CSW – 110CSW – 110Universal Design for Universal Design for

LearningLearning

CSW – 110CSW – 110Universal Design for Universal Design for

LearningLearningWeek 2Week 2

Instructor: Maureen LaFlecheInstructor: Maureen LaFleche

Agenda• Attendance• www.csw110.pbwiki.com• Pair and Share – 1 thing that you

learned and 1 thing that you didn’t understand What is UD - UDL

• Principles of UDL • UDL Activities• Questions

Pair and Share• Get into groups of two and share one thing

about each of the articles that that you learned and one thing that you didn’t understand – share your comments and prepare to present to the class (10 minutes)

• Book– Rose, D.H., & Meyer, A. (2002). Teaching every

student in the digital age. Alexandria, VA: Association Supervision and Curriculum Department

• Articles– Sheryl Burgstahler. (2006). Universal Design

Principles, Process and Applications

Video – Animal Story• When you watch this video think

of how you learn….which animal are you? How many children do you think we lose as a result?

Animal Story• http://specialedlaw.blogs.com/hom

e/2007/02/animal_school_a.html

Much of the information from this class on UDL can be located at the

CAST website @http://www.cast.org/

What is UDL? (15 minutes)

• Universal Design for Learning is a theoretical framework developed by CAST to guide the development of curricula that are flexible and supportive of all students (Dolan & Hall, 2001; Meyer & Rose, 1998; Pisha & Coyne, 2001; Rose, 2001; Rose & Dolan, 2000; Rose & Meyer, 2000a, 2000b, 2002; Rose, Sethuraman, & Meo, 2000).

• Concept was inspired by the UD movement in architecture i.e., curb cuts

How did it start?• Curb Cuts

What is UDL? A combination of recent initiatives

Integrated units

Multi-sensory teaching

Use of assistive technology

Performance-based assessment

Assistive Technology (AT)

Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. (http://www.washington.edu/accessit/articles?109)

Universal Design (UD)

Create products and/or environments that are designed, from the outset, to accommodate individuals with a range of abilities and disabilities.

AT• …any piece of equipment

or product system…that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (IDEA, 2004 P. 108-446)

UDL• To select and use goals,

methods, assessment and materials in a way that will minimize barriers and maximize flexibility so that curricula fully support every student’s access, participation, and progress in essential facets of learning (Joy Zabala, Sept. 2006)

Are AT and UDL the same?

Electronic Doors

AT UD

Purpose

• Purpose of AT – To increase, improve or maintain the functional capabilities of individuals with disabilities (Joy Zabala, Sept. 2006)

• Purpose of UDL – to increase the access in the general curriculum for students with and without identified disabilities (Joy Zabala, Sept. 2006)

• Educational Outcome – increased educational participation and achievement (Joy Zabala, Sept. 2006)

Brain Research and Learner Differences

• Learning is distributed along three interconnected networks

Recognition

WHAT we learn

Strategic

HOW we learn

Affective

WHY we learn

Brain Research

Your Three Brain Networks

Activity (10 minutes)…….

1. Recognition NetworksExercise your recognition networks' processing by quickly listing the individual objects you recognize in this picture. (1 minute)

Activity: Reflecting on Recognition….

2. Exercise your strategic networks by examining this image for a few different purposes. Notice how you look at the image differently depending on your purpose. (1 minute)

Activity: Reflecting on strategic….

How old do the people in the picture look?

What historical period and geographical location do you think this picture represents? Why?

How might the people be feeling in this picture?

3. Affective NetworksTune into your affective networks by looking at this picture once again, just to see what grabs you. (1 minute)

Activity: Reflecting on Affective….

What in particular strikes you about this picture?

Note something about yourself that might have led you to focus on these particular aspects.

Discussion (report back on Networks – 7 minutes)

Did everyone answer the same? Why?

Think about the ways you would and would not like to learn to do this

Consider the following in regard to the preparing the Indian meal

I would learn best if…

I would not learn very well if …

Think about the three networks when answering these questions.

Think about the ways you would and would not like to learn to do this

Recognition networks enable us to identify and understand information, ideas, and concepts.

Strategic networks enable us to plan, execute, and monitor actions and skills.

Affective networks enable us to engage with tasks and learning and with the world around us.

