MACUL Collaborative Conference November 12, 2007

1. Meeting School Standards in a
Digital World
The Promises of
Universal Design for Learning

2. Our UDL Team
Susan Hardin Mike Klein
Assistive Technology Science Consultant
Consultant
Carrie Wozniak
Dr. Maureen Staskowski
Secondary ELA
Speech-Language
Consultant
Consultant
Phil Jankowski
http://www.e3t.org
Vice Principal
Fitzgerald HS
2

3. Anticipation Guide
3

4. Classroom
4

5. Diversity
5

6. 6

7. Rigor
7

8. 8

9. World Economy
9

10. Rapid Changes in the NEW Economy
10

11. A Whole New Mind
Daniel Pink
11

12. Changing Technology
12

13. 13

14. Rapid Changes in Technology
14

15. Rapid Changes in Technology
15

16. Student Learning
16

17. What we know about student learning:
Students need to be able to:
 Recognize information, ideas, and
concepts,
 Apply strategies to process the
information and
 Be engaged in the process.
Vygotsky, 1978
17

18. 18

19. 19

20. Brain research
Recent research in neuroscience confirms that…

each brain processes information differently.
The way we learn is as individual as DNA or
fingerprints.
Center for Applied Special Technologies, CAST
20 www.cast.org

21. When the task is too
difficult for learner
ZONE OF
PROXIMAL
DEVELOPMENT
When the task is too
easy for learner
21

22. High engagement Right amount
of support
Challenge is
appropriate
22

23. How we’ve been doing business…
23

24. Today’s learning technology
24

25. The Results
25

26. Statistics
Freshman failure rate: 30% of all freshman

fail one or more classes
High School Drop out rate…it depends

www.michigan.gov/documents/Grad-DropOut01-02_5293
–
– http://www.unitedhealthfoundation.com/shr2005/compone
Example: 450/freshman class – 128 of them would
not graduate
26

27. Universal Design: Designed to meet
everyone's needs.
27

28. UDL Definition – a closer look
method
UDL is an educational approach to
teaching, learning, and
assessment, drawing on new
research
brain research and new
media technologies to respond
to individual learner 21st century
differences. technology
ALL
students
28

29. Universal
Design
for
Learning
Recognition Effective
Network Network
Strategic
Network
Multiple
Multiple means
means of
of
Multiple
Engagement
Representatio
means of
n Process
Expression
Content The “why” of
Product
learning
The “what” of
The “how” of
learning
learning

30. Representation
30

31. Expression
31

32. Engagement
32

33. World History
Problem Solution
Not viewed as relevant or Representation

connected to students  Small World Video
lives  SlideShare
Difficulty identifying big  Google Earth/Maps

ideas
Strategic/Expression
Its big ideas are

 Mindmeister
overwhelming
Engagement
Vocabulary is new/difficult

 Simulation
33  Collaboration

34. Brainstorm
Other ways to use
Google Maps,
Mindmeister
34

35. Science – the Periodic Table
Problem Solution
Lesson is boring Representation

Not much interaction  Elements song

Students don’t understand  Sticky note atoms

the relationship between  Study Guide
elements Strategic/Expression
Difficulty studying the

 Diigo with web site
content
 Choice of assessment
Engagement
35  Element song part 2

36. Brainstorm
Other ways to use Diigo
36

37. Language Arts- Reading Reflection
Problem Solution
Students have difficulty Representation

understanding main ideas  Vocabulary Podcasts
Reflections are short, not

Strategic/Expression
well thought out, private  Blog
Don’t see need to reflect

 Voice Thread
Reports are difficult for

 Podcast
some students, not very
Engagement
motivating
 Choice
37  Collaboration

38. September 25, 2007
November 6, 2007
38

39. September 25, 2007
November 6, 2007
39

40. September 25, 2007
40

41. November 6, 2007
41

42. Brainstorm
Other ways to use
podcasts, blogs,
voicethread
42

43. Algebra – Solving Equations
Problem Solution
Students can’t remember Representation

steps to the problem  Sketchcast
Students can’t remember  TeacherTube 2

how to do it once they get Strategic/Expression
home
 Ta-da List
The topic is boring, not

 Blog Scribe 2
relevant
 Discovering Expert Voices
Not sure if they really

Engagement
understand it
43  Choice

44. Brainstorm
Other ways to use
Sketchcast, Ta-da list,
TeacherTube
44

45. Center for Applied Special Technologies, CAST
www.cast.org
UDL Paradigm Shift:
how UDL changes the way we think about students and education
Old Assumptions New Assumptions
Students who learn differently

 Students who learn
fall along a continuum of
differently constitute a
learner differences.
separate category.
•
 Instructional adjustments
Instructional adjustments
need to be made for at risk need to be made for all
students.
learners.
• •
Learning is centered on a Learning materials are
single text book. varied, digital.
•
• The solution is within the
The problem is with the
curriculum. A flexible
student – remediate,
curriculum adapts to the
remediate, remediate..
needs of all students.
45

46. A UDL Curriculum…
46

47. Universal Design for Learning….
Is an alternative to

the one-size-fits-all
approach to
education.
47

48. Universal Design for Learning
Provides teachers with

the tools and
strategies they need to
remove curriculum
barriers and
increase learning
opportunities for
every learner.
48

49. Universal Design for Learning
Helps teams efficiently

and effectively
differentiate instruction
with technology, so that
ALL students can
successfully complete
the rigorous school
curriculum.
49

50. Practical First Steps
Start small

One unit

Connect with others

Share

Cast Resources

50

51. Thank you.
51