Universal Design

1. Universal Design In the Online Environment

2. Universal Design for Learning roots in field of architecture curb-cuts, ramps, automatic doors very expensive to retro-fit design for accessibility from the outset

3. Discussion Can you provide examples of universal design for ACCESS that you use in your daily life?

4. Barriers to Learning Student? Teacher? Curriculum? Example � in the gym

5. One size DOESN�T fit all need to provide multiple pathways for students to be engaged, learn, and demonstrate that learning UDL presents "a blueprint for creating flexible goals, methods, materials, and assessments that meet the needs of diverse learners�

6. UDL is not . . . solved by technology in competition with assistive technology dumbing down the curriculum / lowering standards done an ad hoc basis uniformity mastery of content, but mastery of learning a trend

7. UDL is . . . an �umbrella� teacher as facilitator ("guide on the side", not "sage on the stage") cooperative learning learning as process differentiated instruction "backward" design teaching for the multiple intelligences and learning styles

8. Adaptation UDL emphasizes that it is the instructor and curriculum that must adapt to student needs, as opposed to requiring that adaptation from the learner. �curricula and materials that embrace the elements of UDL can be expected to improve outcomes for all learners�

9. The Learning Brain

10. Affective Networks the �why� of learning affective networks allow us to engage in learning individuals see the same situation differently, depending on their own emotions, needs and memories

11. multiple means of ENGAGEMENT Back to the gym . . . choice of content and tools adjustable levels of challenge choice of rewards choice of learning context

12. Discussion What are some means you use to engage students?

13. Recognition Networks the �what� of learning recognition networks are responsible for our abilities to identify patterns, recognize voices, faces, letters, and words, subtle nuances, abstract concepts variations in individual brains influence the way we recognize things in the world each person has a unique recognition strengths, weaknesses, and preferences

14. multiple means of REPRESENTATION Back to the gym . . . graphs / charts / diagrams concept maps videos / animations interactive applets audio (music or voice) print text

15. Discussion How do you �present the same content in different ways�?

16. Strategic Networks the �how� of learning strategic networks aid us in planning and performing tasks, basically choosing an approach for our actions when offered multiple means of expression to demonstrate their knowledge, students will choose the strategy most effective for them.

17. Supporting the Strategic Back to the gym . . . flexible models of skilled performance opportunities to practice with supports ongoing, relevant feedback flexible opportunities for demonstrating skill

18. multiple means of EXPRESSION listening to a lecture, taking notes, writing a test reports: written, oral, visual visuals: collage, photo essay, story board, map prose: essay, story, editorial, journal, brochure poetry: narrative, lyrical, found, haiku multimedia: film, advertisement demonstrations, speeches, soundtracks labs, experiments, projects web sites, wikis, slide shows

19. Discussion What methods of expression do you use with your students? Do the �new literacies� play a role?

20. References Clark, R. & Lyons, C. (2004). Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials. San Francisco, CA: John Wiley & Sons. Pisha, B. & Coyne, P. (2001). Smart from the start: the promise of universal design for learning. Remedial and Special Education, 22(4), 197-203. Rose, D.S., & Meyer, A., (2002). Teaching Every Student in the Digital Age: Universal Design for Learning.Alexandria, VA: Association for Supervision & Curriculum Development. Rose, D.S., & Meyer, A., (Eds.) (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press. Rose, D.S., & Meyer, A., (Eds.) (2002). Teaching every student in the digital age. Alexandria, VA: Association for Supervision and Curriculum Development Rose, D.S., Meyer, A., & Hitchcock, C., (Eds.) (2006). The universally designed classroom: accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press. Tomlinson, C.A. & McTighe, J., (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development Wiggins, G. & McTighe, J., (2005). Understanding by design. Expanded 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.

21. Online References CAST USL Lesson Builderhttp://lessonbuilder.stage3.cast.org/ Delaware Department of Education. Universal design for learning: reaching all, teaching all. Dover, DE. Retrieved from http://www.picofdel.org/related/udl.htm#udl1 NCLD Talks to Dr. Rosehttp://www.ncld.org/index.php?option=com_content&task=view&id=1177&Itemid=0

22. Contact Us Karen Adolf adolfk@rvvs.com Terri-Lynn Brown tabrown@cbe.ab.ca