Exploring Universal Design for Learning (UDL): The UDL Guidelines and the Learning Environment

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Exploring Universal Design for Learning (UDL): The UDL Guidelines and the Learning Environment. Session Goals for Participants:. Gain insight on the UDL Framework within BCSC Understand the UDL Guidelines and Principles - PowerPoint PPT Presentation

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Slide 1Exploring Universal Design for Learning (UDL): The UDL Guidelines and the Learning EnvironmentUniversal Design forLearning (UDL)Ralabate, October 20111Session Goals for Participants:Gain insight on the UDL Framework within BCSCUnderstand the UDL Guidelines and PrinciplesGather knowledge related to evaluating barriers within the learning environment Ralabate, October 2011We know the only thing universal is variability.Ralabate, October 20113Disability is ContextualRalabate, October 2011Key ConnectionDont try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed. Marva CollinsBCSC believes Universal Design for Learning, Positive Behavior Instructional Strategies & Instructional Consultation Teams create the platforms, framework and resources for teachers evaluate themselves, their instructional practices and their learning environment. Ralabate, October 2011How does BCSC address:12,000 +/- StudentsSpeaking 51 LanguagesStudents with Disabilities: 13.9%Economically Disadvantaged: 50%Minority: 16%English Language Learners: 11% Ralabate, October 2011Data trends indicate that the percent of special ed students both minority and non minority passing ISTEP continues to grow, thus closing the gap.6The Premise for UDL Ralabate, October 2011Comes from architecture7What is UDL? What do I know about UDL?How did I learn it? UDL tip: This exercise activates background knowledge and recruits interest.Ralabate, October 2011If you are viewing these slides alone, reflect on these two questions. If in a group, divide in pairs to respond to the two questions on the slide: (1) What do I know about Universal Design for Learning? (2) How did I learn it?83 Networks = 3 UDL PrinciplesUDL tip: This graphic offers information in text, visuals, & color.Ralabate, October 2011Neuroscience shows us that there are three networks in the brain that are associated with learning. The 3 Principles of Universal Design for Learning (UDL) address these 3 brain networks in this way:- Recognition Networks the what of learning; associated UDL principle is the Principle of Representation = we need to provide Multiple Means of Representation;- Strategic Networks the how of learning; associated UDL principle is the Principle of Action and Expression = we need to provide Multiple Means of Action & Expression;- Affective Networks the why of learning; associated UDL principle is the Principle of Engagement = we need to provide Multiple Means of Engagement.9Universal Design for Learning (UDL)UDL Principles: Theory to ApplicationMultiple Means of Representation (Recognition)The WHAT of learning?Multiple Means of Action and Expression (Strategic)The HOW of learning?Multiple Means of Engagement (Affective)The WHY of learning? Ralabate, October 2011Restate: The three UDL Principles are Educators need to provide Multiple Means of Engagement (for the Affective Networks) Educators need to provide Multiple Means of Representation (for the Recognition Networks) Educators need to provide Multiple Means of Action and Expression (for the Strategic Networks).The links on this slide offer additional introductory information about UDL.10http://www.youtube.com/watch?v=bDvKnY0g6e4 UDL tip: This video offers information in another medium. Ralabate, October 2011This video explains UDL and is available on the National Center on UDL. 11http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf Ralabate, October 2011These UDL guidelines guide UDL implementation. They are not meant to be a prescription but, instead offer guideposts for planning.Under each UDL Principle are 3 Guidelines. And, under each Guideline are 3 or more CheckpointsGuidelines in the first row (across the top) are related to ACCESS for learning; Guidelines in the second row (in the middle) are related to the COMPREHENSION AND USE of symbols and ENGAGEMENT in learning within a more complex and/or social environment.Guidelines in the third row (along the bottom) are related to HIGHER ORDER THINKING AND COMPREHENSION, EXECUTIVE FUNCTION AND ENGAGEMENT. Educators provide access and guidance to help learners become EXPERT LEARNERS: Learners who are knowledge, understand how they learn best so they can be strategic in their learning, and are motivated to learn and engaged in the learning environment. The bottom row represents the understanding, knowledge and skills learners need to be EXPERT LEARNERS. 