UNIVERSAL DESIGN FOR LEARNINGDesign to the edges

WHAT IS UNIVERSAL DESIGN FOR LEARNING? It is a set of principles for curriculum development that give

all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals,

methods, materials, and assessments that work for everyone

Not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

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.

WHY IS UDL NECESSARY IN THE CLASSROOM? Individuals bring a huge variety of skills, needs, and

interests to learning. Neuroscience reveals that these differences are as varied

and unique as our DNA or fingerprints. Three primary brain networks come into play:

The "what" of learning

Recognition Networks

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Temporal, parietal and occipital lobes

Present information and content in different ways

The "how" of learning Strategic Networks

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Frontal lobe

Executive functions

Differentiate the ways that students can express what they know

The "why" of learning Affective Networks

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

Hippocampus

Amygdala

Stimulate interest and motivation for learning

GUIDELINE 1-PROVIDE OPTIONS FOR PERCEPTION To reduce barriers to learning, it is important to ensure

that key information is equally perceptible to all learners by: Use of different modalities Formatted to allow for adjustment by the user Multiple representations

http://www.udlcenter.org/aboutudl/udlguidelines/principle1

GUIDELINE 2: PROVIDE OPTIONS FOR LANGUAGE, MATHEMATICAL EXPRESSIONS, AND SYMBOLS

Use both linguistic and nonlinguistic representations Vocabulary Syntax and structure Decoding text Understanding across languages Multiple media http://www.udlcenter.org/aboutudl/udlguidelines/principle

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GUIDELINE 3: PROVIDE OPTIONS FOR COMPREHENSION Background knowledge Patterns and relationships Information processing Transfer and generalization

http://www.udlcenter.org/aboutudl/udlguidelines/principle1

GUIDELINE 4: PROVIDE OPTIONS FOR PHYSICAL ACTION Vary methods of response and navigation Optimize access to tools and assistive technologies

http://www.udlcenter.org/aboutudl/udlguidelines/principle2

GUIDELINE 5: PROVIDE OPTIONS FOR EXPRESSION AND COMMUNICATION

Provide alternative modalities for expression Multiple media for communication Multiple tools for construction and composition Build fluencies

http://www.udlcenter.org/aboutudl/udlguidelines/principle2

GUIDELINE 6: PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS Goal setting Planning Managing Monitoring http://www.udlcenter.org/aboutudl/udlguidelines/principle

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GUIDELINE 7: PROVIDE OPTIONS FOR RECRUITING INTEREST Choice and autonomy Optimize relevance, value and authenticity Minimize threats and distractions Extrinsic

http://www.udlcenter.org/aboutudl/udlguidelines/principle3

GUIDELINE 8: PROVIDE OPTIONS FOR SUSTAINING EFFORT AND PERSISTENCE

The external environment must provide options that can equalize accessibility by supporting learners who differ in initial motivation, self-regulation skills, etc.

Goals and objectives Demands and resources Collaboration and communication Feedback Extrinsic http://www.udlcenter.org/aboutudl/udlguidelines/principle

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GUIDELINE 9: PROVIDE OPTIONS FOR SELF-REGULATION Expectations and beliefs Personal coping skills and strategies Self assessment and reflection Intrinsic http://www.udlcenter.org/aboutudl/udlguidelines/principle

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TRY IT….IT WORKS!Thanks!