Principles of UDL Multiple –means of representation –means of action and expression –means of...

Principles of UDL

Multiple

– means of representation

– means of action and expression

– means of engagement

Recognition Networks

Universal Design for Learning

The "what" of learning

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

Strategy: Present information and content in different ways

Strategic Networks

The "how" of learning

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

Strategy: Differentiate the ways that students can express what they know

Affective Networks

The "why" of learning

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

Strategy: Stimulate interest and motivation for learning

3 Major UDL principles…

Students have:

1. Choices which will engage student interest

2. Options for how they learn

3. Choices for how they demonstrate their learning

Teachers provide:

1. Flexible options for student engagement

2. Flexible ways of presenting lesson content

3. Flexible methods of expression, and assessment

Why Neuroscience?

Neuroscience is an alternate representation of what underlies what we do and how we learn

If we consider neuroscience in our instructional planning,

we will meet the needs of more student brains.

UDL and the Learning Brain

Knowledge* networksStrategic networksAffective networks

• Multiple Means of Representation

• Multiple Means of Action & Expression

• Multiple Means of Engagement

3 Principles of Universal Design for Learning

Recognition (Representation)

Strategic(Action &

Expression)

Affective **Engagemen

t**

UDL and the Learning Brain

One must recognize information, ideas, and concepts

One must be able to apply strategies to process the information

One must be engaged

Vygotsky

UDL and the Learning Brain

Task is too difficult for learner

ZONE OF PROXIMAL DEVELOPMENT

Task is too easy for learner

UDL and the Learning Brain

Knowledge networks: “the what of learning”

- identify and interpret patterns of sound, light, taste, smell, and touch

Knowledge (formerly recognition) Networks

Principles of Universal Design for Learning

Multiple Means of Representation

– Recognition Network of the brain

•The “WHAT” of learning– Provide multiple examples – Highlight critical features – Provide multiple media and formats – Support background context

…Recognition network…

Multiple Means of Representation

Multiple Means of RepresentationExamples

– Read aloud

– Highlight phrases

– Listen to audiotape

– Text-to-speech

– Built-in talking glossary

– Built-in language translation

Knowledge Networks

UDL Principle I: Multiple Means of Representation– Examples:

– Use digital text so size and color of text or images can easily be changed

A

AThe United States was a young country in 1800

Knowledge Networks

UDL Principle I: Multiple Means of Representation– Examples:

– Use digital text that can be read aloud by using text-to-speech (TTS) software

Knowledge Networks

UDL Principle I:

Multiple Means of Representation– Examples:

– Use physical objects and spatial models

1454 ft.

0Photo by David Sim

Photo by Hobvias Sudoneighm90 houses

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Universal Design for Learning A Lesson Plan: To Kill a

Mockingbird• Video streaming• Digital Photos • Electronic text• Talking Books • Visual Map• Spark Notes– text and

audio• Low Tech Tools• Vocabulary Support

UDL and the Learning Brain

Strategic networks: “the how of learning”

- plan, execute, and monitor actions and skills

Strategic Networks

Principles of Universal Design for Learning

Multiple Means of Action & Expression

- Strategic Network of the brain

•The “HOW” of learning– Executive functioning– Provide opportunities to practice with supports – Provide ongoing, relevant feedback – Offer flexible opportunities for demonstrating skill

…Strategic Network…

Multiple Means of Action & Expression

Multiple Means of Action and Expression

– Written response

– Verbal response

– Visual art project

– Dramatic response

– iMovie (Macintosh)

– Multimedia: Power Point, Hyperstudio

Strategic Networks

UDL Principle II: Multiple means of action & expression– Provide options that facilitate managing information and

resources (e.g. graphic organizers and templates for data collection and organizing information)

Template by Inspiration Software, Inc: Concept Map for Science from Inspiration 7.0.

Strategic Networks

UDL Principle II: Multiple means of action & expression

Allow students to compose in different media:• Provide options for students to share their knowledge (e.g.

oral report, essay. multimedia presentation)

Photo by Dan Zen

Strategic Networks

UDL Principle II: Multiple Means of Action & Expression

Examples:

• Provide scaffolds that can be gradually released with increasing independence and skills (e.g. embedded prompts and hints in digital reading and writing software)

This is a good time to stop and make a prediction about what you think will happen next in the story.

