1. Universal Design for Learning Andrew HaynesWalden University Tom WolseyReaching and Engaging All Learners through Technology EDUC 6714

2. Universal Design for Learning Universal Design for Learning (UDL) is aninstructional approach that opens learningopportunities for all students (LaureateEducation Inc., 2010b). 3. Origins of UDL The origins of UDL can befound in the UniversalDesign movement in thefield of architecture(Laureate Education Inc.,2010b). The aim was to designbuildings with multipleoptions to access thebuildings so thatEVERYBODY could get intothe building (LaureateEducation Inc., 2010b). 4. This included elevators, ramps, andhydraulic lifts for wheelchairs. 5. Origins of UDL This concept was adapted intoeducation and the focus was onensuring that ALL students couldget into the curriculum and couldget to the learning, by removingbarriers to student learning(Laureate Education Inc., 2010b). To get an overview of the UDLprocess watch this short video(UDL Center YouTubeChannel, 2012a). 6. UDL and Brain Research UDL is based on research findings on how thebrain processes information (LaureateEducation Inc., 2010a). 7. UDL and Brain Research Research has discovered that they are 3different networks for learning in the brain(Laureate Education Inc., 2010a). The Recognition Network The Strategic Network The Affective Network 8. The Recognition Network The Recognition Network processes sensoryinformation received from the sense organsand helps us to recognize patterns associatedwith the senses (Rose & Meyer, 2002). 9. The Recognition Network For example, it processesthe information you see(four legs, a back, and aseat) and helps you torecognize this object is achair. 10. The Strategic Network The Strategic Network processes actions andplans (Laureate Education Inc., 2010a). Itallows us to plan, organize, and monitorpatterns of action (Rose & Meyer, 2002). 11. The Strategic Network For example, in order tothrow the ball accurately, itmust be held correctly, thebody must be in the correctposition, and the eyes mustbe on the target. 12. The Affective Network The Affective Network processes emotionsand evaluates patterns (Laureate EducationInc., 2010a). It is concerned with what makesus fearful, or excited; what motivates andengages us. 13. The Affective Network For example, some people prefer to interactwith text and reading while others are moreinterested in sports. 14. Brain Research All brains share the 3 networks and possess thesame general characteristics, but individualbrains differ substantially (Rose & Meyer, 2002). All students have different ways of recognizinginformation, organizing information, and waysof being engaged (Laureate Education Inc.,2010a). These differences impact on how studentslearn. 15. UDL and Diversity UDL supports student diversityand is a vehicle that can beused to address the needs ofALL students. For example, UDL can be usedto assist an ELL by giving thatstudent access to translationsoftware like Google Translate. Similarly, UDL supportsacademic diversity, byproviding students access tocontent that is suitable for theirability level. 16. The 3 Principles of UDL The three UDL principlescorrespond to the threenetworks in the learning brain(CAST, Inc., 20022011). Watch a short video in whichDr. David Rose describes thethree UDL principles and whatthey mean for classroompractice (UDL Center YouTubeChannel, 2012c). 17. The 3 Principles of UDL National Center on Universal Design for Learning (2011b) 18. The 3 Principles of UDLNational Center on Universal Design for Learning (2011b) 19. The 3 Principles of UDLNational Center on Universal Design for Learning (2011b) 20. UDL Instructional Strategies Students have many ways oflearning and use can be madeof brain research to addflexibility to teaching methodsand curricula (Rose & Meyer,2002). Certain instructionaltechniques are very effectivefor a particular type oflearning. Following are someexamples of instructionalstrategies that are suited foreach of the brain networks. 21. UDL Instructional Strategies Recognition learning instructional techniques includeproviding multiple examples and highlighting criticalfeatures (Rose & Meyer, 2002). Instructional techniques to support strategic learninginclude providing ongoing, relevant feedback andproviding flexible opportunities for demonstrating skill(Rose & Meyer, 2002). Instructional techniques to support affective learninginclude providing adjustable levels of challenge andoffering choices of rewards (Rose & Meyer, 2002). 22. UDL Instructional Strategies This video provides some examples ofteaching strategies that exemplify UDLprinciples and guidelines (UDL Center YouTubeChannel, 2012b). 23. Technology in UDL Technology plays a central role in UDL. It is not synonymous with UDL, but it plays acritical role in its implementation andconceptualization (National Center onUniversal Design for Learning, 2011a). 24. Technology in UDL Digital media allows the flexibility that is acritical aspect of UDL (Laureate Education Inc.,2010b). It offers flexibility to display contentdifferently and enhances the ability toindividualize and customize the learningexperience. 25. Technology in UDL It It allows flexibility in marking content.can make content different foreach student, then display it appropriatejust to the needs of the individual (LaureateEducation Inc., 2010b). 