http://udl.concord.org/share/blc08/

UDL activities run on Windows, Macintosh and Linux computers with Java 5 (1.5) or later

installed. If you are using Java 1.5 on MacOS 10.4 or later, you will almost certainly need to fix a Java Web

Start bug:http://confluence.concord.org/display/CCTR/

How+to+fix+the+WebStart+bug

Universal Design for Learning in Science, Math & Reading

“Applying universal design to learning materials and

activities can increase access for learners with wide

disparities in their abilities to see, hear, speak, move, read, write, understand English,

attend, organize, focus, engage, and remember.”

-- Rose & Meyer, 2000, 2002

Universal Design for Learning

UDL Science: Why?There are no classroom-ready STEM curriculum materials that use Universal Design for Learning.

There is a particular urgency to develop UDL materials now because the 2004 Individuals with Disabilities Education Act (IDEA) included provisions for a process that will result in a voluntary National Instructional Materials Accessibility Standard (NIMAS). Exemplars are needed that demonstrate what is possible when UDL materials are designed from the start for electronic delivery.

UDL Science: Goals

The goal of this project is to create practical science materials designed with UDL principles for students and teachers in inclusive classrooms.

The project will create sufficient materials to test the effectiveness of the approach and provide an exemplar that can inspire additional content and further development.

UDL Science: Modules

The project will develop four modules that each require two to three weeks of class time.

Each will include a driving question that leads to investigations with focusing on different learning styles.

Energy conservation and conversion will be highlighted in each module, providing a unifying theme.

UDL Science: Modules

Why are there clouds?

This earth systems module focuses on weather, air pressure and temperature, latent heat, and evaporation.

What do plants eat?

This is a life science module that introduces light and photosynthesis.

What is electricity?

This physical science module introduces electrical energy. Discover why it takes two wires to light a bulb.

What if there was no friction?

This is a physical science module focused on force, motion, and energy at astronomical and atomic scales.

The science modules will provide a range of alternatives for the way tools are used in the classroom.

• Alternative Representations

• Alternative Communications

• Alternative Instructional Strategies

• Alternative Assessments

• Additional Alternatives

UDL Science

The materials will be constructed from three kinds of objects: text boxes, graphs, and models with a range of display options:

• Type of display

• Font size and line width

• Colors

• Multiple languages: English and Spanish

• Vocalization: spoken text

Alternative Representations

The text can be selected and read in meaningful parts (e.g., words, phrases, sentences, or paragraphs) and it can explain text using a glossary.

Smart Graph, Smart Model and Drawing Tool will be able to describe important features, e.g., a graph’s maximum, minimum, and slope.

Alternative Communications

UDL Science: Models and Sensors

Each module will include activities that use:• Models

Computer models can simulate situations that are hard to see (molecular motion) or hard to understand (complex systems). They allow students to study and manipulate phenomena that are otherwise inaccessible.

• Sensors

Using sensors attached to real-time Smart graphs, students can do real experiments and take vivid and compelling measurements. This encourages active engagement in science and exploration of the natural world. (Force, light, temperature, relative humidity, and voltage)

The materials will be constructed various

instructional strategies:

• Multiple discovery questions to answer the driving question

• Hands-on, probes, Flash or models (age-appropriate)

• “Glossary” for highlighted tools - contextual vocabulary

• Leveled “scaffolding” of questions

Alternative Instructional Strategies

Scaffolding

Level 1: One or more examples of good responses are provided.Students are asked to add to response in their own words.

Level 2: The student selects the best of several suggested multiple-choice responses.

Level 3: Parts of a response are provided, but the student is asked to fill in missing content.

Level 4: Clues are given for data or information that students should use.

Level 5: Only context-independent scaffolding is provided.

Alternative Instructional Strategies

Explicit and embedded assessments:

• Tracking (time/action)

• Snapshots

• Performance assessment

~ multiple choice items

~ open-ended responses

~ drawing responses

• Electronic portfolios

• Automatically graded pre-post tests

Alternative Assessments

Alternative Assessments

Additional alternatives include:• Speed control• Wrap-up - Big ideas portfolio (screen shots)• Coaches• Visual communications• Screen control• Content options

~ language arts story~ four science activities ~ mathematics activity

Additional Alternatives

Additional Alternatives

UDL Science: SitesFour sites were chosen across the United States:

Acton, MA, Anchorage, AK, Maryville, MO, and Fresno, CA

UDL Science: Anchorage, AK

Anchorage School District enrolls over 50,000 students with 46% ethnic non-Whites. Over 33% of ASD students now live in poverty, and this proportion is increasing.

UDL Science: Anchorage, AK

“The project will be a creative way to help us meet the academic needs of our diverse K-12 population.”

Texas Gail Raymond, K-12 Science Coordinator,

Anchorage School District

UDL Science: Fresno, CA

Fresno Unified School District has a very diverse student population of 78,000 students. More than 80% qualify for free or reduced meals.

UDL Science: Fresno, CA

“UDL is exciting because it represents a convergence of thinking about the

best uses of technology. It is inspired by the needs of special students, but it

can improve the learning of all students. By helping students who are marginalized in traditional classrooms,

we will develop educational methods and materials that are flexible and

powerful enough to help all students, regardless of their ability.” – Jerry D.

Valadez, Ed.D., K-12 Science Coordinator, Fresno Unified School

District

The Concord Consortium

The Concord Consortium is a nonprofit educational research and development

organization based in Concord, Massachusetts. We create interactive materials that exploit the power of information technologies. Our primary

goal in all our work is digital equity — improving learning opportunities for all students.

25 Love Lane

Concord, MA 01742

978-405-3208

http://udl.concord.org/share/blc08/http://udl.portal.concord.org/

Carolyn Staudt - carolyn@concord.orgSam Fentress - sfentress@concord.orgBen Greslick - bgreslick@concord.orgEd Hazzard - ehazzard@concord.org