Presents www namtc org Universal Design for Learning

Presents: www. namtc. org Universal Design for Learning Regional Media and Technology Center Programs Meet the Challenge

www. remc. org Ricki Chowning, Executive Director Regional Educational Media Centers of Michigan Rchowning@remc. org With grateful thanks to Susan Hardin Macomb Intermediate School District Who helped & educated me. 2

Goals for this presentation: • Review the societal imperatives and pressures facing schools today • Understand the history & framework of Universal Design for Learning and its relationship to student achievement • Understand the integral relationship between UDL and resource-based materials and technology 3

Things are always changing… EDUCATION 4 Center for Applied Special Technologies www. cast. org

Change and…. Center for Applied Special Technologies www. cast. org

Rise in Educational Demands

Today’s classroom: • Teachers must deliver instruction to diverse groups of students who come from a variety of cultures with varying languages, learning styles, abilities and disabilities. • Educational demands are on the rise – Shift from acquiring knowledge to integrating knowledge – Higher curriculum standards – All students are held to the same standards 7 and…. .

…. . rising dissatisfaction with scores, international rankings and readiness of graduates to enter the workforce. Schools dispute 'dropout factory' label Tuesday, October 30, 2007 By Dave Murray The Grand Rapids Press GRAND RAPIDS -- Four Grand Rapids high schools and Kelloggsville High are being branded "dropout factories" in a study by Johns Hopkins University. But local school administrators dismissed the way those results were compiled, saying dropout rates are among the most debated and complicated statistics in education. The Johns Hopkins researchers included the five schools among 78 in Michigan -- and 1, 700 nationwide -- where no more than 60 percent of students who start as freshman make it to their senior year.

Rapidly Changing Technology

TTYN (Talk to your neighbor. . ) How many technologies do you see represented here? Pick one and discuss the implications for classroom instruction.

Number of i. Pods sold in 3 Q 2006 = 8, 100, 000 Number of i. Pods sold In 4 Q 2007 =21, 000

21 st Century Literacies Basic literacy Scientific literacy Economic literacy Technological literacy Visual literacy Information literacy Multicultural literacy Global literacy http: //www. 21 stcenturyskills. org/

Digital Age Literacies 1. 2. 3. 4. 5. 6. 7. 8. Basic literacy Scientific literacy Economic literacy Technological literacy Visual literacy Information literacy Multicultural literacy Global literacy

Changing Economy

Thomas Friedman’s “flatteners” • Rise of Netscape, Google, Amazon and other online mega-companies • Trillion dollar investment in fiber optic cable • Emergence of open source code enabling global collaboration • Rise of outsourcing, offshoring, supply chaining and insourcing • Emergence of three huge economies: India, China and the former Soviet Union http: //www. thomaslfriedman. com/worldisflat. htm

Diverse Student Populations

The Achievement Gap Nine-year-olds growing up in low-income communities are already three grade levels behind their peers in high-income communities. Half of them won't graduate from high school by the time they're 18. Those who do graduate will, on average, read and do math at the level of eighth graders in high-income communities. Only 1 in 10 will graduate from college. There is an estimated 13 million children growing up in poverty today. African. American and Latino/Hispanic grow up in a low-income area; these disparities also prevent many children of color from truly having equal opportunities in life. http: //www. teachforamerica. org/mission/index. htm

New Research

Brain-based Learning--what do we know… • The brain is a complex adaptive system. • The brain is a social brain. • The search for meaning is innate. • The search for meaning occurs through patterning. • Emotions are critical to patterning. • Every brain simultaneously perceives and creates parts and wholes. • Learning involves both focused attention and peripheral attention. • Learning always involves conscious and unconscious processes. • We have at least two ways of organizing memory. • Learning is developmental. • Complex learning is enhanced by challenge and inhibited by threat. • Every brain is uniquely organized. http: //eduscapes. com/tap/topic 70. htm

Implications for Education

This? ……. 23 Center for Applied Special Technologies www. cast. org or…. .

? IS H T Center for Applied Special Technologies www. cast. org

So…. what is Universal Design for Learning? ……. A Framework for Designing Access to Core Content Expectations for ALL Students Where did it come from?

