Universal Design for Learning (UDL)An Introduction

Dr. Katie NovakAssistant Superintendent of Curriculum and Human ResourcesAuthor of UDL Now!

Who Am I?

UDL in the US

UDL in the US

UDL in the US

Imagine you own a catering company in 1975. Create a fabulous tasting menu that will make my party a huge success.

Oops...forgot to tell you...

• Lucy is lactose intolerant.• Nathaniel has a nut allergy.• Greg is on a gluten free diet.• Victoria is a vegetarian.• Wanda is on a diet.

The Dinner Party

How Students Learn

Two Types of OutcomesKnowledge: We all have knowledge, and concepts that we want our students to acquire (i.e, photosynthesis).

Competencies: There are specific skills students will have to complete to be successful. The KEY to their success is following a process (i.e, give an oral presentation).

Reminder: KnowledgeStudents have:1. Options for how they learn 2. Choices which will engage their

interest and challenge them 3. Choices for how they demonstrate

their learning

Teachers provide: 1. Flexible ways of presenting lesson

content 2. Flexible options for student

engagement 3. Flexible methods of expression and

assessment

Reminder: CompetenciesStudents have: 1. to complete a task in a

specific way

Teachers provide: 1. Flexible ways of presenting

lesson content 2. Scaffolding and work samples

for each step of the process3. Graphic organizers, rubrics,

collaboration, and opportunities to provide mastery oriented feedback.

Review of UDL

1. Take a moment to process what you’ve learned about UDL. Choose one of the following to reflect:

• Send a tweet about UDL. Add #ULearn14• Chat with a neighbor about UDL• Jot down a few notes to help you make the connection

between your work and UDL.

Jean Anyon & Hidden Curriculum of Work

“Hidden work perpetuates the maintenance of the status quo.” (to download full article, click here)

-Jean Anyon

Discussion: What does this mean for student involvement in the UDL Classroom?

My Hidden Curriculum

Social Constructivism & Engagement

The engagement guidelines are built upon the social constructivist approach to learning.

Learning takes place in and through activity with other people.

Knowledge is only meaningful and useful if it can be used as a tool for further activity.

Learning is active and constructive and must be in the “zone of proximal development.”

How Can Students Help You to Learn Where They Are?

Reflection Time: UDL Observation

•What will you see when teachers are effectively using UDL strategies when working toward knowledge outcomes? (Remember... lots of choice!)•What will you see when teachers are effectively using UDL strategies when working toward competencies? (scaffolding, scaffolding, scaffolding....)

The Long & Short

Present information and content in different ways

Differentiate the ways that students can express what

they know

Stimulate interest

and motivation for

learning

Know what you’re teaching, and be flexible!