Day1 Udl Overview

An In t r o d u c t io n t o An In t r o d u c t io n t o U n iv e r s a l D e s ig n U n iv e r s a l D e s ig n

f o r Le a r n in g f o r Le a r n in g

Dawna SchultzDawna SchultzRutgers University- CMSCERutgers University- CMSCE

““ D O N O W” D O N O W” P e r s o n a l P e r s o n a l

S t a t u eS t a t u e , U s in g t h e p ip e c le a n e r s , U s in g t h e p ip e c le a n e r s

c r e a t e a p e r s o n a l c r e a t e a p e r s o n a l s c u lp t u r e t h a t s c u lp t u r e t h a t

r e p r e s e n t s s o m e t h in g r e p r e s e n t s s o m e t h in g . a b o u t y o u It c o u ld b e . a b o u t y o u It c o u ld b e

, , h o w y o u f e e l a h o b b y , , h o w y o u f e e l a h o b b y , .w h a t y o u v a lu e e t c , .w h a t y o u v a lu e e t c

B e r e a d y t o s h a r e y o u r B e r e a d y t o s h a r e y o u r p e r s o n a l s t a t u e w it h t h e p e r s o n a l s t a t u e w it h t h e

.g r o u p .g r o u p

Ag e n d aAg e n d a8 :3 0 -9 :0 08 :3 0 -9 :0 0 We lc o m e & We lc o m e &

In t r o d u c t io n sIn t r o d u c t io n s

9 :0 0 -1 2 :0 09 :0 0 -1 2 :0 0 U n iv e r s a l U n iv e r s a l ( )D e s ig n f o r Le a r n in g U D L ( )D e s ig n f o r Le a r n in g U D L

LU N C HLU N C H

12 :3 0 -2 :0 0 1 2 :3 0 -2 :0 0 S o c ia l S o c ia lB o o k m a r k in gB o o k m a r k in g

2 :0 0 -3 :0 02 :0 0 -3 :0 0. . U D La t R u t g e r s e d u b lo g s o r g. . U D La t R u t g e r s e d u b lo g s o r g

& & E v a lu a t io n sE v a lu a t io n s

G o a lsG o a ls

U n d e r s t a n d t h e c o n c e p t s o f U n iv e r s a l

D e s ig n f o r Le a r n in g

Ap p ly t h e c o n c e p t s o f U n iv e r s a l D e s ig n f o r

Le a r n in g t o c la s s r o o mp r a c t ic e

In t r o d u c t io n sIn t r o d u c t io n s

Who are you?

What subject(s) and grade level(s) do you teach?

How long have you been teaching?

Share your personal statue.

D if f e r e n t ia t in g D if f e r e n t ia t in gIn s t r u c t io nIn s t r u c t io n

Take a few minutes and just list all of the strategies, techniques and tools you currently use to differentiate Instruction.

With your team share and discuss your lists. Make a new combined list.

Share your list with the class.

Th e C h a lle n g e Th e C h a lle n g e

, Ac c e s s , Ac c e s s

, p a r t ic ip a t io n a n d, p a r t ic ip a t io n a n d

p r o g r e s s in t h e p r o g r e s s in t h e

g e n e r a l e d u c a t io n g e n e r a l e d u c a t io n

c u r r ic u lu m f o r a ll c u r r ic u lu m f o r a ll

le a r n e r sle a r n e r s

‘ 9 7ID EA ‘ 9 7ID EA

- -Th in k P a ir- -Th in k P a irS h a r eS h a r e

Wh a t a r e s o m e o f Wh a t a r e s o m e o f ?y o u r c h a lle n g e s ?y o u r c h a lle n g e s

Th in k a n d lis t Th in k a n d lis t (1 )c h a lle n g e s m in (1 )c h a lle n g e s m in

P a ir w it h y o u r P a ir w it h y o u r n e ig h b o r a n d s h a r e n e ig h b o r a n d s h a r e

o u r lis t w it h e a c h o u r lis t w it h e a c h (2 )o t h e r m in (2 )o t h e r m in

S h a r e y o u r p a ir S h a r e y o u r p a ir d is c u s s io n w it h t h e d is c u s s io n w it h t h e

(3 )la r g e r g r o u p m in (3 )la r g e r g r o u p m in

O r ig in s o f O r ig in s o f U n iv e r s a l U n iv e r s a l

D e s ig nD e s ig n

D r a w b a c k s o f D r a w b a c k s o fR e t r o f it t in gR e t r o f it t in g

Each retrofit solves only one problem

Retrofitting can be costly

Many retrofits are UGLY!