Activity….Part 1You must learn how to cook this delicious Indian

meal, for 4 people – get into groups of 6 and work together to create a lesson plan – use the chart

paper to outline your lesson - think about what you need to do to teach this lesson. How do you make the experience work for everyone at your table?

Think about the three networks. (15 minutes)

Activity Part 2

• Present to class (2 minutes/group Present to class (2 minutes/group – 10 minutes)– 10 minutes)

• Group Discussion – How did you Group Discussion – How did you learn best – relate this to the learn best – relate this to the students you will work with - 2 students you will work with - 2 minutes minutes

Prediction of the Future

• EPIC_2014 - Video – 8:54 minutes

Discussion (5 minutes)• Do you think that this is far fetched?

Why? Why Not?• What do you think about the move to

technology for all?• After learning what you have today

what type of a role do you think technology plays in regards to special needs students?

The Principles of UDLfrom: Rose and Meyer – Teaching Every Child in the

Digital Age (10 minutes)

• Principle 1: To support recognition learning, provide multiple, flexible methods of presentation

• Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

• Principle 3: To support affective learning, provide multiple, flexible options for engagement.

Principles of UDL

Methods of Universal Design for Learning

Goal Strategy What that means?

Recognition Provide Multiple Examples Present patterns using multisensory approaches with many examples and counter examples

Highlight critical features Explicitly identify critical features in examples

Provide multiple media and formats

Provide redundancy of patterns and critical features through a variety of media, formats, organizations, detail, and depth allowing the learner to access information in the way in which it best fits the individual’s learning style

Methods of Universal Design for Learning

con’tGoal Strategy What that means?

Recognition con’t Support background knowledge

Ask learners to relate own experiences to topic being studied, to relate what is already known about topic being studied, and review key vocabulary and concepts prior to studying topic

Strategic Provide flexible models of skilled performance

Present examples and counter examples of expert performance, and allow the learner the choice of how to express knowledge and skills

Provide scaffolding opportunities

Allow learner to become proficient with each step of a task before performing entire task

Methods of Universal Design for Learning

con’tGoal Strategy What that means?

Strategic Provide multiple media and formats

Provide ongoing, relevant feedback

Affective Offer choices of content and tools

Allow for flexibility in learning style as well as areas of interest and ability

Provide adjustable levels of challenge

Assist learners in setting individualized and realistic goals based on level of task difficulty and individual frustration level

Methods of Universal Design for Learning

con’tGoal Strategy What that means?

Affective Offer choice of rewards Identify individualized intrinsic and extrinsic rewards for each learner

Offer choice of learning context

Allow learners to choose the amount of structure and types of materials needed to complete an assignment

Practical ApplicationBeginners Guide to Implementing Universally

Designed Classroom Content

By Michael Abell Topic Beginning

UDLIntermediate UDL

Advanced UDL

Study Guides *Type lesson notes in Word to share with students as a study guide

*Teacher created graphic organizers

*Email lesson/study notes to students or post on class Website

* Students use study guide as hardcopy printout or have computer using text to speech software read it to them.

Scaffolding Instructional Content

*Highlight important facts, equations, or concepts on study sheets. *Summarize concepts*Use real-life examples to support classroom learning

*Provide examples using manipulatives maps, flow charts and video clips. *Provide websites for extra student supports

*Use accessible digital content with built in content scaffolding that is provided by

publishers

Practical Application con’t

Topic Beginning UDL

Intermediate UDL

Advanced UDL

Visually Present Lesson

Content

*Develop lessons in PowerPoint using interesting pictures and graphics. Print as a handout or use an LCD Projector to display to class.*Use charts/graphs as handouts

*Develop lessons in PowerPoint using pictures from Internet or digital camera

*Search for video clips on the Internet and play in class or insert into PowerPoint. Search on Google.com using key words “Mpeg” or “video clips” and your topic

of interest. Notetaking *Have a student

scribe take notes to share with others as needed*Graphic organizers with fill in the banks

*Record lessons using a digital tape recorder for students to check out/take home

*Create class notes in Word and email to students using RWG or Kurzweil which will allow it to be read to them

