Universal Design for Learning - Charlotte District, Florida

UNIVERSAL

DESIGN FOR

LEARNINGDavid Davis & Tara Jeffs

PS/RtI Project

Norms

• Value everyone’s

input/expertise/

strengths

• Remain positive

• Be learning focused

• Adhere to time-

ordered agenda

Schedule

• 8:30 – 9:00 Getting Started

• 9:00 – 10:00 Inclusion

• 10:00 – 10:15 Break

• 10:15 – 11:30 Cognitive Processes

• 11:30 – 12:30 Lunch

• 12:30 – 2:00 Universal Design for Learning

• 2:00 – 2:15 Break

• 2:15 – 3:15 Lesson Planning

• 3:15 – 3:30 Closing

Why We Are Here

• 20 hour professional development activity

based on a job embedded model.

• Introduce teachers, school administrators,

and district administrators to the principles

of Universal Design for Learning as

applied within a multi-tiered system of

supports.

• To increase support for all students with

within the core curriculum.

Goals & Objectives

• Priority - Continue to develop the district’s

MTSS with emphasis on Universal

supports (Tier 1) for academics and

behavior.

• Goal - 54% of students with disabilities will

be included in regular classroom settings

at least 80% of the time by March 2016 as

measured by monthly LRE calculations.

UDL PD - Activities

• Complete “Participant Info” Form

– Name

– School Mailing Address

– Email

– Job Position

– Then check the group of activities you will be

working on (aligns with your job position).

Meet the Room

Question

Question

When you were a kid, who was your favorite cartoon

character and why?

Question

Unique

Let’s Get Started

• Inclusion

• Specially Designed Instruction

• Cognitive Processes

• Universal Design for Learning

• Lesson Planning

Inclusion

• IDEA 2004

– Students with disabilities are entitled to the

provision of a free appropriate public

education in the least restrictive environment.

– Students with disabilities are expected to

participate and make progress in the general

curriculum.

– The law specifically expects the Federal

Government to monitor results at the state

level, and expects the state to monitor results

at the district (LEA) level.

Inclusion

Inclusive Education

Research & Practice

• Each person at the

table select a section to

review

• Share with the others

at your table

• Share with the whole

group

Specially Designed Instruction

Specially Designed Instruction

Questions

• What are the defining

characteristics?

• What is the goal?

• SDI is delivered by

whom?

• How are students

engaged and

supported in learning?

Core Beliefs?

Cognition & Neurology

Neurological, or cognitive, processes

(such as memory) can impact

engagement, learning, and achievement.

Students differ widely in their cognitive

processing skills.

Can This Make a Difference?

Cognition – Input (visual/auditory)

• Recognizing size, shape, and placement

of text

• Recognizing line and paragraph

typography

• Distinguishing subtle differences in sounds

• Distinguishing figure and background

sounds

Instructional Scaffolds

• Input– Reading/focus guides

– Fonts and font sizes

– Spacing between words, lines and paragraphs

– Visually organizing text with highlighters, comments, and stamps

– Graph paper

– Text-to-speech

– Personal FM systems

Technology Tools – Input

Cognition – Integration

• Sequencing

– Ordering and sequencing information

– Organizing and relating information

• Abstraction

– Inferring meaning

– Generalizing a text

Cognition – Integration

• Externalized thinking•

•

•

•

•

•

Instructional Scaffolds

• Integration

– Graphic organizers

– Concept maps

– Mind maps

– Timelines

– Outlines

Technology Tools – Integration

Cognition – Memory

– Short-term memory

– Long-term memory

– Engrams

– Long-term potentiation

– Long-term depression

Cognition – Engram

Long Term Potentiation

Long Term Potentiation

Long Term Potentiation

Long Term Depression

Long Term Depression

Long Term Depression

Cognition – Memory

0

2

4

6

8

10

12

14

15 min 45 min 1 hr 45 min 2 hr 45 min 23 hrs

Instructional Scaffolds

• Memory

– Multiple text processing

– Comparing/contrasting

– Spread information across

multiple media

– Self-selecting icons or

graphics (and sharing)