12Universal Design for LearningREPRESENTATIONInputThe What? of learningOptions to see, hear and perceive information:_________________________________________________________________________________________________________________________________________________________________________________________Options to decode language, math, symbols:_________________________________________________________________________________________________________________________________________________________________________________________Options to make sense and understand knowledge:_________________________________________________________________________________________________________________________________________________________________________________________ACTION/EXPRESSIONOutputThe How? of learningOptions to do, move and interact:__________________________________________________________________________________________________________________________________________________________________________Options to differentiate expression of knowledge:__________________________________________________________________________________________________________________________________________________________________________Options to plan, strategize and initiate action:__________________________________________________________________________________________________________________________________________________________________________ENGAGEMENTConnectionThe Why? of learningOptions to care, value and find relevance:______________________________________________________________________________________________________________________________________________________________________________Options to vary challenge and/or support:_______________________________________________________________________________________________________________________________________________________________________________Options to set goals and self regulate:_______________________________________________________________________________________________________________________________________________________________________________Bartholomew Consolidated School Corporation 2012Scaffolding: support for understandingGOAL: ________________________________________________________________13Universal Design for Learning: ExamplesREPRESENTATIONInputThe What? of learningOptions to see, hear and perceive information:EXAMPLES:Video, Lecture, Demonstration, Diagram, Story, Textbook, WebsiteOptions to decode language, math, symbols:EXAMPLES:Text to speech, Manipulatives, PicturesOptions to make sense and understand knowledge:EXAMPLES:Graphic Organizer, Clues, Prompts, Aided Questions, ModelsACTION/EXPRESSIONOutputThe How? of learningOptions to do, move and interact:EXAMPLES:Game, Acting/Role playing, Demonstrate, Lab, Speech, Typing, RecordingOptions to differentiate expression of knowledge:EXAMPLES:Journaling, Oral expression, Timeline, Worksheet, ExamOptions to plan, strategize and initiate action:EXAMPLES:Project, Portfolio, Create a videoENGAGEMENTConnectionThe Why? of learningOptions to care, value and find relevance: EXAMPLES:Discussion, Guest speaker, Journaling, Video, ExperimentOptions to vary challenge and/or support: EXAMPLES:Learning Center, Small Group Activity, Discrepant Event, Worksheet, InternetOptions to set goals and self regulate:EXAMPLES:Interest Inventory, Reflection, Survey, Goal Setting ActivityBartholomew Consolidated School Corporation 2012Examples and modeling provide scaffolding.Learning Outcomes & Goals: GOAL PurposeThe Outcome of learningProvide clearly developed goal:Reflects content/skill(s)Means are not embeddedClearly defines learning outcomeOptions for access/display of goal:Goal is clearly communicatedStudents understand the goalAllows appropriate challenge & supportOptions for content/skill comprehension:Fosters learning how to learnEnables progress monitoringEmpowers understanding and meaning of the content/skill Content standards: provide optionsSkill standards: provide scaffoldingRalabate, October 2011Provide Scaffolding Standard:SKILLRalabate, October 2011CONTENT Standard: Provide Options 2 < 10FONT COLORRalabate, October 2011UDL, PBIS & ICTAt BCSC, UDL is no longer a district initiative:It IS the framework through which all other initiatives, policies and procedures are filtered, supported and implemented. Ralabate, October 2011UDL, PBIS & ICTPositive Behavior Instructional SupportsWhat is PBIS?Positive Behavior Instructional Supports (PBIS) is a systems approach to improving school and classroom behavior among all students. PBIS is used to help staff create school-wide systems that allow them to teach and promote positive behavior among all students. By reducing behavioral problems, environments are created that allow teachers to teach and students to learn.Taylorsville Elementary recently name as 1 of 3 model sights for PBIS in the state. Ralabate, October 201119UDL, PBIS & ICTInstructional Consultation TeamsWhat is ICT?Instructional Consultation Teams (IC Teams) provide one-on-one support for teachers who are struggling to design instruction that meets the needs of individual students, small groups, and/or whole classes. IC Team Members are trained to conduct assessment in reading, writing, math and behavior as well as collaborative communication and systematic problem solving. Ralabate, October 2011Tina