Tale of Two Cities, Charles DickensBook IChapter I. The Period

It was the best of times, it was the worst of times,it was the age of wisdom, it was the age of foolishness,it was the epoch of belief, it was the epoch of incredulity,it was the season of Light, it was the season of Darkness,it was the spring of hope, it was the winter of despair,we had everything before us, we had nothing before us,we were all going direct to Heaven, we were all going directthe other way--in short, the period was so far like the presentperiod, that some of its noisiest authorities insisted on itsbeing received, for good or for evil, in the superlative degreeof comparison only.

• Using a Document Camera, math problems can be projected on a large screen for the entire class to see. Textbook problems and diagrams can be shown in one location, rather than each student trying to follow from the books on their desk. Teachers can work through an algebra equation as the document camera captures and projects every movement of the pencil as the problem is solved providing a large visual interpretation of the correct method to solve the problem and how to check the work.

Using document camera technology paired with internet images and resources accessed on laptops enhances instruction.

UDL Principles Strengthen Universal Instruction

Using the TI-Navigator System creates a connection between students and educator wirelessly networking each student’s graphing calculator to the classroom computer. A growing body of research indicates that effective use of the TI-Navigator system and graphing calculators improves student engagement, understanding and performance. Educators can:

• Track the progress of individual students or the class in real time•View student coursework, check problem solving techniques and guide

performance•Use instant feedback to create a learning environment proven by research to

increase student success

UDL Principles Strengthen Universal Instruction

Teacher Websites

UDL Principles Strengthen Universal Instruction

Using a video camera and document camera, teachers can capture student demonstrations of problems for website posting.

UDL Principles Strengthen Universal Instruction

Creating Product Assignments

• What students must know, understand, be able to do as a result of the study.

• Identify the format of the project.• Determine expectations for quality

(content, process, product).• Decide on scaffolding (brainstorming,

rubrics, time lines, planning/goal setting, storyboarding, critiquing, revising/grading).

• Differentiate based on readiness, student interest, student learning profile.

“Become” one of the Characters. Comment on the events of the reading from his/her point of

view. Show incidents the way this character sees it. Include the thoughts and feelings of the character that may not be

mentioned in the story. Length 3-paragraph essay.

Quote a phrase or a section of the text that impressed you for

some reason (beautiful language, interesting thoughts, meaningful to you for some reason). Explain why you chose that section. Also be sure to tell where the quote fits into the context of the story.

Length 3-paragraph essay.

Draw a picture of a scene from the reading. Then in a minimum 3-paragraph essay, explain the scene, why you chose it and its significance to the novel as a

whole.

Create a dictionary of terms that would help someone reading this book. Make a list of at least 25 particular words (jargon,

slang, technical language, specialized terminology, etc) that the author uses in this story. These words must be slightly

out of the ordinary; they should have particular significance in the book. Define

each word as it is used in the story. Make it look official-include part of

speech, pronunciation if possible, and images/pictures! Be Creative!

Write a letter to the author of the book. Tell him/her what you liked

and disliked about the story and his/her writing style. Give

them specific reasons and examples from the story to

support what you say. Be sure that your letter is in the correct format. Your letter should be at least two pages (typed) long.

Create a book jacket description for the story. Pretend you are

trying to “hook” readers’ interest in the story by explaining it

contents on the back of the book. How would you tell people what the book is about and persuade them to pick it up and read it?

Include an image/picture on the front cover.

Create a board game based on the characters, events, or theme of your book. Be sure the game is playable, and that participants must rely on their knowledge of the book in order to succeed!

Become a casting agent. If your book were to be made into a

movie, which famous stars who would you choose to play the

roles of each character? Support your choices with explanations

(appearance, experience, similarities, personality, etc.)

Explanations should be at least one paragraph in length.

Build a timeline for the major events in the story, focusing on at least ten incidents. Highlight the initial conflicts, climax, resolution of the story in some way. Be sure

that the action is accurately placed and that the times

between events is indicated neatly.

Draw a map of where your story took place. It should contain

areas where significant events happened. Use a key to describe these happenings. Be certain to

include a title and label the appropriate areas. Detail, color,

and accuracy are points to remember.

Write an obituary for one of the characters in the book. Include

an image/picture of the character. It must be at least three

paragraphs. Use information gathered from the story as well as your own imagination. Read obituaries in the newspaper or

online for examples.