Practical Application con’tTopic Beginning

UDLIntermediate UDL

Advanced UDL

Testing *Type class tests into Word allowing you to easily modify for students either by shortening or adding different questions*Allow various ways to demonstrate skill*Provide models (visual/text) of important content or correct approach to answering Q’s.*Present items in predictable hierarchy*Simplify language*Read test orally*Use errors to modify instruction*Offer optional test/quizzes *Provide feedback/Rubrics so students know what to correct

*Allow students to use text reader software to read the test questions as needed.*Us a Palm (PDA) for students to check out and take test/quizzes you have created*Provide different assessment methods (student created PowerPoint, video clip, or project)

*Create online practice tests using websites like quizstar.4teachers.org*Create MP3 audio file of test by converting Word Doc. containing text using Kurzweil/RWG.

Practical Application con’t

Topic Beginning UDL

Intermediate UDL

Advanced UDL

Reading *Use pre-packaged (K-4) reading software such as Reader Rabbit or Broderbund Living Books. *List on paper/board main themes before reading*Use interest surveys to guide reading activities & content

*Use Text Reader software such as Kurzweil/RWG to access high interest content from the Internet or free content found at www.bartelby.com

*Use Text Reader software with Accessible Digital Textbooks either on CD Rom or the Internet offered by major textbook publishers

Practical Application con’t

Topic Beginning UDL

Intermediate UDL

Advanced UDL

Writing *Provide word lists or manipulatives to help students generate topics and ideas*Use digital camera pictures or Internet to help students generate ideas

*Allow students to use word processing software such as MS Word to create review and edit writing samples*Build graphic organizers to represent ideas and writing concepts (paper or Inspiration software)

*Use word prediction software such as Kurzweil/WordQ/RWG, with audio feedback for editing & revising*Use online journals for research and story generation

Discussion

• “If I was an employer, would I value your ability to find information in a timely manner, or would I prefer to penalize you from the fact that you didn't know it” Dave Edyburn

“Where there was once an observer, let there now be a participant.”

- Eliot Eisner

To Kill A Mockingbird• My attempt at creating a UDL

lesson plan for teachers to engage all learners

http://tkamforall.pbwiki.com/

In-Class Activityhttp://csw110.pbwiki.com/Week-2

Check out 4 of the websites below.  While viewing them think about what they have in common.  Do they provide multiple, flexible methods of presentation, flexible methods of expression and apprenticeship and flexible options for engagement

• Childtopia – this a interactive site for the younger audience.  Students will fun with learning by playing the games, learning to draw, arts and crafts, listening to tales, completing learning worksheets, they will learn to draw numbers and letters and work through activities that involve listening and reading comprehension

• Kidsclick - Web search that was designed for students by librarians• Scholastics Online Activities – Students and teachers can choose a

topic and activity from grades K-12.  You can select from a list of interactive online activities, teacher strategies and lesson plans. 

More Great Websites• School District 71 - This link is to the Social Studies resources on the

Courtenay’s website.  The reading material is graded by degree of challenge.

• School Time Games  – this site has many fun learning activities for students, ages 9 and up. Students can play games, puzzles, and activities that are connected to major subject areas in today's school curriculum.

• Science Up Close - Great science site for Grades 1-6.  It was created by HMH – Harcourt Schools. It provides students to learn through a variety of modalities.  It is interactive and very entertaining.  Some chapters have the option of turning CC on or having the descriptions read

• Silly Books – At this site you will find animated books, children's music, puzzles and games that entertain kids while promoting child literacy. Your students can publish their stories here.

• Windows to the Universe – This site provides learning materials of the same content at the beginner,

• intermediate and advanced level.   It discusses topics about the solar system, our planet, astronomy and the universe

What have we learned?

(10 minutes)

Next WeekReadings• Communication Devices - Assistive Technology Quick Reference Series by Tech

Connections - this pdf provides a nice overview of available devices

Resources• This is an excerpt from AAC: A Way of Thinking Supporting Augmentative &

Alternative Communication Technologies in the Classroom

Assignment #2 Boardmaker  Develop two different visual supports using Boardmaker. Students will

be expected to create two different visual supports using pictures/symbols from the program, Boardmaker.  The visual supports should be suitable for use by/with an individual in a specific school or community situation. In addition, students will turn in a brief description of the situations that they had in mind, and the reasons why they chose the pictures/symbols that they did.  Total Mark 30%