R e t r o f it t in gR e t r o f it t in g

R e t r o f it t in gR e t r o f it t in g

U n iv e r s a l U n iv e r s a lD e s ig nD e s ig n

““ C o n s id e r t h e n e e d s C o n s id e r t h e n e e d s o f t h e b r o a d e s t o f t h e b r o a d e s t

p o s s ib le r a n g e o f p o s s ib le r a n g e o f u s e r s f r o m t h e u s e r s f r o m t h e

b e g in n in g ”b e g in n in g ”

, Ar c h it e c t R o n M a c e, Ar c h it e c t R o n M a c e

U D S o lu t io n s U D S o lu t io n s

U n iv e r s a l U n iv e r s a lD e s ig nD e s ig n

Not one size fits all – but alternatives.

Designed from the beginning, not added on later.

Increases access opportunities for everyone

U n iv e r s a l U n iv e r s a lD e s ig nD e s ig n

-P a ir S h a r e-P a ir S h a r ePair up and brainstorm for couple of minutes other examples of Universal Design

Share with the class.

O r ig in s o f U D L O r ig in s o f U D L

CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”

Teaching Every Student in the Digital Age, p. vi

http://lessonbuilder.cast.org/window.php?src=videos

O r ig in s o f U D L O r ig in s o f U D L

UDL DefinitionUDL Definition

UDL is an educational UDL is an educational approach to teaching, approach to teaching, learning, and learning, and assessment, drawing on assessment, drawing on new brain research and new brain research and new media technologies new media technologies to respond to individual to respond to individual learner differences. learner differences.

UDL & the Learning BrainUDL & the Learning Brain

U D L & t h e U D L & t h e Le a r n in g B r a in Le a r n in g B r a in

• Recognition networkRecognition network• Strategic networkStrategic network• Affective networkAffective network

R e c o g n it io n R e c o g n it io nN e t w o r k sN e t w o r k s

““the the WHATWHAT of learning” of learning”- - identify and interpret patterns of sound, identify and interpret patterns of sound,

light, taste, smell, and touchlight, taste, smell, and touch

R e c o g n i t i o n

S t r a t e g ic S t r a t e g icN e t w o r k sN e t w o r k s

““the the HOWHOW of learning” of learning”- - plan, execute, and monitor actions and plan, execute, and monitor actions and

skills skills

S t r a t e g i c

A f f e c t iv e A f f e c t iv eN e t w o r k sN e t w o r k s

““the the WHYWHY of learning” of learning”- - evaluate and set priorities evaluate and set priorities

A f f e c t i v e n e t w o r k s – l o c a t e d a t c o re o f b r a i n

P r e r e q u is it e s P r e r e q u is it e s f o r Le a r n in g f o r Le a r n in g

O n e m u s t r e c o g n iz e O n e m u s t r e c o g n iz e, , in f o rm a t io n id e a s a n d, , in f o rm a t io n id e a s a n d

( )c o n c e p t s R e c o g n it io n ( )c o n c e p t s R e c o g n it io n

O n e m u s t b e a b le t o O n e m u s t b e a b le t o a p p ly s t r a t e g ie s t o a p p ly s t r a t e g ie s t o

p r o c e s s t h e in f o rm a t io n p r o c e s s t h e in f o rm a t io n( )S t r a t e g ic( )S t r a t e g ic

O n e m u s t b e e n g a g e d O n e m u s t b e e n g a g e d( )A f f e c t iv e( )A f f e c t iv e

VygotskyVygotsky

Task is too difficult for learner

ZONE OF PROXIMAL

DEVELOPMENT

Task is too easy for learner

Z o n e o f Z o n e o f P r o x im a l P r o x im a l

D e v e lo p m eD e v e lo p m en tn t

A ll le a r n e r s a r e A ll le a r n e r s a r e

u n iq u e a n d u n iq u e a n d

u n iv e r s a l d o e s u n iv e r s a l d o e s

n o t m e a n n o t m e a n

“ o n e s iz e f it s “ o n e s iz e f it s

a ll”a ll”

Th e Th e F r a m e w o r k f o r F r a m e w o r k f o r

U D LU D L

P r in c ip le s o f P r in c ip le s o fU D LU D L

Provide multiple, flexible methods of:

Presentation to support _______ learning

Expression and apprenticeship to support _______ learning.