“Universal Design” (UD) Phrase coined by Ron Mace, NC State University, Raleigh, NC. Other terms previously used: Barrier-free; Accessible design; Assistive technology. http: //www. design. ncsu. edu/cud http: //en. wikipedia. org/wiki/Main_Page Center for Applied Special Technologies www. cast. org

What is Universal Design? “Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. ” –Ron Mace http: //www. design. ncsu. edu/cud Center for Applied Special Technologies www. cast. org

Principles of Universal Design • • • Flexibility in Use Simple and Intuitive Use Perceptible Information Tolerance for Error Low Physical Effort Size and Space for Approach and Use

Examples of Universal Design • • • Smooth ground surfaces of entranceways Wide interior doors and hallways Lever handles for opening doors Light switches with large flat panels Varied counter top heights Redesigned tools and kitchen implements Control panels buttons distinguishable by touch Use of meaningful icons as well as text labels Ramp access in swimming pools

Moving from UD to Universal Design for Learning

History of Addressing Individual Learner Needs • Auditory, Visual and Kinesthetic Learning Styles – http: //www. chaminade. org/inspire/learnstl. htm • Multiple Intelligences (Howard Gardner) – http: //www. thomasarmstrong. com/multiple_intelligences. htm • Differentiated Learning – http: //differentiatedinstruction. com/ • Customized Learning Plans – http: //www. kwfdn. org/map/15/Personalized-Learning-Plans. aspx • Assistive Technology – http: //www. ataccess. org/

Success for all learners begins… – with good curriculum, – flexible materials, – engaging assignments and – built in universal access features 33

A UDL Curriculum • Is designed, developed and flexible from the start. • Has built in supports. • Is designed to maximize options for students and teachers • Meets the needs of all learners. • Is under the auspices of general education. 34 Center for Applied Special Technologies www. cast. org

High engagement Right amount of support Challenge is appropriate Center for Applied Special Technologies www. cast. org

UDL is a paradigm shift from • • to • Students who learn differently fall along a continuum of learner differences • Instructional adjustments made Instructional adjustments are for all learners made for at risk students • Learning materials are varied Learning is on a single textbook The problem is within the student • The solution is within the curriculum. A flexible and requires remediation curriculum adapts to the needs of all students Students who learn differently constitute a different category

UDL means…… • Multiple, flexible means of representation • Multiple, flexible means of expression • Multiple, flexible options for engagement Center for Applied Special Technologies http: //www. cast. org

http: //www. setda. org/web/guest/max imizingimpactreport

Resources, Engaging classrooms, Success for all students, 21 st century digital literacies….

How do Media and Technology Centers support this UDL environment?

Michigan’s Regional Educational Media Centers remc. org • • Leadership Collaboration Equity of access to skills, tools & resources Effective statewide cooperative purchasing

Michigan’s Regional Educational Media Centers remc. org Leadership: • Mi Department of Education Online Learning Grant

Michigan’s Regional Educational Media Centers remc. org Collaboration: • MI Online Learning Requirement supplementary materials • Professional Development for Career Forward Class • Moodle version of Career Forward Class

Michigan’s Regional Educational Media Centers remc. org Equity of access to skills, tools & resources • Regional Instructional Technologists Resource Site • Development of Eighth Grade Literacy Test Bank • TWICE Videostreaming Website

Michigan’s Regional Educational Media Centers remc. org Effective cost savings through cooperative purchasing • • Statewide Software Bids (Inspiration, Microsoft) Blackboard Consortium Discovery Statewide Contract Over 1100 Equipment & Supply Contracts

Technology Examples of UDL • • Auditory output accompanying visual displays Visual output redundant with information in auditory output Contrast controls on visual output Clear lines of sight (to reduce dependence on sound) Volume controls on auditory output Speed controls on auditory output Choice of language on speech output Closed captioning on television networks

More… • • electronic mobility switches alternative keyboards computer-screen enlargers text-to-speech readers for individuals with visual disabilities • electronic sign-language dictionaries • calculators and spellcheckers

Learning Resources to Support UDL • • • • 49 Video streaming Electronic text books Digital photos Talking Books (MP 3, Start-to-Finish, Thinking Reader) Concept maps Graphic organizers NASA Explores Blogging Clay animation Video production Pod casting Distance learning activities Project Based Learning ASK .

UDL, Technology Resources & Regional Media and Technology Centers--Collaborating for Student Success Ricki Chowning rchowning@remc. org