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

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

2. YOU MIGHT BE A PRESCHOOL TEACHER IF: • You hum “The wheels on the bus go round and round” while you’re in the shower! • Now you tell me…. BCSC, November 2012

3. The Premise for UDL… BCSC, November 2012

4. Essential Questions • What is Universal Design for Learning (UDL)? • How are the UDL Guidelines structured? • Why is the Learning Environment a key component? CAST, March 2012

5. 1st Question: “What is UDL?” UDL tip: This exercise activates background knowledge and recruits interest. • “What” do I know about UDL? • “How” did I learn it? CAST, March 2012

6. 3 Networks = 3 UDL Principles UDL tip: This graphic offers information in text, visuals, & color.

7. UDL tip: This video offers information in another medium. http://www.youtube.com/watch?v=bDvKnY0g6e4 CAST, March 2012

8. What do you know and understand about the three principles?What do you know and understand about the nine guidelines? 2nd Question:“How are the guidelines structured?” UDL tip: Asking key questions, prepares & scaffolds learning. CAST, March 2012

9. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf CAST, March 2012

10. Universal Design for Learning GOAL: ________________________________________________________________ • REPRESENTATION • Input • The “What?” of learning • Options to see, hear and perceive information: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • Options to decode language, math, symbols: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • Options to make sense and understand knowledge: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ ACTION/EXPRESSION Output The “How?” of learning Options to do, move and interact: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ Options to differentiate expression of knowledge: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ Options to plan, strategize and initiate action: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ ENGAGEMENT Connection The “Why?” of learning Options to care, value and find relevance: ___________________________________  ___________________________________  ___________________________________  __________________________________  ___________________________________ Options to vary challenge and/or support: ___________________________________ ___________________________________  ___________________________________ ___________________________________ ___________________________________ Options to set goals and self regulate: ___________________________________  ___________________________________  ___________________________________  ___________________________________  ___________________________________ Scaffolding: support for understanding Bartholomew Consolidated School Corporation 2012

11. Universal Design for Learning: Examples ACTION/EXPRESSION Output The “How?” of learning Options to do, move and interact: EXAMPLES: Game, Acting/Role playing, Demonstrate, Lab, Speech, Typing, Recording Options to differentiate expression of knowledge: EXAMPLES: Journaling, Oral expression, Timeline, Worksheet, Exam Options to plan, strategize and initiate action: EXAMPLES: Project, Portfolio, Create a video REPRESENTATION Input The “What?” of learning Options to see, hear and perceive information: EXAMPLES: Video, Lecture, Demonstration, Diagram, Story, Textbook, Website Options to decode language, math, symbols: EXAMPLES: Text to speech, Manipulatives, Pictures Options to make sense and understand knowledge: EXAMPLES: Graphic Organizer, Clues, Prompts, Aided Questions, Models ENGAGEMENT Connection The “Why?” of learning Options to care, value and find relevance:   EXAMPLES: Discussion, Guest speaker, Journaling, Video, Experiment Options to vary challenge and/or support:   EXAMPLES: Learning Center, Small Group Activity, Discrepant Event, Worksheet, Internet Options to set goals and self regulate: EXAMPLES: Interest Inventory, Reflection, Survey, Goal Setting Activity Examples and modeling provide scaffolding. Bartholomew Consolidated School Corporation 2012

12. Universal Design for Learning (UDL) UDL Principles: Theory to Application • Multiple 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? CAST, March 2012 (Adapted by BCSC, November 2012)

13. A word about goals: GOAL Purpose The “Outcome” of learning Provide clearly developed goal: •  Reflects content/skill(s) •  Means are not embedded • Clearly defines learning outcome Options for access/display of goal: • Goal is clearly communicated •  Students understand the goal •  Allows appropriate challenge & support Options for content/skill comprehension: •  Fosters “learning how to learn” •  Enables progress monitoring •  Empowers “understanding” and “meaning” of the content/skill Content standards: provide options Skill standards: provide scaffolding BCSC, January 2013

