A Vision of K-12 Students Today 2

A Vision of K-12 Students Today

http://www.youtube.com/watch?v=_A-ZVCjfWf8

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What does access to learning mean?

Early implementation

Retrofitting

• Solves only one problem

• Can be costly

• Many are UGLY!

Universal design (UD) principles

• Not one size fits all

• Design from beginning; not add on later

• Increase access opportunities for everyone

UD examples

• Ramps

• Curb cuts

• Electric doors

• Captions on television

• Easy-grip tools

UD solutions

Who benefits?

Who benefits?

UDL at a Glance

http://www.youtube.com/user/UDLCAST#p/a/u/0/bDvKnY0g6e4

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Universal design for learning (UDL)

More ways to access… More ways to participate… More ways to demonstrate learning…

Resulting in more equitable access to…

the general education curriculum for ALL learners

Why UDL?

Current instructional practices are not appropriate for all learners

Existence of academic achievement gaps

Benefits of accessibility vs. retrofitting

Goals of UDL

Improving access, participation & achievement

Eliminating or reducing physical & academic barriers

Valuing diversity through proactive design

Access & Equity is Built-in

Designed from the outset to meet the needs of all students

Getting to Know YOU the UDL Way http://www.cast.org/teachingeverystude

nt/tools/main.cfm?t_id=12

Principles of UDL

Multiple

means of representation

means of action and expression

means of engagement

- CAST -

UDL principles in action

Technology NOW and THEN:

http://www.youtube.com/watch?v=SkhpmEZWuRQ

http://www.youtube.com/watch?v=yUQRbqc2qtY&feature=related

Flexible Instructional Media

http://old.cast.org/tesmm/example3_3/ex33.html

Multiple Means of RepresentationExamples

Read aloud

Highlight phrases

Listen to audiotape

Text-to-speech

Built-in talking glossary

Built-in language translation

CAST’s UDL Editions

Alternatives for visual info: Text-to-speech

Decoding/cross-linguistic understanding: Text-to-speech, translation

Define vocab and symbols: Multimedia glossary, figurative language

Activate background knowledge: Links to background knowledge

CAST’s UDL Editions

TTS and Translation TextHelp Toolbar

Multimedia Glossary Vocab support

Figurative LanguageLiterary devices

Background KnowledgeActivate

and supply

Resources

UDL Editions - http://udleditions.cast.org/

Bookshare – www.bookshare.org TumbleBooks -

http://www.buckslib.org/kids/

Exploring Multiple Means of Representation Click on:

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

Select 1 checkpoint under each of the 3 guidelines to further explore.

For each of these checkpoints, identify a resource.

Describe how this allows your students to interact with content in flexible ways.

Multiple Means of Action and Expression Written response

Verbal response

Visual art project

Dramatic response

iMovie (Macintosh)

Multimedia: Power Point, Hyperstudio

What does it look like?

Multiple Means of Action and Expression

What does it look like? Options that allow

for different physical responses

• pointing• mouse/joystick• manipulatives• range of rate, timing• range of motor actions

What does it look like?

Options that offer tools for composition and problem-solving

•Spellcheckers, grammar checks, word prediction software•Speech to text, audio recording•Sentence starters, sentence strips•Story webs, outlining tools, concept maps•Computer-Aided-Design (CAD)

What does it look like?

Options that offer tools for planning and strategy development

•Embedded prompts•Checklists and project planning templates• Schedules of steps•Embedded coaches or mentors•Guides for breaking long-term goals into reachable short-term objectives

Resources

Book Builder- http://bookbuilder.cast.org/

Rubric Generator - http://rubistar.4teachers.org/

Bitstrips - http://www.bitstrips.com/about.php

Exploring Multiple Means of Action and Expression Click on:

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

Select 1 checkpoint under each of the 3 guidelines to further explore.

For each of these checkpoints, identify a resource.

