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Universal Design for Learning: MSU MAET 2015JULY 14, 2015
NATHAN A. STEVENSON, PHD
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Learning TargetsKnow the 3 principles of UDL
Understand the process of lesson design to make learning universally accessible
Develop classroom examples of UDL.
Everything you need to know about UDL
Making learning accessible for all learners
The Myth of Average
Lessons learned from Target
Universal Design for Learning
Is what?
A scientifically valid frameworkthat
Provides multiple means of access, assessment, and engagement and removes barriers in instruction
Does what?
to
achieve academic and behavioral success for all
For what?
Smart from the Start!
Universal Design for LearningIS incorporated in the initial
unit and lesson planning to
meet the needs of a wide
diversity of students from the
start.
IS NOT retrofitted adjustments or
modifications to units or lessons
for specific students or groups of
students.
DOES provide access to a
rigorous curriculum for all
students, including ELs, SWDs,
gifted students and the kids
next door.
DOES NOT lower expectations or
achievement for certain students
or groups of students.
IS a framework for all students.
It is barrier free learning.
IS NOT a special education
initiative.
Universal Design for Learning
Universal
Design for
Learning
Recognition
Network Strategic
Network
Affective
Network
Multiple means of
Engagement
Process
The “why” of
learning
Multiple means of
Expression
Product
The “how” of
learning
Multiple means of
Representation
Content
The “what” of
learning
30
Principles of UDL
Differentiated Instruction
Core Instruction
On-Benchmark
Below-Benchmark
Above Benchmark
Learning Disability
Visual Disability
Auditory Disability
Need writing support
Universal Design for Learning
Few
Some
Most
UDL v. Differentiated Instruction
“Smart from the start” accessible lesson planning and instruction
Accessible accommodations and technologies
Customized supports for individual students
Learning Styles and UDL
What’s the difference between incorporating learning styles and UDL?
"Good teaching is good teaching."
“The evidence overwhelmingly suggests that the vast majority of students respond positively to instructional strategies we’ve known are effective for 40 years.”
-Daniel Willingham
What are some of those strategies?Clear learning targets/objectives
Modeling/demonstration
Worked examples
Guided Practice
Explicit feedback
High rate of opportunities to respond (>2 per minute)
Similarities of MTSS and UDL
Research validated frameworks
Both encourage the use of research-based programs (interventions)
Proactive and preventative approaches
Supports Culturally Responsive Practices
•General education initiatives that benefit ALL students
Core of MTSS and UDL
• MTSS: How responsive is a student to high-quality research-based instruction?
• UDL: How responsive is the lesson (goals, methods, materials & assessment) to the student’s instructional needs?
You can't have one without the other
"Smart from the Start"Multiple means of access and expression, and multiple means of engagement to make systems more accessible for all students
Designing systems that are “Smart from the start” provides learning opportunities that are more effective for students across the full spectrum of achievement
Leverage technology and research-based instructional and assessment practices to give all students the best chance of success
Using multiple representations
The Classic
The 3-D
The Floater
Mind the Gap
- Macomb Intermediate School District, 2009
The Kitchen Sink
Whirlpool of MTSS
The Layer Cake
RtI on the Giza Plateau
Corners are Dangerous
The Ninja Star
I don’t like bright colors
I'd really rather not read all that if I don't have to
Swirly Whirly
Community of Practice
#miudl
How you are already incorporating this into your instruction?
Share some of the ways you make content accessible and break down barriers for all participants to learn!
http://padlet.com/tbecker_utess/udl
Sweat the Small Stuff
• Little things can make a big difference
• Things that you don’t always notice can be serious barriers to learning for others
• Develop attention to the detail for teaching and learning
• Small changes can make a big difference
Barriers for Students with Print Disabilities
Font size
Contrast
Typeface
Vocabulary
Spacing
→ Someof this text is way too small to be readable
→ Contrast matters
→ Serif or Sans Serif
→ Convoluted jargon may obstruct erudition
→ Verticaland horizontal spacing makes a difference
Serif and Sans Serif TypefaceSerif or Sans Serif? The serif refers to the tail, which is in the design of some typefaces.
For some students with visual perception difficulties, this addition of a style feature on the letters can interfere with the visual perception.
Dyslexic readers typically find Sans Serif (no curves or tails) typefaces easier to read.
Did you know?
Text-to-Speech, dictionary, and translation technologies are available at no cost for nearly all digital text media
Examples:
Web Browsers (Chrome, Firefox, Internet Explorer)
Adobe Reader (Reader, Acrobat)
Operating Systems (Windows, Mac OS)
Common barriers to content area learning
Basic skills (decoding, math facts)
Vocabulary
Reading comprehension
Fluency/speed
Attention (i.e. lack of engagement)
What else?
Examples: Accommodations, Adaptations, No cost, and Low costBookmark
Lined Paper
More space on assessments for students to show their work
See through folder to track text
Use what is in IEP's to apply to all students
Big 3 questions
1. What are you teaching?
2. What are the barriers to learning?
3. What supports, strategies, and technologies can
remove these barriers?
For further information on UDL and MTSSNational Center on Universal Design for Learning –udlcenter.org
Center for Applied Special Technologies - cast.org
Learning Disabilities Online - LDonline.org
Questions and Comments?
Nathan A. Stevenson, Ph.D.Assistant Professor, Special Education405 White HallKent State UniversityKent, OH [email protected]