14. How does it fit? BCSC, January 2013

15. Provide Scaffolding Standard: SKILL

16. CONTENT Standard: Provide Options 2 <10 FONT COLOR BCSC, January 2013

17. 3rd Question: Why is the Learning Environment a component? • How does the design of the learning environment affect access to content, expression and connection? • Take a moment to reflect on the current options available to students in your learning environment? BCSC, November 2012

18. Essential Question: • What prevents learners from reaching or connecting to the curriculum and/or the learning environment? BCSC, November 2012

19. Goal: • Create questions that foster reflection directly related to: • Evaluating the Learning Environment • Embracing Learner Variability • Removing Barriers BCSC, November 2012

20. Evaluating Barriers & Addressing Variability • What prevents learners from reaching or connecting to the curriculum and/or the learning environment? • Jot a few down on sticky notes: • Which are barriers in the curriculum or environment? • Which are learner variability‘s? • Divide into two categories BCSC, November 2012

21. Where is the focus? BCSC, January 2013

22. Where is the focus? BCSC, January 2013

23. Intentionality: • Pick a learner variability or a barrier. • Reword into a question that reflects directly back to the curriculum and/or the learning environment. • Where would this fall on the UDL Guidelines? BCSC, January 2013

24. Universal Design for Learning GOAL: ________________________________________________________________ REPRESENTATION Input The “What?” of learning Options to see, hear and perceive information: _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Options to decode language, math, symbols: _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Options to make sense and understand knowledge: _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ ACTION/EXPRESSION Output The “How?” of learning Options to do, move and interact: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ Options to differentiate expression of knowledge: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ Options to plan, strategize and initiate action: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ ENGAGEMENT Connection The “Why?” of learning Options to care, value and find relevance: ___________________________________  ___________________________________  ___________________________________  __________________________________  ___________________________________ Options to vary challenge and/or support: ___________________________________ ___________________________________  ___________________________________ ___________________________________ ___________________________________ Options to set goals and self regulate: ___________________________________  ___________________________________  ___________________________________  ___________________________________  ___________________________________ Bartholomew Consolidated School Corporation 2012

25. Evaluating Your Learning Environment • Evaluate your learning environment as it relates to the “Recognition” network : REPRESENTATION Input The “What?” of learning 1. Options to see, hear and perceive information 2. Options to decode language, math, symbols 3. Options to make sense and understand knowledge

26. Evaluating Your Learning Environment • Evaluate your learning environment as it relates to the “Strategic” network : ACTION/EXPRESSION Output The “How?” of learning 4. Options to do, move and interact: 5. Options to differentiate expression of knowledge 6. Options to plan, strategize and initiate action

27. Evaluating Your Learning Environment • Evaluate your learning environment as it relates to the “Affective” network : ENGAGEMENT Connection The “Why?” of learning: 7. Options to care, value and find relevance 8. Options to vary challenge and/or support 9. Options to set goals and self regulate

28. Learning Environment vs. Lesson • What OPTIONS & SCAFFOLDING can you INTENTIONALLY add to your learning environment for each of the principles of UDL? • How can you embed PBIS in your learning environment? • When and how can you ask for assistance? • WHAT TECHNOLOGY IS AVAILABLE TO SUPPORT UDL IMPLEMENTATION? • The more time you spend front loading your learning environment, the less time you spend integrating the lessons into the learning environment.

29. Summary • UDL is based on what we’ve 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 by evaluating barriers and asking questions based on the UDL Guidelines. CAST, March 2012 (Adapted by BCSC November 2012)

30. Resources • http://udlwheel.mdonlinegrants.org/ • http://www.learningthroughlistening.org/ • http://cast.org/ • http://bookbuilder.cast.org/ • http://udlexchange.cast.org/home • http://www.udlcenter.org/ • BCSC UDL Website • laswellr@bcsc.k12.in.us BCSC, November 2012