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UDL Universal Education
- 1. UDL : Removing Barriers for Student Success PS/RtI Technology & Learning Connections Florida's MTSS Projects University of South Florida Tony Dutra Region 5 Technology Coordinator
- 2. Universal Design for Learning What do you know about UDL? Where are you now?
- 3. 3 UDL - I would say that I... A. I have no idea what you are talking about. B. I know the the 3 principles and 9 guidelines of UDL C. I just started integrating UDL D. I regularly integrate UDL
- 4. Learning Objectives Identify the 3 principles of Universal Design for Learning (UDL) Identify the 9 guidelines of Universal Design for Learning (UDL) Identify the checkpoints within the guidelines Understand how UDL fits within a multi-tiered system of supports (MTSS) Identify IT and AT that supports UDL to reinforce Tier 1
- 5. General Education Teach to the middle – in academics and behavior No supports for students with disabilities No problem solving because the results are expected
- 6. General Education & Special Education Teach to the middle – in academics and behavior Add supports for students with disabilities while teachers teach to the middle No problem solving because the results are expected
- 8. Universal Education FS 1003.57 . . . the teachers and administrators support universal education and have knowledge and support available to enable them to effectively teach all children; . . .
- 9. Every Student Succeeds Act “UDL is referenced numerous times throughout the ESSA bill, and states are encouraged to design assessments using UDL principles, to award grants to local education agencies who use UDL, and to adopt technology that aligns with UDL.”
- 11. Predictive Universal Design for Learning Responsive Differentiated Instruction Universal Education Expert Learners
- 13. No alignment Flexible pacing High alignment Flexible pacing No alignment Static pacing High alignment Static pacing Not aligned with standards Fully aligned with standards Staticpacingschedule Flexiblepacingschedule ScopeandSequence–PacingSchedules
- 14. No alignment Flexible & accessible High alignment Flexible & accessible No alignment Static – not accessible High alignment Static – not accessible Not aligned with standards Fully aligned with standards Static-NotAccessible Transformative-Flexible InstructionalMaterials
- 15. Universal Education District K-12 Reading Plan – Just Read! Florida Informational text for each content area for core, supplemental, and intervention in a variety of mediums. Who will ensure? What will they do to ensure? All classroom instruction is accessible and based on UDL principles. Who will ensure? What evidence will they collect? How often will they collect the evidence at the district level?
- 16. Grade Level Standards 1. Standard 2. Access Point 3. Supporting Standard(s) 4. Students will know . . . 5. Students will be able to do . . . 6. Prerequisite Knowledge and Skills (Implied) 7. Instructional Implications of the Standard 8. Learning Goal 9. IEP Goal 10. Essential Questions (Student Friendly) 11. High Probability & High Intensity Barriers 12. Implications of Barriers on Instructional Design
- 17. ICEL & UDL How the curriculum is taught. What is being taught. Where the instruction takes place. Who is being taught.
- 18. Transforming Tier 1 Problem-solve Tier 1 instruction by designing it to meet the needs of students in sub-groups.
- 19. Affective Networks Engagement: Provides options that tap into learners’ interests and provides appropriate challenge. Recognition Networks Representation: Provides options for acquiring and comprehending information. Strategic Networks Action & Expression: Provides options to demonstrate learning. http://www.cast.org/udl Universal Design for Learning
- 20. UDL Defined The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that: (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
- 21. UDL Removing Barriers to Create Expert Learners
- 24. Principles & Guidelines of UDL The UDL Guidelines: Designing Curriculum that Works for All - https://www.youtube.com/watch?v=rfsx3DGpv5o
- 25. Affective Network Provide Multiple Means of Engagement How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
- 26. Provide Multiple Means of Engagement Provide options for self regulation Provide options recruiting interest Provide options for sustaining effort and persistence
- 27. Provide Multiple Means of Engagement Checkpoints Provide options for self regulation • Promote expectations and beliefs that optimize motivation • Facilitate personal coping skills and strategies • Develop self-assessment and reflection
- 28. Provide Multiple Means of Engagement Checkpoints Provide options recruiting interest • Optimize individual choice and autonomy • Optimize relevance, value, and authenticity • Minimize threats and distractions
- 29. Provide Multiple Means of Engagement Checkpoints Provide options for sustaining effort and persistence • Heighten salience of goals and objectives • Vary demands and resources to optimize challenge • Foster collaboration and communication • Increase mastery-oriented feedback
- 30. Provide Multiple Means of Engagement Rubrics http://rubistar.4teach ers.org/index.php Student Response Systems https://www.pollevery where.com Cooperative Learning https://www.teachervisio n .com/professionaldevelop ment/ Cooperativelearning Provide options for self regulation Provide options for recruiting interest Provide options for sustaining effort and persistence
- 31. Recognition Network Provide Multiple Means of Representation How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
- 32. Multiple Means of Representation Provide options for comprehension Provide options for language, mathematical expressions, and symbols Provide options for perception
- 33. Multiple Means of Representation Checkpoints Provide options for comprehension • Activate or supply background knowledge • Highlight patterns, critical features, big ideas, and relationsh • Guide information processing, visualization, and manipulatio • Maximize transfer and generalization
- 34. Multiple Means of Representation Checkpoints Provide options for language, mathematical expressions, and symbols • Clarify vocabulary and symbols • Clarify syntax and structure • Support decoding text, mathematical notation, and symbols • Promote understanding across languages • Illustrate through multiple media