Engagement to support_________ learning

http://lessonbuilder.cast.org/window.php?src=videos

N e w N e w: A s s u m p t io n s : A s s u m p t io n s

U D LU D LStudents with disabilities fall along multiple continuaTypical classes are highly diverseTeacher adjustments benefit all learnersCurriculum needs fixing, not the studentsCurriculum materials must be flexible, varied, and diverseGeneral Education and Special Education teachers plan curriculum

Q u e s t io n s Q u e s t io n s

• Wh ic h Wh ic h methodsmethods o f o f t e a c h in g a r e m o s t t e a c h in g a r e m o s t e f f e c t iv e w it h t h e w a y s e f f e c t iv e w it h t h e w a y s

t h a t e a c h b r a in n e t w o r k t h a t e a c h b r a in n e t w o r k? f u n c t io n s ? f u n c t io n s

• Wh a t k in d s o f f le x ib il it y Wh a t k in d s o f f le x ib il it y m u s t in s t r u c t io n a l m u s t in s t r u c t io n a l

materialsmaterials h a v e t o a d d r e s s h a v e t o a d d r e s s t h e u n iq u e n e s s o f e a c h t h e u n iq u e n e s s o f e a c h

? le a r n e r? le a r n e r

J ig s a wJ ig s a w• 3 E a c h t e a m o f w ill b e c o m e 3 E a c h t e a m o f w ill b e c o m e

. e x p e r t s o n t h e ir b r a in n e t w o r k . e x p e r t s o n t h e ir b r a in n e t w o r k

• B y m e e t in g w it h a ll t h e o t h e r B y m e e t in g w it h a ll t h e o t h e r m e m b e r s f r o m t h e o t h e r t e a m s m e m b e r s f r o m t h e o t h e r t e a m s

w h o a r e le a r n in g a b o u t t h e s a m e w h o a r e le a r n in g a b o u t t h e s a m e , b r a in n e t w o r k a n d d is c u s s in g , b r a in n e t w o r k a n d d is c u s s in g

t h e c la s s r o o m e x a m p le s y o u w ill t h e c la s s r o o m e x a m p le s y o u w ill b e c o m e a n e x p e r t o n t h a t b r a in b e c o m e a n e x p e r t o n t h a t b r a in.n e t w o r k .n e t w o r k

M e e t w it h y o u r t e a m a n d s h a r e M e e t w it h y o u r t e a m a n d s h a r e .w h a t y o u le a r n e d .w h a t y o u le a r n e d

, A s a t e a m s s h a r e w it h t h e c la s s , A s a t e a m s s h a r e w it h t h e c la s s , , , . k e y t h o u g h t s f e e lin g id e a s e t c , , , . k e y t h o u g h t s f e e lin g id e a s e t c

b a s e d o n y o u r t e a m d ia lo g u e o n b a s e d o n y o u r t e a m d ia lo g u e o n . t h e t h r e e b r a in n e t w o r k s B e . t h e t h r e e b r a in n e t w o r k s B e

.c r e a t iv e w it h h o w y o u p r e s e n t .c r e a t iv e w it h h o w y o u p r e s e n t

Th e U D L Th e U D LAp p r o a c hAp p r o a c h

• D iv e r s it y is t h e n o rm in D iv e r s it y is t h e n o rm in’ t o d a y s c la s s r o o m s’ t o d a y s c la s s r o o m s

• Ap p ly in g t h e U D L p r in c ip le s Ap p ly in g t h e U D L p r in c ip le s :in e d u c a t io n is e n a b le d b y :in e d u c a t io n is e n a b le d b y• Ap p r o p r ia t e g o a ls Ap p r o p r ia t e g o a ls

• F le x ib le a n d s u p p o r t iv e F le x ib le a n d s u p p o r t iv e d ig it a l m a t e r ia ls d ig it a l m a t e r ia ls

• F le x ib le a n d d iv e r s e F le x ib le a n d d iv e r s e, m e t h o d s a n d, m e t h o d s a n d

• Ac c e s s ib le a n d f le x ib le Ac c e s s ib le a n d f le x ib lea s s e s s m e n t sa s s e s s m e n t s

S o c ia l S o c ia lB o o k m a r k in gB o o k m a r k in g

http://www.commoncraft.com/bookmarking-plain-englishhttp://www.commoncraft.com/bookmarking-plain-english

S o c ia l S o c ia lB o o k m a r k in gB o o k m a r k in g

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www.diigo.comwww.diigo.com

www.portaportal.comwww.portaportal.com

:/ / .h t t p u d la t r u t g e r s e d u b lo:/ / .h t t p u d la t r u t g e r s e d u b lo. /g s o r g. /g s o r g