26. Technology in UDL Technology also provides flexible ways forstudents to demonstrate what they know andcan do including the use of Web 2.0 tools likeblogs, wikis, WebQuests, and Digital Stories. 27. Technology in UDL Technology can also beused to address brainresearch. For example ifstudents have difficultydecoding words(recognition), technologysupports like text-to-speech software, voicerecognition, and on-screentext and imageenlargement can be usedto help these studentsaccess content (Rose &Meyer, 2002). 28. Technology in UDL Using technology toconduct onlineresearch can providethe supportnecessary to helpstudents practice anddevelop strategicskills such as seeking,locating, and savinginformation (Rose &Meyer, 2002). 29. Technology in UDL Technology offers studentsmultiple options withrespect to engagement.Students can be presentedwith digital options todemonstrate what theyknow. Based on theirinterest, they can use wordprocessing software tocreate a brochure; they canwork collaboratively tocreate a wiki; or they canprepare a multi mediapresentation usingPowerPoint software. 30. UDL in My School Students reading skills at my school aregenerally below what is acceptable. This affects student performance in otherareas of the curriculum. UDL can be used to help students overcomesome of these deficiencies. 31. UDL in my School Decoding words is an easilyidentifiable area of weakness. Students will be provided withmultiple representationsinstead of just the regular text. Students will use e-readerswhich highlight the words asthey are being read. Information in the text will berecorded and students willfollow the words with theirfingers as they are being read. 32. UDL in my School The students will be givenopportunities to selfmonitor. For example, their readingwill be recorded at differentpoints in time and they willlisten to the recordings andself-evaluate. Their peers will also listen tothe recordings and providefeedback. 33. UDL in my School Students will be giventhe freedom to selectreading materials. Reading materials willbe varied so that theyare relevant to thestudents and age andability appropriate. Students will also beprovided withoptions with respectto rewards andrecognition. 34. UDL in my School Using UDL in the school willhelp us to address theindividual needs of ourstudents. This will positively impactstudent learning, butstudents will also be moremotivated and engaged,and hence happier. It will create a learningenvironment that placesstudents at the center ofthe teaching/learningprocess. 35. CAST Online Tools The UDL Class Profile Maker is designed to help teachersunderstand students strengths, needs, and interests asindividuals and as a group (CAST, Inc., 20022011). It is used to develop a learning profile of a class, based onthe strengths, needs and interests of students accordingto the three brain networks (CAST, Inc., 20022011). This tool could be used to create a learning profile forindividual students and then merge each profile to createa learning profile of the entire class. This/These profiles could be used to design instruction tomeet the needs of the individual students but also designdifferentiated instruction to meet the needs of all thestudents in the class. 36. CAST Online Tools The Curriculum Barriers Finder facilitates theanalysis of barriers in the curriculum with respect tostudents strengths, needs, and interests (CAST, Inc.,20022011). Once the barriers that prevent a student fromaccessing the curriculum have been identified, thenthe learning activities that eradicate these barrierscan be designed. For example, for the students who writes slowly andtherefore has a hard time taking notes, the lessoncan be recorded and saved so that he can access itanother time. 37. CAST Online Tools The UDL Solutions Finder Tool provides assistancein using the three UDL principles to develop UDLsolutions to barriers in the curriculum(CAST, Inc., 20022011). Once a barrier has been identified, this tool can beused to find a solution for the removal of thebarrier based on UDL principles. For example, if a student has difficulty accessingcontent because of poor vision, then he or she canbe presented with the content in a digital formatwhere it can be enlargened. 38. References CAST, Inc. (20022011). Teaching every student: Tools and activities.Retrieved from http://www.cast.org/teachingeverystudent/tools/ Laureate Education, Inc. (Executive Producer). (2010a). Brain Researchand Universal Design for Learning. Baltimore, MD: Author Laureate Education, Inc. (Executive Producer). (2010b). Universal Designfor Learning. Baltimore, MD: Author National Center on Universal Design for Learning (2011a). UDL andTechnology Retrieved fromhttp://www.udlcenter.org/aboutudl/udltechnology National Center on Universal Design for Learning. (2011b). UDLguidelinesVersion 2.0. Retrieved fromhttp://www.udlcenter.org/aboutudl/udlguidelines 39. References Rose, D., & Meyer, A. (2002). Teaching every student in the digital age:Universal design for learning. Retrieved fromhttp://www.cast.org/teachingeverystudent/ideas/tes/ UDL Center YouTube Channel. (2012a).UDL at a glance. Retrieved fromhttp://www.youtube.com/watch?feature=player_profilepage&v=bDvKnY0g6e4 UDL Center YouTube Channel. (2012b). UDL guidelines in practice:Grade 1 Mathematics. Retrieved fromhttp://www.youtube.com/watch?v=KuTJJQWnMaQ UDL Center YouTube Channel. (2012c). UDL: Principles and practice.Retrieved fromhttp://www.youtube.com/watch?feature=player_detailpage&v=pGLTJw0GSxk