UDL Bootcamp

UDL BOOT CAMP

Norms: • Consider being Agents of Disruption• Understand that “dissensus” is worth exploring• Be active in thought and purpose• Assume positive intent• Realize we will not solve our problems today• Do not engae in assumicide• No Lifeguarding

Trading Card Activity

Learner ProfileActivity

Goals

• Understand the concepts of Universal Design for Learning

• Apply the concepts of Universal Design for Learning to classroom practice

The Challenge

Access, participation, and progress in

the general education curriculum for all

learners

IDEA ‘97

Origins of Universal Design for Learning (UDL)

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

Origins of Universal Design for Learning (UDL)

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

The Ladder of Inference & Learning

UDL and the Learning Brain

–Recognition network–Strategic network–Affective network

UDL and the Learning Brain

Recognition networks: “the what of learning”

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

It tells us what each of these are but also why they are different

UDL and the Learning Brain

UDL and the Learning Brain

Strategic networks: “the how of learning”

plan, execute, and monitor actions and skills

UDL and the Learning Brain

UDL and the Learning Brain

Affective networks: “the why of learning”

evaluate and set priorities affective networks are essential to wanting to learn

UDL and the Learning Brain

The Myth Around Different Learners

• Not everyone learns differently

• We all have these three networks

• We may have propensity in different areas and leads to variability

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

Flow Theory8 conditions

• Sense of potential control

• Loss of self-consciousness

• Time distortion• Autotelic or self-

rewarding experience

• Clear goals and feedback

• Equilibrium between challenge and skill

• Merging of action and awareness

• Focused concentration

UDL and the Learning Brain

Double generative loop learning

UDL and the Learning Brain

All learners are variable and

universal does not mean

“one size fits all”

The Framework for UDL

Principles of UDL

– Provide multiple, flexible methods of presentation

– Provide multiple, flexible methods of expression and apprenticeship

– Provide multiple, flexible options for engagement

Principles of UDL

• The key is Flexibility not fitting into the box

New Assumptions: UDL

• Students with disabilities fall along multiple continua

• Typical classes are highly diverse

• Teacher adjustments benefit all learners

• Curriculum needs fixing, not the students

• Curriculum materials must be flexible, varied, and diverse

• General Education and Special Education teachers plan curriculum

Questions

• Which methods of teaching are most effective with the ways that each brain network functions?

• What kinds of flexibility must instructional materials have to address the uniqueness of each learner?

Supporting Recognition LearningProvide alternative formats for presenting information

– Provide multiple examples

– Highlight critical features

– Provide multiple media and formats

– Support background context

Recognition: Provide multiple examples K-2 Goal: Recognize that animals (including humans) and plants are living things

that grow, reproduce, and need food, air, and water.

Examples of living things Examples of non-living things

Recognition: Highlight Critical Features

Highlight critical features to identify a bird

Birds have feathers.

Birds have wings.Birds have beaks.

Is this a bird?

Recognition: Multiple Media & Formats

Provide a range of formats and media to ensure access for all

Supporting Strategic Learning

Provide alternative means for action and expression

– Provide flexible models of skilled performance

– Provide opportunities to practice with supports

– Provide ongoing, relevant feedback

– Offer flexible opportunities for demonstrating skill

Strategic: Flexible models of performance Provide expert models of skilled performance and counter examples

of incorrect execution

Think and share!

Think about examples and counter examples of performance, e.g. think about good tennis techniques and poor execution of serving.

Models of successful ways to healthy eating and incorrect ways to healthy eating

And more…

Strategic: Ongoing relevant feedback Feedback is provided in an on-going fashion.

Supporting Affective Learning

Provide alternative means for engagement – Offer choices of content and tools

– Offer adjustable levels of challenge

– Offer choices of rewards

– Offer choices of learning context

The UDL Approach

• Diversity is the norm in today’s classrooms

• Applying the UDL principles in education is enabled by:

– Appropriate goals – Flexible and supportive digital materials – Flexible and diverse methods, and– Accessible and flexible assessments

GameStorming