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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
– 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
• 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
– 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