EDPD 584 Universal Design for Learning Day 1

EDPD 584 Universal Design for Learning Day 1 Instructor: Maureen La. Fleche

Agenda (3 minutes) • What is on the wiki – http: //at 4 allspring 10. pbworks. com/What+is+UDL • Differentiating Instruction • IRPs • BC Ministry of Education – Adaptations and Modifications – August 2009 • Videos • Principles of UDL • UDL Activities • Questions

Teaching • Past – planned lessons based on the average students needs – One size fits all • Present – Teaching to diversity – Meeting the needs of ALL learners

Moving from…. . • Sage on the Stage • Guide on the Side

Video – No Future Left Behind 5: 46 minutes • No Future Left Behind - Students from Sufferin Middle School created this video about education as part of Net Generation Education Project http: //www. youtube. com/watch? v=kra_z 9 v. M n. Ho What do you think about the message that is being given? How realistic do you think it is? Do you think students in your classroom are thinking this way?

Activity 1: How do you teach? (2 minutes) • Take a couple of minutes to fill out the UDL Checklist by Access • Discuss how you teach with a partner

Video UDL at a Glance • http: //www. youtube. com/watch? v=b. Dv. K n. Y 0 g 6 e 4

The Principles of UDL from: Rose and Meyer – Teaching Every Child in the Digital Age – (15 minutes) • Principle 1: To support recognition learning, provide multiple, flexible methods of representation • Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. • Principle 3: To support affective learning, provide multiple, flexible options for engagement.

UDL and Multiple Modalities Means More Learning for EVERYONE! • Research is clear—teaching in multiple modalities increases access for struggling learners and improves learning generally for ALL learners. Increase the level of success for every one of your diverse learners by providing choice and flexibility in the ways you present information using multiple formats and media by Carol Seibert

Literacy Model speaking writing reading listening Adapted from Koppenhaver et al. 1993 All components of the model are interrelated and learning in one area will positively affect the others.

Assistive Technology (AT) Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. (http: //www. washington. edu/accessit/articles? 109)

What is UDL? • Universal Design for Learning is a theoretical framework developed by CAST to guide the development of curricula that are flexible and supportive of all students (Tracey Hall, Nicole Strangman, and Anne Meyer. 2009).

What is UDL? n Supports research based approaches to teaching and learning such as n n n Multi-sensory or differentiated teaching Use of assistive technology Performance-based assessment Integrated units Cooperative learning Theory of Multiple Intelligences

How did it start? • Curb Cuts

Electronic Doors AT UD

Universal Design (UD) • Create products and/or environments that are designed, from the outset, to accommodate individuals with a range of abilities and disabilities. Consider the needs of the broadest possible uses from the beginning. Ron Mace

Are AT and UDL the same? AT UDL • …any piece of equipment • To select and use goals, or product system…that methods, assessment is used to increase, and materials in a way maintain, or improve that will minimize functional capabilities of barriers and maximize individuals with flexibility so that disabilities (IDEA, 2004 curricula fully support P. 108 -446) every student’s access, participation, and progress in essential facets of learning (Joy Zabala, Sept. 2006)

What would your UDL school look like? (pre-activity) • Take 2 minutes and brain storm with a partner what your UDL school might look like. Brief Discussion

UDL Fad or Reality?

L D U UDL UDL L D U

British Columbia Ministry of Education • Today’s classrooms are diverse and inclusive by nature. Differentiation of instruction and assessment and the principles of universal design are now recognized practices for teachers. Both differentiation and universal design provide systematic approaches to setting goals, choosing or creating flexible materials and media, and assessment. To undertake differentiation and universal design, teachers need to be aware of a range of accommodations (multiple means of representation, of expression, and/or of engagement) that may be necessary to help each student in the classroom succeed. These accommodations may take the form of adaptations and/or modifications. British Columbia Ministry of Education - A Guide to Adaptations and Modifications August 2009

Some think adaptations are cheating…. • Adaptations do not represent unfair advantages to students. In fact, the opposite could be true. If appropriate adaptations are not used, students could be unfairly penalized for having learning differences, creating serious negative impacts to their achievement and selfconcept. British Columbia Ministry of Education - A Guide to Adaptations and Modificati 0 ns August 2009