Describe how this allows your students to have flexible options show what they know

Multiple Means of Engagement

Keep ongoing personal journal

Use archived resources

Flexibility in use of tools to access information

Choice in means of expression

Flexible grouping strategies

Managing Student Behavior – Multiple Means of Engagement

Activity – creating classroom or school-wide

rules Be kind Be safe Be cooperative Be respectful

Options that enhance value: personal journal

Options that enhance salience of goals: use archived resources

Options that foster communication: school-wide PBIS Program

Options that guide expectations: self-regulatory goals

Options that develop reflection: collecting and displaying data

Options That Enhance Value

Personal journal Record how negative behavior is

addressed in various cultures Model what “Be respectful” looks like

across multiple settings Connect relevancy to school and cultural

norms

Options That Enhance Salience of Goals

Use archived resources

Review previous class or school data

Identify class or school goals for appropriate behavior

Set target goals – individual, class, and/or school

Options That Foster Communication

Schoolwide Behavior Support Programs Peer tutoring and monitoring Differentiated goals and supports Prompts that guide students

Options That Guide Expectations

Self-regulatory goals Create prompts that focus on goals Provide opportunities for reflection Model desired behavior Create plan for maintaining goals

Options That Develop ReflectionCollecting and displaying data Assist students in collecting data Determine ways in which data will be

displayed Compare to archived data Show explicit connection – individual,

classroom, school, community

Managing Student Behavior

“Creating classroom norms, expectations, and

rules are a golden opportunity to establish and

sustain student engagement, use it.”Dr. Mary Magee Quinn, Researcher

Resources

http://www.toolsforeducators.com/dominoes/nature.php

www.watchknow.org http://quizlet.com/

Exploring Multiple Means of Engagement Click on:

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

Select 1 checkpoint under each of the 3 guidelines to further explore.

For each of these checkpoints, identify a resource.

Describe how this allows your students to have options to stimulate interest and motivation for learning.

Let’s See it in Action!

http://www.montgomeryschoolsmd.org/departments/hiat/udl/video/list.shtm

Your Turn to Explore

Choose any one to explore further: GPS and UDL -

http://www.udlcenter.org/resource_library/articles/gps UDL Modules -

http://udlonline.cast.org/home;jsessionid=94013FF5E67A2444BC9C3AACC5960A33

UDL Guidelines - http://www.udlcenter.org/implementation/examples

Teacher-Friendly UDL Tools

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http://tinyurl.com/udl-links

http://udltechtoolkit.wikispaces.com/

http://cmsweb1.loudoun.k12.va.us/50910068152053/blank/browse.asp?a=383&BMDRN=2000&BCOB=0&c=93292&50910068152053Nav=|&NodeID=5482

http://diandudl.wikispaces.com/

ResourcesCenter for Applied Special Technology

www.cast.org

National Task Force on UDLwww.advocacyinstitute.org/UDL/

IDEA Partnership Community of Practice - UDL www.sharedwork.org

NEA Research Spotlight on UDL http://www.nea.org/tools/29111.htm

Online Resources

National Center on UDL

Center for Implementing Technology in Education

www.cited.org

National Symposium on UDL and

Inclusive Practices

http://ondemand.neaacademy.org

http://www.udlcenter.org/Teaching Every Student in

the Digital Age

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

Print ResourcesUniversal Design for Learning (UDL): Making learning accessible and engaging for all

students. (NEA, 2008)

A Practical Reader in Universal Design for LearningEdited by David H. Rose and Anne Meyer (Harvard Education Press, 2006)

NEW!! A Policy Reader in Universal Design for LearningEdited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009)

The Universally Designed Classroom: Accessible Curriculum and Digital TechnologiesEdited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005)

Teaching Every Student in the Digital Age: Universal Design for LearningDavid H. Rose and Anne Meyer (ASCD, 2002)

References

Gravel, J., Ralabate, P., & Thomas, L. (2010). Universal Design for Learning: A framework for access and equity. Presentation at the Leadership for Equity and Excellence Forum.