Universal Design for Learning (UDL)

Monday August 18, 2014

1:00 p.m – 3:00 p.m.

Vanier College

Room D-244

Agenda

• Introductions & Ice Breaker

• Social Model of Disability

• Why UDL?

• UD to UDL

• The 3 Learning Networks

• What, Why, How

• The 3 Principles

• Representation, Expression, Engagement

• UDL & Vanier

• Questions & Conclusions

Introductions & Ice Breaker

• Interview (and then introduce) your neighbour:

1) What is your name?

2) In what department do you teach or work?

3) What does UDL mean to you?

a) One or two words is fine

Who am I?

• Tim Campbell-Comerford

http://sigfigcreator.thelegomovie.com/

Social Model of Disability

• https://www.youtube.com/watch?v=mWkdyMg-_Fk

• Aimee Mullins

Social Model of Disability

Medical Model Social Model

Condition disables individual Environment disables individual

Inability Different ability

Disability-first terminology Person-first terminology

Abnormal Atypical

Students rarely in higher education Students have the right

Labels for services Disclose for services

Special education Inclusive education

Accommodations Accessibility (UDL)

Social Model of Disability

• Handicappé vs. Handicapped

“Blindness is an exceptionality that can be

anything but a handicap in the dark”

-Exceptional Learners: An Introduction to Special Education by D.P. Hallahan, J.M. Kauffmann, and P.C. Pullen (p.6)

Why UDL?

• Equity

• Fair does not always mean equal, and equal does not always mean

fair

• “Fair means everybody getting what they need to [try to] succeed.”

• Ludovic Mosca…’s page-a-day calendar

• Leveling the playing field, not tipping the scales

Why UDL?

• Sustainability

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Number of students registered at McGill OSD

Why UDL?

• Sustainability

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2009-10 2010-11 2011-12 2012-13 2013-14

Number of "accommodated exams" by the Access Team

Why UDL?

• Sustainability

0

200

400

600

800

1000

1200

1400

1600

2009-10 2010-11 2011-12 2012-13 2013-14

Number of "accommodated exams" by the Access Team A good

“problem”

to have!!!

Universal Design

• https://www.youtube.com/watch?v=9s3NZaLhcc4

• Animated

Universal Design

Universal Design… for Learning?

Activity

• Barriers to Learning

• Think-Ink-Pair-Share (TIPS)

• What are some barriers to learning that you have seen or

experienced:

• As a student?

• As a teacher?

• As a parent?

• In curriculum?

UDL: The 3 Learning Networks

• Recognition Networks

• The “what” of learning

• Strategic Networks

• The “how” of learning

• Affective Networks

• The “why” of learning

www.cast.org

UDL: The “What” of Learning

• Recognition Networks

• How we gather facts and categorize what we see, hear,

and read

• e.g. Identifying letters, words, or an author’s style are

recognition tasks

www.cast.org

UDL: The “How” of Learning

• Strategic Networks

• How we plan and perform, how we organize and express

ideas

• e.g. Writing an essay or solving a math problem are

strategic tasks

www.cast.org

UDL: The “Why” of Learning

• Affective Networks

• How we get engaged and stay motivated, how we are

challenged, excited, or interested are affective

dimensions

www.cast.org

UDL: The 3 Learning Networks

UDL: The 3 Learning Networks

Info going in Info going out Bothering with the info in the first place

UDL at a glance

• https://www.youtube.com/watch?v=bDvKnY0g6e4

• UDL at a glance

UDL: The 3 Principles

I. Provide multiple means of REPRESENTATION

I. The “what” of learning

II. How the information goes in

II. Provide multiple means of EXPRESSION

I. The “how” of learning

II. How the information comes out

III. Provide multiple means of ENGAGEMENT

I. The “why” of learning

II. Why the student even bothers!

SAVE your students!

Structure

Activity

Variety

Emotion

UDL Activity

In 3 groups of 4-5 people:

PBS Misunderstood Minds

How can this be “UDL’ed”?

Focus on targeting Multiple means of Representation:

Group 1.1: Provide options for perception

Group 1.2: Provide options for language, mathematical expressions,

and symbols

Group 1.3: Provide options for comprehension

UDL & Vanier College

• Creating a “UDL-friendly” syllabus

• Offering a “buffet” for one assignment

• Creating a note-taking system in one class

• Providing accessible digital material

• Recording one of your classes (audio or video)

UDL & Vanier College

• Faculty Learning Community

Contact information

• comerfot@vaniercollege.qc.ca

• Extension 7177

• Office N-123H

http://zenpencils.com/comic/albert-einstein-everybody-is-a-genius