– Notebooks / Journals

– Review schedules

Technology Tools – Memory

Cognition – Output

• Spontaneous language

– Self-selecting subject and related information

– Organizing information and thoughts

• Demand language

– Selecting related information

– Organizing information and thoughts

Instructional Scaffolds

• Output

– Guided discussion questions

– Cue cards

– Graphic organizers

– Written notes with main

points highlighted

– Extra time to prepare

responses (with specific

strategies)

Technology Tools – Output

Scaffold Integration

All of these types of scaffolds are most effective

when used in conjunction with each other. For

example, a student may be taught a strategy or

system for highlighting and visually marking complex

text. The text that was highlighted and marked may

then be used to fill out a graphic organizer, concept

map, timeline, etc. Further processing could include

illustrating some of the information on the graphic

organizer. That graphic organizer could then become

a discussion support tool.

Adjusting Cognitive Loads

• Standards

• Identifying critical skills

• Finding the range of success

• Increasing complexity

Cognitive Processes

Question

• How do you scaffold

different cognitive

processes?

• Share with the others

at your table

• Share with the whole

group

Universal Design for Learning

Average Shoe Size

Universal Design for Learning

• The Myth of Average

Myth of Average

History

History

History

• Breakthrough

– The curriculum, rather

than the student, was

the problem;

curriculum being

defined as the learning

goals, the means of

assessment, the

teaching methods, and

the instructional

materials.

History

• What defined

curriculum before?

– Learning goals

– Means of assessment

– Teaching methods

– Instructional Materials

History

History

• In 2004 Universal Design was included in the

Individuals with Disabilities Education Act.

• In 2008 a definition of Universal Design for

Learning (UDL) was included in federal law in

the Higher Education Opportunity Act.

• In 2010 the USDE National Education

Technology Plan included UDL as a

framework to benefit all learners.

– http://www.cast.org/netp/page/NETP/l28

History

• The goal is universal pedagogy.

Universal Design for Learning

• Universal Design

The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.

Universal Design for Learning

Universal Design for Learning

• Universal Design for Learning

UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. It provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

Universal Design for Learning

Neuroscience

Neuroscience

Neuroscience

Predictive Variability

Neuroscience

CAST Affective networkRecognition

networkStrategic network

VygotskyEngagement with

the learning task

Recognition of the

information to be

learned

Strategies to

process that

information

BloomAffective

objectives

Cognitive

objectives

Psychomotor

objectives

Christensen

(corporation)Values Knowledge Processes

Affective Networks

• Our brains:

– Are goal driven networks

– Bias our perceptions and actions

– Warp reality & set values on

different parts of reality

– Determine the emotional and

motivational significance of the

world around us

– Work in conjunction with all other

neural networks

Recognition Networks

• Our brains:

– Are highly complex in

pattern recognition

– Run a variety of recognition

processes in parallel

– Are both input centric and

process centric

– Are highly variable from

person to person

Strategic Networks

• Our brains:

– Plan, execute, and monitor all

kinds of purposeful acts

– Are heterarchical, moving

between levels of complexity as

needed

– Are variable

– Are designed to solve problems

UDL Principles

• There are 3 core principles to Universal

Design for Learning

– Provide multiple means of engagement (the

“why” of learning)

– Provide multiple means of representation (the

“what” of learning)

– Provide multiple means of action and

expression (the “how” of learning)

UDL Principles

Universal Design for Learning

• options for perception

• options for language and symbols

• options for comprehension

Flexibility in Representation

• options for physical action

• options for expressive skills/fluency

• options for executive functions (planning/monitoring)

Flexibility in Expression

• options for recruiting interest

• options for sustaining effort/persistence

• options for self-regulation

Flexibility in Engagement

Recognition Network

• Provide Multiple Means of Representation

How we gather facts and categorize what we see, hear, and read.

Identifying letters, words, or an author's style are recognition tasks.

