support for personalized instruction universal design for learning presented by wendy lochner resa 8...

Support for Personalized InstructionUniversal Design for Learning

Presented by

Wendy LochnerRESA 8 School Improvement Specialist

A recorded version of this presentation will be posted tohttp://wvde.state.wv.us/osp/sebta2.html

“Our challenge as educators is to make sure that we provide all children in our public schools the opportunity for success. Teachers of children with special needs understand this challenge more than most. They are dedicated individuals who have a passion for teaching and high expectations that every child can learn given an opportunity.” – James B. Phares, Ed.D.

Universal Design for Learning Success for ALL

What is Universal Design?

Universal Design

Looking at the environment on the next slide, think about the access issues particular individuals could have.

List as many as you can.

You may have responded with Someone who is:

on crutches

pushing a stroller

suffers from emphysema

in a wheelchair

Universal Design

What are some of the drawbacks of retrofitting?

• Each retrofit solves only one problem

• Retrofitting can be costly

• Many retrofits are UGLY!

Legislation Impacting Physical Space

Universal Design Defined…

“Consider the needs of the broadest possible range of users from the beginning”

Architect, Ron Mace

Universal Design Summarized

• It’s not one size fits all – but alternatives.

• Designed from the beginning, not added on later.

• Increases access opportunities

What does UD have to do with education besides letting ALL students in the door?

What is Universal Design for Learning (UDL) ?

UDL is an educational approach to teaching, learning, and assessment.

Questions: 1. What might Universal Design mean for teaching, learning and assessment?

2. UD in buildings is about access and environment. Is it the same or how might it be different in the learning environment?

What does research say about Universal Design for Learning (UDL) ?

• UDL is… "scientifically valid framework for guiding educational practice,"

• UDL facilitates the design and implementation of a flexible, responsive curriculum, UDL offers options for: - how information is presented- how students respond or demonstrate their knowledge and skills, and - how students are engaged in learning.

• UDL implementation provides the opportunity for all students to access, participate in, and progress in the education curriculum by reducing barriers to instruction.

Barriers?A building barrier can be stairs, the change made to the

building could be a ramp.

An instructional barrier can be a textbook, the change made in instruction could be an audio-book.

An instructional barrier can be ___________, the change made in instruction could be ______________.

Student does not know multiplication

facts

multiplication chart

Universal Design for Learning (UDL)The Center for Applied Special Technology (CAST) believes that… “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”

Teaching Every Student in the Digital Age, p. vi

Dr. David Rose

So what do we change?

What is Universal Design for Learning?

• UDL is not one size fits all – but IS alternatives for everyone.

• UDL is not added on later – but IS designed from the beginning.

• UDL is not access for some – but IS access for everyone.

UDL…BEFORE instruction

• Get to know your students’ abilities, special needs, and learning styles

• After reviewing standards, determine learning needs

• Devise instructional approaches to reach greatest number of students

• Recognize individual needs of students

• Set curricular goals• Determine learning

supports• Adapt methods and

materials to individual student needs

• Select appropriate UDL strategies, tools, and features to adapt instruction.

UDL…DURING instruction

• Differentiate instruction to reach students on their own levels

• Special educator and general educator consult with one another

• Use other methods and ongoing feedback to adjust instruction

• Use equitable, flexible, accessible methods to fit instruction to student needs

• Special educator and general educator collaborate to resolve residual problems

• Use UDL features to determine student progress for feedback and to adjust instruction

UDL…AFTER instruction

• Employ ongoing or alternate assessments to determine progress, needs, and future direction of class

• Repeat planning cycle

• Make sure assessments reflect UDL characteristics

• Assess continuously through variety of formats to track student progress

• Adapt delivery of instruction as needed

What is wrong with this picture?

To Summarize UDL

Affective

Strategic

RecognitionMultiple representations of information

Multiple optionsfor expression and action

Multiple meansof engagement

What do we mean by Learning?

WHAT …of learning

HOW… of learning

WHY… of learning

Connecting to 3 Principles of UDL…

WHAT? Principle 1– Multiple Means of Representation – The educator

provides flexibility in the ways information is presented,

HOW? Principle 2– Multiple Means of Action & Expression – The educator

provides flexibility in the ways students respond or demonstrate knowledge and skills, and

WHY? Principle 3– Multiple Means of Engagement – The educator provides

flexibility in the ways students are engaged.

RepresentationPrinciple 1

Presenting information and course content in multiple formats so that all students can access it

Action and ExpressionPrinciple 2

Allowing students alternatives to express or demonstrate their learning

EngagementPrinciple 3

Stimulating students' interests and motivation for learning in a variety of ways

Examples: • Provide alternatives for accessing information (e.g., visual, auditory) • Provide or activate background knowledge in multiple ways (e.g., pre-teaching concepts, using advanced organizers)

Examples: • Provide options for responding (e.g., keyboard instead of pen to complete a writing assignment) • Provide options for completing assignments using different media (e.g., text, speech, film, music)

Examples: • Provide options that increase the relevance and authenticity of instructional activities (e.g., using money to teach math) • Provide options that encourage collaboration and communication (e.g., peer tutoring)

RepresentationPrinciple 1

Educators present information and course content in multiple formats so that all students can access it

Action and ExpressionPrinciple 2

Educators allow students alternatives to express or demonstrate their learning

EngagementPrinciple 3

Educators stimulate students' interests and motivation for learning in a variety of ways

Perception

Language, expression and symbols

Comprehension

Physical action

Expression and Communication

Executive Function

Recruiting and interest

Sustaining effort and persistence

Self-regulation

UDL Guidel ines 2.0

UDL Guidelines 2.0The UDL Guidelines were designed to assist

anyone planning lessons or developing curricula to…1. Reduce barriers2. Optimize levels of challenge and support3. Meet the needs of ALL learners from the start

For a copy of the Guidelines go to “Supporting Links”

• The UDL Checklist is another supporting document that is a quick reference that may be used when planning your lessons.

• It gives the educator concrete suggestions based on the guidelines that may be easily incorporated into lesson plans and learning environment.

UDL Checklist

A full checklist may be found under “Supporting Links”.

From Theory to Practice…

What does it look like to implement the UDL framework into my daily teaching environment?

UDL in Practice…Let’s watch a clip of a

teacher utilizing the UDL guidelines.

We will watch a 1st grade class and a 6th grade

class.

We will wait while you take out a notepad. Please reflect on one practice that appeals to you and jot down some notes so that you can try it in your classroom.

How do I apply the UDL Guidelines in my lessons?

Use the UDL Guidelines to critique your own lesson:

1. How many checkpoints are represented by your lesson plan?

2. What’s the evidence?3. What changes will you make to your lesson

plan ?

For More information on UDL…….

What online resources are available?

These links are listed under “Supporting Links”

Top 4 UDL

Websites

What technology tools can I use?

http://udltechtoolkit.wikispaces.com/

CAST

http://www.cast.org/udl/

US Dept of Ed Office of Special Education Programs

http://www.osepideasthatwork.org/udl/instrpract.asp

National Center on UDL

http://www.udlcenter.org/

IRIS Centerhttp://iris.peabody.vanderbilt.edu/index.html

Thank you for your participation. At the

conclusion of this webinar,please download the

NCIPP mentor-mentee attachments.

If you require additional assistance please contact the Office of Special Programs

304-558-2696