Write a “Dear Abby” column with questions from three of the

characters in the novel asking for advice. Their problems/questions

should be in keeping with how they were presented in the book.

You must include your solutions/answers as Dear Abby. Each Q and A should be about

one typed page.

Make a collage of a major theme from the book. Use clippings from magazines, newspaper, etc. The collage should include at least 10 different clips. On the back of the

collage, explain in Three Paragraphs what theme(s) you

are representing and what it has to do with you novel.

UDL and the Learning Brain

Affective networks: “the why of learning”

- evaluate and set priorities

Affective Networks

Principles of Universal Design for Learning

Multiple Means of Engagement

**This is where SEL lives

- Affective Network of the brain

•The “WHY” of learning– Offer choices of content and tools – Offer adjustable levels of challenge – Offer choices of rewards – Offer choices of learning context

TRUST

RESPECT

ATTITUDE

BEHAVIORS/MANNERISM

KNOWLEDGE/SKILLS

SMART MODEL

Physician’s Creed:

First, Do No Harm

Educator’s Creed:

Above all, do nothing to

diminish hope

“Every child needs one person who is crazy about him.”

Will you choose to be the missing puzzle

piece in your students’ lives?

Runner Bingo

…Affective Network…

Multiple Means of Engagement

Affective Networks

UDL Principle III:• Multiple Means of Engagement

– Examples:

• Provide students with choices in such things as: – the type of rewards or recognition available – the tools used for information gathering or

production

Photo by Joel BombardierPhoto by Steve Jurvetson

Multiple Means of Engagement

– Flexibility in use of tools to access information

– Keep ongoing personal journal

– Use archived resources

– Choice in means of expression

– Flexible grouping strategies

Ebb and Flow of ExperiencesEbb and Flow of Experiences[Tomlinson][Tomlinson]

Individual Individual

Small Group Small Group

Whole Group

Back and forth over time or course of unit

Affective Networks

UDL Principle III:• Multiple Means of Engagement

– Examples:• Design activities so that outcomes are authentic,

communicate to real audiences, and are purposeful

Photo by Steve JurvetsonPhoto by Glenda Owens

Vocabulary

The goal of teaching vocabulary is for the student to make that word an active part of his thinking process.

VocabularyVocabulary instruction that works best actively involves the student in

getting to the word from every possible perspective.

Example

FearEmotions/reactions –

terror horror

fainting quaking

Example

FearPeople/Animals/Things

Monster HumanoidGhost PoltergeistBogeyman Dracula

Alien

Example

FearPlaces

Funeral Parlor GraveyardHaunted House Dark AlleyUnlit Street Cemetery

Exercise

Exhilarant Emotions/reactions –

Exercise

Exhilarant

People/Animals/Things

Exercise

Exhilarant

Places

Emotion and Learning:Implications for Mathematics

Instruction

Emotion and Education

Emotion drives attention, which drives learning, memory and problem solving and almost everything else we do…by not exploring the role that emotion plays in learning and memory, our profession has fallen decades behind in devising useful instructional procedures that incorporate and enhance emotion. (Sylwester, 1998)

Mathematics Education Slope

• Standard 1: The student must be able to calculate the slope of a line that passes through any two points on the coordinate plane.

• Standard 2: The student must differentiate between positive/negative slope.

• Standard 3: The student must understand the meaning of slope in application problems.

Mathematics EducationSlope: Standard Approach

• Algebraically define slope

• Calculate slope for several pairs of points

• Describe positive and negative slope

Mathematics EducationSlope: Standard Approach

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Mathematics EducationSlope: Emotional Approach

Mathematics EducationSlope: Emotional Approach

Year Blue Book Value1997 $21,0651998 $18,0251999 $16,2402000 $14,4602001 $12,7052002 $11,0002003 $9,2502004 $7,600

Mathematics EducationSlope: Emotional Approach

Subaru Outback DepreciationSource: www.kellybluebook.com

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Mathematics EducationSlope: Emotional Approach

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Mathematics EducationSlope: Emotional Approach

• Interpretation: Depreciation of -1,923.57 $ per year• Follow Up:

– Which cars might have higher/lower rates of depreciation? Why? – Do any cars have a positive appreciation? Why?– Will depreciation always be linear? Why?

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