Goal

• Increase flexibility in teaching and decrease barriers that limit access to materials and learning at the curricular level.

DI’s Goal

• Adjust the curriculum and information to meet the needs of a variety of learners in the classroom.

http://www.donjohnston.com/research/articles/udl_diff_inst_cast.htmlhttp://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

BUT WHAT HAPPENS IF STUDENTS ARE STILL STRUGGLING IN A SUBJECT/AREA?

TECHNOLOGY’S ROLE IN TIERED INTERVENTIONS

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Tiered InterventionsTiered Interventions



Direct/Targeted/Explicit

Instruction







Assistive TechnologyAssistive Technology



Access to the Core

Curriculum

ASSISTIVE TECHNOLOGY

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What is AT?

Assistive Technology is…

• Increase

• Improve

• Maintain

• And related services…

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When does Technology become Assistive Technology?

• Technology used to help a student complete their academic tasks that they cannot currently complete, due to their disability.

• Increase, improve, or maintain functioning

• Documented in the IEP

A Fine Semantic (and Legal) Line

• Assistive Technology for one student may just be technology for another.

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Where do we find it?

http://www.techmatrix.org

AAC TechConnect

http://www.myinfinitec.org

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Assistive TechnologyAssistive Technology



Curricular

Classroom

Student

Universal Design for Learning

Differentiated Instruction

Assistive Technology


Our Challenge

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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.

John Dewey

Questions/Comments:

Dave Hohulin

[email protected]

www.myinfinitec.org

a little clarity presentation handouts · 2019. 3. 1. · instruction to student differences....

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