Adaptations and Modifications Many students with special needs and significant learning challenges will be able to achieve the learning outcomes for subjects or courses with no or minor adaptations. Some may be able to achieve the learning outcomes of some subjects or courses with adaptations. A small proportion will need to work on Individualized outcomes, goals different than the curriculum; this is referred to as modification. British Columbia Ministry of Education - A Guide to Adaptations and Modifications August 2009

Adaptations include, but are not limited to: • audio tapes, electronic texts, or a peer helper to assist with assigned readings • access to a computer for written assignments (e. g. use of word prediction software, spell‐checker, idea generator) • alternatives to written assignments to demonstrate knowledge and understanding • advance organizers/graphic organizers to assist with following classroom presentations • extended time to complete assignments or tests • support to develop and practice study skills; for example, in a learning assistance block • use of computer software which provides text to speech/speech to text capabilities • pre‐teaching key vocabulary or concepts; multiple exposure to materials • working on provincial learning outcomes from a lower grade level British Columbia Ministry of Education - A Guide to Adaptations and Modifications August 2009

Purpose • Purpose of AT – To increase, improve or maintain the functional capabilities of individuals with disabilities (Joy Zabala, Sept. 2006) • Purpose of UDL – to increase the access in the general curriculum for students with and without identified disabilities (Joy Zabala, Sept. 2006) • Educational Outcome – increased educational participation and achievement (Joy Zabala, Sept. 2006)

Brain Research and Learner Differences • Learning is distributed along three interconnected networks Affective Strategic WHY we learn HOW we learn Recognition WHAT we learn

Methods of Universal Design for Learning http: //louisville. edu/education/ciidl/acms/udl. html Goal Recognition Strategy What that means? Provide Multiple Examples Present patterns using multisensory approaches with many examples and counter examples Highlight critical features Explicitly identify critical features in examples Provide multiple media and formats Provide redundancy of patterns and critical features through a variety of media, formats, organizations, detail, and depth allowing the learner to access information in the way in which it best fits the individual’s learning style

Methods of Universal Design for Learning con’t http: //louisville. edu/education/ciidl/acms/udl. html Goal Strategy What that means? Recognition con’t Support background knowledge Ask learners to relate own experiences to topic being studied, to relate what is already known about topic being studied, and review key vocabulary and concepts prior to studying topic Strategic Provide flexible models of skilled performance Present examples and counter examples of expert performance, and allow the learner the choice of how to express knowledge and skills Provide scaffolding opportunities Allow learner to become proficient with each step of a task before performing entire task

Methods of Universal Design for Learning con’t http: //louisville. edu/education/ciidl/acms/udl. html Goal Strategy What that means? Strategic Provide multiple media and formats Provide ongoing, relevant feedback Affective Offer choices of content and tools Allow for flexibility in learning style as well as areas of interest and ability Provide adjustable levels of challenge Assist learners in setting individualized and realistic goals based on level of task difficulty and individual frustration level

Methods of Universal Design for Learning con’t Goal Affective Strategy What that means? Offer choice of rewards Identify individualized intrinsic and extrinsic rewards for each learner Offer choice of learning context Allow learners to choose the amount of structure and types of materials needed to complete an assignment

Student Barriers to the Curriculum

If students have problems…. . Reading a Textbook Skills required: Seeing, Decoding, Comprehending Written Text Processing Visual Materials Barriers: Vision, Poor Decoding and Comprehension skills, Deriving Meaning from Print UDL Solutions: E-Text – Digital Text e. g. RWG, Kurzweil, Word Talk, Natural Reader, Adobe Reader, Read Please, CLi. Ck’Speak, Graphic Organizers etc. Digital Text is versatile, flexible, media rich, moveable, changeable, portable, language rich, up-to-date and it talks. These features reduce frustrations for students who have difficulty reading.

If students have problems with …. . Lectures/ Presentations Skills required: Hearing, Picking out Key Points, Note Taking Understanding/ Comprehending the Spoken Word, Focus/Attention Barriers: Comprehending Meaning from Words and Concepts, Easily Distracted UDL Solutions: Podcasts, Vodcasts, Power. Point, SMARTBoard, Graphic Organizers Podcasts, Vodcasts, and Power. Point presentations can be given to the student before/after so that they can view lecture at their own pace to assist with the comprehension of the lecture.

