universal design for learning: a workshop in three parts

Universal Design for Learning:A Workshop in Three Parts

Kathy L. Howery

University of Alberta

Calgary AT Presentation

Resources

• CalgaryATA@ wikispaces

The Series

• Day 1 - Introduction to Universal Design for Learning

• Day 2 - The UDL Guidelines & Tools

• Day 3 - Building a UDL Implementation Plan for my district/school/classroom.

Today’s Session

• Review from last session– UDL– Learner Profiles– Guidelines– Tools and Resources

• Pulling it together… Building a UDL Action Plan

Universal Design for Learning

• UDL provides a blueprint (framework) for creating flexible goals, methods, materials, and assessments that accommodate learner differences.

CAST, 2002

UDL…

• An educational approach that aims to increase access to learning for all students by reducing physical, cognitive, intellectual, organizational and other barriers.

Key Concepts in UDL

• Leveraging Diversity

• Clearly understood Goals

• Teaming

• Flexibility

• Proactive Approach

• Change the Environment not the Learner

Learner Profiles…

• Key Resources for today’s session:Making a Difference (Alberta Education,

2010)

Teaching in Today’s Inclusive Classroom (Gargiulo & Metcalf, 2010)

What might I need to know about my students:StrengthsChallengesPreferences

Recognition Networks:

The “What”of Teaching & Learning

Strategic Networks:

The “How”of Teaching & Learning

Affective Networks:

The “What”of Teaching & Learning

Perception

Language

Comprehension

Physical Action

Expression & Communication

Executive Function

Interest(s)

Effort & persistence

Self-regulation

Using CAST Resources

UDL Class Profile Maker

• http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

Learner Class Profile

Table Talk

• Developing Learner Profiles

• Resources on Wiki

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Curriculum?

• How do you define curriculum?

Resources

Programs of Study

Assessment

Instruction

The Curriculum

Clearly Defined Goals

• You need to know what your goal is to understand and set up how this will work!

Clearly defined goals…

If teachers and students don’t know what the goal of the lesson is it is just like putting nothing into the GPS and driving around…

Understanding by Design

• Big Ideas!• Enduring

Understandings!• Backward Design!• Performance Tasks!• Planning!

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The Planning Pyramid

Separating the Goal from the Means:

Goals/Objectives that LIMIT Access:

Instead of …

Goals/Objectives that ALLOW Access:

Try …

The student will write… The student will express…

The student will generate…

The student will read… The student will receive information…

The student will spell… The student will select…

The student will compute… The student will solve…

The student will define… The student will show…

Writing Goals and Objectives that Increase Access*

* From Gargiulo & Metcalf (2010) p. 270

CAST UDL Goal Setter

http://www.cast.org/teachingeverystudent/

http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm

Consider…

Reflecting on UDL Goals?

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Materials & Resources

When new technologies move beyond their initial stage of development, innovations in curriculum design, teaching strategies and policies will be driven by the needs of students “at the margins”, those for whom present technologies are least effective- most prominently, students with disabilities.

The beneficiaries of these innovations will be ALL students.

Rose & Meyer, 2000

Teach Today with Today’s Tools

Technology & Digital Media

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Sources of Digital Text

• Digital Repository of Textbooks

• New Alberta Education Resources

• Ebook sites

• Project Guttenberg

• Scanning…

Universal Design for Learning

Using digital materials & “assistive” technologies into the classroom we can create a more accessible and flexible environment for all students.

Last sessions resources:

UDL Guidelines - Version 2.0: Examples and Resources

http://www.udlcenter.org/implementation/examples

Teaching Every Student Blogspot

http://teachingeverystudent.blogspot.com/

• http://www.techmatrix.org/

Some Alberta Resources

Some others resources

There’s an App for that!• Apple

http://www.apple.com/education/why-apple/

• Free Tech 4 Teachers

http://www.freetech4teachers.com/2010/10/iphone-ipad-apps-for-special-education.html

From our friends to the West:

Resources to Support the BC IRPshttp://bccurriculum.pbworks.com/w/page/30099789/FrontPage

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Methods:

• Student Choice

• Differentiated InstructionContent

Product

Process

Strategies and Scaffolds

http://sciencewriter.cast.org/welcome

Strategy Support

• http://cst.cast.org/cst/auth-login

Cast Strategy Tutor

Engagement… what do we mean?

Fredricks, Blumenfeld, & Paris (2004)

Synthesis of the research in school engagement

• Behavioral

• Cognitive

• Emotional

Behavioral Engagement:

Broadly defined as doing school work and following rules.

Examples: • Positive Conduct: Consists of behaviors that

illustrate effort, persistence, concentration, attention, asking questions, contributing to class discussion, following rules, studying, completing homework, and participating in school-related activities.

• Absence of Disruptive Conduct: Not skipping school and not getting in trouble.

Cognitive Engagement:

Essentially defined as motivation, effort and strategy use. This includes a psychological investment in learning, a desire to go beyond the requirements and a preference for challenge.

Examples:

Flexibility in problem solving, preference for hard work, investment in learning beyond just behavioral engagement, mental effort, and desire to master a task.

Emotional Engagement:

In general, this includes interests, values and emotions.

Examples: Affective reactions in the classroom,

attitudes towards school and teachers, identification with school, feelings of belonging, appreciation of success in school.

The antithesis of positive feelings are also emotional engagement items.

The Why of Learning!!

Assessment

How do we appropriately assess in a UDL environment?

• Reduce construct-irrelevant variance

• Performance based assessment

• Authentic assessment

Assessment

• WNCP resource

• http://www.wncp.ca/english/subjectarea/classassessment.aspx

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Assessment

• http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Authentic Assessment Overviewhttp://www.teachervision.fen.com/teaching-methods-and-

management/educational-testing/4911.html

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Assessment - Rubrics

http://school.discoveryeducation.com/schrockguide/assess.html

http://cte.uwaterloo.ca/teaching_resources/tips/rubrics.html

Assessment

• As applied to Large Scale Assessmenthttp://cehd.umn.edu/NCEO/OnlinePubs/Synthesis44.html

• What the research says:

http://escholarship.bc.edu/jtla/vol4/2/

• University of Kentucky

http://www.ihdi.uky.edu/uda/

My UDL Inventory

Tools on the Wikispaces:

UDL Implementation Rubrics

So where to from here?

Vision Skills Incentive Resources Action Plan Change

Skills Incentive Resources Action Plan Confusion

Vision Incentive Resources Action Plan Anxiety

Vision Skills Resources Action PlanGradualChange

Vision Skills Incentive Action Plan Frustration

Vision Skills Incentive ResourcesFalse

Starts/Treadmill

From Knoster, T. (1991). Presentation to TASH Conference. Washington D.C.Adapted by Knoster from Enterprise Group, LTD.

SETTing the Stage for Success

UDL Spheres of Influence

Building your Toolkit

• Reflecting on where you are & where you want to be what do you need to add to your toolkit to take next steps?

• Make a plan for today….

• Create a vision for tomorrow …