UDL in Transition Programs and CBI

LEARNING IN THE COMMUNITY CALLAHAN CORNER- GARDEN

UNIVERSAL DESIGN FOR LEARNING IN COMMUNITY BASED INSTRUCTION SETTINGS AND TRANSITION PROGRAMS

DIANA B. GARCIAYUMA UNION HIGH SCHOOL DISTRICT #70TRANSITION SPECIALIST OCTOBER 2012

UDL starting in the classroom and during community based

instruction CALLAHAN CORNER- GARDEN: two high schools, transition programs. (we just added on more school this month and will be expanding )

Transition Program Classrooms

Importance of UDLGuidelines and Approach

•UDL is based on research and development by CAST (Center for Applied Special Technology) •UDL is inspired by the universal design in architecture

•UDL shifts- learning differences

•UDL is based on research and development by CAST (Center for Applied Special Technology) •UDL is inspired by the universal design in architecture

•UDL shifts- learning differences

Learner Differences and The Learning Brain

Why is UDL necessary?

“Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these

differences are as varied and unique as our DNA or fingerprints. Three primary

brain networks come into play:

CAST(2011)

WHY UDL in our classroom and CBI?

Hall, Meyer, and Rose (2012) states:

Many students today’s classroom are confronted with major barriers to learning: inflexible, one-size-fits-all curricula. The UDL Guidelines offer all educators (teachers, administrators, tutors, or parents) a framework for understanding how learners vary and what types of tools and strategies they can use to help overcome unnecessary barriers. There barriers can occur across any of the three UDL principles and in any subject area. When successfully implemented, the Guidelines support teachers in their goal of developing expert learners: learners who are resourceful and knowledgeable, strategic and goal-directed, and purposeful and motivated. (p.23)

I. Provide Multiple Means of Representation

Provides options for perception – the “access” guideline. The guideline focuses on students getting access to content and breaking unintended barriers.

To provide resources that enable students to access transition and community text, content, and gain the opportunity to learn.

Video- of content materials, background knowledge and task analysis if necessary.

Software, apps providing text to speech

Guideline 1: Provide options for perception


Graphics and Pictures

Tools like UDL Book Builder

Livescribe Smart Pen

Applying UDL in a Transition class and/or Community- Based

Instruction CALLAHAN CORNER- Community Garden Example:

PowerPoint- Book (digital with text to speech)

Videos as resources in order provide access

Video: from beginning stage of the garden


Importance of supplying background knowledge

Providing models, scaffolds, highlighting critical features, big ideas and relationships

Guide information processing, transfer, and generalization of knowledge

Guideline 3: Provide options for comprehension

I. Provide Multiple Means of RepresentationExamples and Applied to Callahan Corner Garden

11

You will make your soil in a mixing pan. A trowel is used to mix the soil.

Find the mixing pan and trowel.

Example of highlighting critical features:

Provide forms to review background knowledge in different formats, interactive links for example: http://vfd.ifas.ufl.edu for plants and greenhouse videos.

II. Provide Multiple Means of Action and Expression

Varying the methods for response and navigation

Optimize access to tools and assistive technologies

In academic context, successful reading also frequently involves articulating or demonstrating one’s understanding of a text through note taking writing, oral discussion, or other tasks (Hall et al. 2012)

Guideline 4: Provide options for physical action


Click-N-Type

Microsoft Accessibility Options

TextHelp

Single Switch

Expanded Keyboards

Examples and Applied to Transition Classroom Setting including Community based instruction


To provide tools for students that enables physical action and encourages learning:

Students will access written materials and will have access to respond using a variety of resources. For examples lessons on planting and transplanting plants at Callahan Corner


One means of expression, does not meets the needs of all students

Students should have options to use: media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video in order to express or communicate

Guideline 5: provide options for expression and communication

“It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment.” Cast (2011).


PowerPoint

Video

Picture

Tools and software

Guideline 5: provide options for expression and communicationExamples: Students should be able to present materials in different formats

One example and form on next slide

Example of possible symbols

The possibilities of expression and communication are really endless, especially as technology advances everyday. We could use paper- symbols, to ipads – apps, or CAST Learning tools. Finding the correct combination of tools that best fits the individual’s learning needs, is the goal.

III. Provide Multiple Means of Engagement

Give students choice and independence and supports

Increase relevance, value, and authenticity

Small personal connection can gain engagement

Guideline 7: Provide options for recruiting interest

To recruit interest:

(Hall, Meyer, and Rose, 2012)


Videos, TeacherTube and YouTube

Voki

Social Networking

Relate Relevance with Careers and Jobs

Examples and Applied to Transition Classroom Setting including Community based instruction


Examples and Applied to Transition Classroom Setting including Community based instruction Videos can be used in class as support to objectives and

materials Students can be given choices between the type of how they access the lessons and information whether in the classroom, community setting, and home with social media and networks. Students can get feedback easier and stay engaged with digital technology, they are familiar with and use on a regular basis. For our Community Garden example, we can build a blog or wiki for the project with information, pictures, and questions for students to post and answer. Including, adding text to speech, audio, or video.

Train Staff on UDL- Specifically in relation to Transition and CBI

Training in small chunks for example beginning with this presentation

Building on each training, by adding tools and resources, making trainings interactive so staff can actually try things hands-on

Begin to consider how we can incorporate UDL frameworks in all CBI and Projects

Look at how employers and community agencies can consider UDL frameworks via our Community Transition Team

The problem is having all Transition Programs and CBI with UDL Framework in Mind

Addressing the Problem

Solutions to Consider:

Tools, Resources, and Images

CAST UDL Book Builder: http://www.cast.org/learningtools/book_builder/index.htmlLivescribe Smart Pen http://www.livescribe.com/en-us/Speak it! https://itunes.apple.com/us/app/speak-it!-text-to-speech/id408980592?mt=12TeacherTube http://www.teachertube.com/University of Florida, Virtual Field Day http://vfd.ifas.ufl.edu/ Voki http://www.voki.com/YouTube http://www.youtube.com/WordPress http://wordpress.org/

References

CAST. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.Hall, T., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom. New York, NY: The Guilford Press. Rose, D., Meyer A. (2009). A practical reader in universal design for learning Cambridge, MA: Harvard Education PressRose, D., Meyer A. (2002). Teaching every student in the digital age. Alexandria, VA: ASCD PublicationsNational Center on Universal Design for Learning. (2010). UDL guidelines – version 2.0: Examples and resources. Retrieved from http://www.udlcenter.org/implementation/examples/