will speak and elaborate.20BCSCs Integration of UDL, PBIS & ICTContent: Common Core Curriculum & StandardsDesignUDL Creates knowledgeable & resourceful learners.Instructional & Task Design UDL & PBIS & ICTCreates strategic & goal directed learners.School/Classroom: Culture/EnvironmentDesignUDL & PBIS & ICTCreates purposeful & motivated learners.WHAT:HOW:WHY?If you design it, they will become purposeful, motivated, knowledgeable, resourceful, strategic and goal directed learners. Ralabate, October 2011Universal Design for LearningREPRESENTATIONInputThe What? of learningOptions to see, hear and perceive information:_________________________________________________________________________________________________________________________________________________________________________________________Options to decode language, math, symbols:_________________________________________________________________________________________________________________________________________________________________________________________Options to make sense and understand knowledge:_________________________________________________________________________________________________________________________________________________________________________________________ACTION/EXPRESSIONOutputThe How? of learningOptions to do, move and interact:__________________________________________________________________________________________________________________________________________________________________________Options to differentiate expression of knowledge:__________________________________________________________________________________________________________________________________________________________________________Options to plan, strategize and initiate action:__________________________________________________________________________________________________________________________________________________________________________ENGAGEMENTConnectionThe Why? of learningOptions to care, value and find relevance:______________________________________________________________________________________________________________________________________________________________________________Options to vary challenge and/or support:_______________________________________________________________________________________________________________________________________________________________________________Options to set goals and self regulate:_______________________________________________________________________________________________________________________________________________________________________________Bartholomew Consolidated School Corporation 2012GOAL: ________________________________________________________________Teacher Evaluation RubricStudent Success RubricSummer InstituteSummer InstituteICTSummer InstituteTeacher Evaluation RubricStudent Success RubricSummer InstituteSummer InstituteICTPBISSummer InstituteICTTeacher Evaluation RubricStudent Success RubricSummer InstitutePBISSummer InstituteICTSummer InstitutePBISIntegrate current and ongoing initiatives with UDL as the framework 22English Lang LearnersNon EnglishLang LearnersLAMathBothLAMathBoth201255.860.246.383.182.375.7201151.252.540.876.575.668.1201049.951.538.973.871.965200939.340.730.971.969.162.1Spec EdGen EdYearLA % passMath % pass% pass bothLAMathBoth20125162.54484.682.777201136.443.528.780.378.371.6201028.333.520.978.976.369.7200926.529.717.977.173.767.2Ralabate, October 201150%Ralabate, October 201115%Ralabate, October 201110%Ralabate, October 201125%Ralabate, October 2011Why is the Learning Environment a component? How does the design of the learning environment affect access to content, expression and connection?How do we evaluate barriers in the learning environment in order to make instruction and tasks accessible? Ralabate, October 2011Fill out key components offered in the learning environment on the lesson/reflection tool.28Evaluating the Learning EnvironmentWhat prevents learners from reaching or connecting to the curriculum and/or the learning environment?In groups of 3-4 discuss the essential question by:Evaluating what composes a curriculumEvaluating what composes a learning environmentWhat barriers does the student present? Ralabate, October 2011Demonstrate triangle model.29Where is the focus?Where is the focus?SummaryUDL is based on what weve learned in neuroscience and the learning sciences about HOW we learn. There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression.The Learning Environment is a key component.Barriers must be evaluated and replaced with scaffolding and supports.We can plan a UDL Curriculum and Learning Environment in order to make curriculum, instruction, tasks and goals accessible by evaluating barriers and utilizing the UDL Guidelines. Ralabate, October 2011Video Resources from CASTUDL: Principles and PracticeUDL Guidelines in Practice: Grade 1 MathematicsUDL Guidelines in Practice: Grade 5 Language ArtsUDL Guidelines in Practice: Grade 6 Science Ralabate, October 2011

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