Multiple Means of Representation

Provide options for perception

Provide options for language, mathematical expressions, and symbols

Provide options for comprehension

Multiple Means of Representation

• Provide options for perception

– Offer ways of customizing the display of information

• Size of text, images, graphs, tables, or other visual content

– Offer alternatives for auditory information• Captions or automated speech-to-text

– Offer alternatives for visual information• Provide descriptions (text or spoken) for all

images, graphics, videos, or animations

Multiple Means of Representation

• Provide options for language, mathematical expressions, and symbols– Clarify vocabulary and

symbols

– Clarify syntax and structure

– Support decoding text, mathematical notation, and symbols

– Promote understanding across languages

– Illustrate through multiple media

Multiple Means of Representation

• Provide options for comprehension

– Activate or supply background knowledge

– Highlight patterns, critical features, big ideas, and relationships

– Guide information processing, visualization, and manipulation

– Maximize transfer and generalization

Strategic Network

• Provide Multiple Means of Action and

Expression

Planning and performing tasks.How we organize and express our ideas.Writing an essay or solving a math problem are strategic tasks.

Provide Multiple Means of Action and Expression

Provide options for physical action

Provide options for expression and communication

Provide options for executive functions

Provide Multiple Means of Action and Expression

• Provide options for physical action

– Vary the methods for response and navigation

– Optimize access to tools and assistive

technologies

Provide Multiple Means of Action and Expression

• Provide options for expression and

communication

– Use multiple media for communication

– Use multiple tools for construction and

composition

– Build fluencies with graduated levels of

support for practice and performance

Provide Multiple Means of Action and Expression

• Provide options for executive functions

– Guide appropriate goal-setting

– Support planning and strategy development

– Facilitate managing information and

resources

– Enhance capacity for monitoring progress

Affective Network

• Provide Multiple Means of Engagement

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

Provide Multiple Means of Engagement

Provide options recruiting interest

Provide options for sustaining effort and persistence

Provide options for self regulation

Provide Multiple Means of Engagement

• Provide options for recruiting interest

– Optimize individual choice and autonomy

– Optimize relevance, value, and authenticity

– Minimize threats and distractions

Provide Multiple Means of Engagement

• Provide options for sustaining effort and

persistence

– Heighten salience of goals and objectives

– Vary demands and resources to optimize

challenge

– Foster collaboration and communication

– Increase mastery-oriented feedback

Provide Multiple Means of Engagement

• Provide options for self-regulation

– Promote expectations and beliefs that

optimize motivation

– Facilitate personal coping skills and strategies

– Develop self-assessment and reflection

UDL Principles

• Key Ideas

– Providing options help students focus on the

same learning goal

• Print

• Large print

• Text to speech

• Refreshable braille display

• Interactive dictionary

UDL Principles

• Key Ideas

– Providing options can increase student

independence

• Old way – students who struggle with reading use

peers who can read as scaffolds during

comprehension activities

• New way – students have options to independently

process content and then work collaboratively with

peers

UDL Principles

• Key Ideas

– Universal design supports students working

together

UDL Principles

• Key Ideas

– Universal design supports students working

together

UDL Principles

Comprehension Sequence

Model

• Use instructional

scaffolding to move from

dependence to cooperative

learning.

• Students are supported so

they can work together on

the same learning goals.

Lesson Planning

Elements for Designing Lesson Plans

• Clear Goals

• Anticipate Variability

• Design with UDL Principles

– Options for representation

– Options for expression

– Options for engagement

Lesson Planning

Clear Goals

• Are the means embedded?

• Goal

– To write about the stages of butterfly

metamorphosis

• New Goal

– To demonstrate understanding of the stages

of butterfly metamorphosis

Lesson Planning

Clear Goals

• Are the means embedded?

• Goal

– Draw a bar graph that (1) shows scale and (2)

shows data

• New Goal

– Design a bar graph that (1) shows scale and

(2) shows data

Lesson Planning

Brainstorm

• Share some typical

instructional goals with

each other and think

about the language.

Does it support

flexibility or restrict

flexibility?

Lesson Planning

Class Profile Template

• Use the class profile

template to start to

identify the edges that

you need to design your

lessons to.

UDL PD - Activities

• Complete “Participant Info” Form

– Name

– School Mailing Address

– Email

– Job Position

– Then check the group of activities you will be

working on (aligns with your job position).

UNIVERSAL

DESIGN FOR

LEARNINGDavid Davis & Tara Jeffs

PS/RtI Project