If students have problems with …. . Oral Reports Skills required: Confidence Barriers: Shy, Intimidated, Activity doesn’t meet students strengths UDL Solutions: Pair student with peer for support, let student Use other means of presenting i. e. , Tape recording, Power. Talk, Video Pairing students or providing other options for presentation can reduce feelings of anxiety caused from presenting in front of groups of people.

If students have problems…. . Researching a Topic Skills required: Finding relevant materials, Delineating what material(s) is/are important, Organizing notes Barriers: Not knowing where to search, not knowing what is relevant to topic, Lacks organization skills UDL Solutions: Flow Chart that outlines steps of the research project, Digital/e- text, Graphic Organizers that are partially filled in, list of web resources, Software that has outline capabilities ie. , Inspiration, Kidspiration, Flow Chart, Kurzweil v. 11 etc. Flow charts, e-text, graphic organizers, list of web resources, software assist with mechanics, written output (quantity and quality)

If students have problems…. . Writing Reports Skills required: Expressing Ideas on Paper, Motor Planning, Mechanics of Writing, Spelling, Understanding Writing Process Barriers: Mechanics of writing, Planning/Organizing Writing, Spelling, Writing Process UDL Solutions: Word Processor, Spell Check, Grammar Check, Kurzweil v. 11 Writing Supports, Kidspiration, Inspiration, Co-Writer, Word Q, Voice Notes and Comments etc. Allowing students to use spell and grammar checkers, word processors, voice notes and software that assist with the writing process helps to reduce frustrations and help to minimize barriers.

Saskatchewan Schools Learning Styles • Take a couple of minutes to check out http: //www. saskschools. ca/~qvss/curricu lum/michart. pdf

To Kill A Mockingbird • My attempt at creating a UDL lesson plan for teachers to engage all learners http: //tkamforall. pbwiki. com/

In-Class Activity UDL - Webquest

“Where there was once an observer, let there now be a participant. ” - Eliot Eisner

What have we learned? (10 minutes)

What would your UDL school look like? (post-activity) • Think about what you have learned today about UDL and take 2 minutes and brain storm with a partner what your UDL school might look like. Brief Discussion

Resources • • • Access. IT – University of Washington http: //www. washington. edu/accessit/articles? 109 ACCESS – Colorado University – How do you Teach? A Quick UDL Checklist http: //accessproject. colostate. edu/udl/documents/how_do_you_teach _checklist. pdf BC Education - A Guide to Adaptations and Modifications http: //www. bced. gov. bc. ca/specialed/docs/adaptations_and_modificati ons_guide. pdf CAST –Center for Applied Special Technology - http: //www. cast. org/ CAST – What is UDL http: //www. cast. org/publications/ncac_diffinstructudl. html Hall, Tracey, Strangman, Nicole, Meyer, Ann. Differentiated Instruction and Implications for UDL Implementation http: //www. cast. org/publications/ncac_diffinstructudl. html

Resources con’t • IDEA - Definition of Assistive. Technolgy. IDEA, 2004 P. 108446 • University of Louisville - Center for Innovation and Instruction for Diverse Learners. http: //louisville. edu/education/ciidl/acms/udl. html • Siebart, Carol - Success for All Learners Part II: Providing Multiple Means of Representation http: //www. donjohnston. com/research/articles/LLarticle. UDL_2. html • Rose, David, Meyer, Ann. Teaching Every Student in the Digital Age: Universal Design for Learning. 2002 • Zabala, Joy NOTE TAKING GUIDE: AT, UDL: Complementary Strategies for Addressing the Needs of ALL Students in Varying Learning Environments. http: //www. doe. state. la. us/Lde/uploads/9910. pdf (Sept. 2006)

Videos • No Future Left Behind http: //www. youtube. com/watch? v=kra_z 9 v. Mn. Ho • UDL at a Glance http: //www. youtube. com/watch? v=b. Dv. K n. Y 0 g 6 e 4

Photos • All photos obtained from Microsoft Clipart