- 35. Multiple Means of Representation Checkpoints Provide options for perception • Offer ways of customizing the display of information • Offer alternatives for auditory information • Offer alternatives for visual information
- 36. Provide Multiple Means of Representation KWL http://www.readwritet hink.org Multiple Formats • Videos • Audio Books • Pictures Text to Speech http://bit.ly/1LolB MY Provide options for executive functions Provide options for expression and communication Provide options for physical action
- 37. Strategic Network Provide Multiple Means of Action and Expression Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
- 38. Provide Multiple Means of Action and Expression Provide options for executive functions Provide options for expression and communication Provide options for physical action
- 39. Provide Multiple Means of Action and Expression Checkpoints Provide options for executive functions • Guide appropriate goal-setting • Support planning and strategy development • Facilitate managing information and resources • Enhance capacity for monitoring progress
- 40. Provide Multiple Means of Action and Expression Checkpoints Provide options for expression and communication • Use multiple media for communication • Use multiple tools for construction and composition • Build fluencies with graduated levels of support for practice and performance
- 41. Provide Multiple Means of Action and Expression Checkpoints Provide options for physical action • Vary the methods for response and navigation • Optimize access to tools and assistive technologies
- 42. Provide Multiple Means of Action and Expression To Do List https://www.rememb erthemilk.com Multiple Formats https://www.teacher vi sion.com/lessonplan ning/ Assistive Technologies Assistive Technologies • See video and resources Provide options for comprehension Provide options for language mathematical expressions Provide options for perception
- 44. 44 UDL - I would say that I... A. I have no idea what you are talking about. B. I know the the 3 principles and 9 guidelines of UDL C. I just started integrating UDL D. I regularly integrate UDL
- 45. Resources Wikispaces - https://universal-education- udl.wikispaces.com/home ICEL UDL Crosswalk UDL Guidelines UDL Implementation UDL Look Fors Beginning UDL Look Fors Expert Learner Personalization vs Differentiation vs Individualization
- 46. Contact Info Tony Dutra, Region 5 Technology Coordinator PS/RtI - Technology & Learning Connections Florida's MTSS Projects University of South Florida 1909 Tyler Street Suite 505 Hollywood, FL 33020 954-925-6195 1-844-705-4385 tlcdutra (Skype)
- 47. UDL : Removing Barriers for Student Success PS/RtI Technology & Learning Connections Florida's MTSS Projects University of South Florida Tony Dutra Region 5 Technology Coordinator
Notas del editor
- UDL makes classrooms more successful for all students Classroom can have options for all students to reach their goals Today going to spend some time discussing and looking at activities/tools that UDL is not enough. What tools can you think of to check for background knowledge?
- Plickers Activity, or Show of hands – or, KAHOOT Take Off - Touch Down - Say to participants: Make a statement If the statement applies to you, stand up If the statement does not apply to you, remain seated. Touch down to those who are standing Then take off again Now complete for the 5 statements, have each statement come up as a transition Office Forms, low tech with colred cubes, etc. We recognize there will be variability in the understanding and background of UDL.
- This past December 2015, Congress passed the Every Student Succeeds Act (ESSA), which replaces No Child Left Behind. And for the first time, the nation’s general K-12 education law defines and endorses Universal Design for Learning. As CAST’s friends at the National Down Syndrome Society (NDSS) point out—
- Green, the “why” of learning – expert learners Purple, the :what” of learning Blue the “how’ of learning
- CHANGE SLIDE
- Affective Networks – cognitive processes that impact how we become engaged and stay motivated; are challenged, excited, or become interested in various activities.
- Support activities that encourage self-reflection Use real life situations or simulations to demonstrate coping skills Rubrics
- Allow learners to choose Design activities so that learning outcomes are authentic
- Prompt or require learners to explicitly formulate or restate goal Differentiate the degree of difficulty or complexity within which core activities can be completed Create cooperative learning groups with clear goals, roles, and responsibilities Provide feedback that encourages perseverance, focuses
- Recognition Networks – cognitive processes that impact our understanding of what we see, hear, read, etc. Identifying letters, words, and an author’s style are recognition tasks.
- Checkpoints Provide options for comprehension Checkpoint 3.1 Activate or supply background knowledge Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships Checkpoint 3.3 Guide information processing, visualization, and manipulation Checkpoint 3.4 Maximize transfer and generalization Provide options for language, mathematical expressions, and symbols Checkpoint 2.1 Clarify vocabulary and symbols Checkpoint 2.2 Clarify syntax and structure Checkpoint 2.3 Support decoding text, mathematical notation, and symbols Checkpoint 2.4 Promote understanding across languages Checkpoint 2.5 Illustrate through multiple media Provide options for perception Checkpoint 1.1 Offer ways of customizing the display of information Checkpoint 1.2 Offer alternatives for auditory information Checkpoint 1.3 Offer alternatives for visual information
- KWL, Highlight, extract highlights to study guide or paragraph frame for writing reciprocal teaching
- 1 & 2 built in text to speech programs Use ELL strategies
- Built-in computers , enlarge text, contrast of screen Text to speech videos
- Strategic Networks – cognitive processes that impact how we plan and perform tasks; how we organize and express our ideas. Writing an essay and solving a math problem are strategic tasks.
- Checkpoints Provide options for executive functions Checkpoint 6.1 Guide appropriate goal-setting Checkpoint 6.2 Support planning and strategy development Checkpoint 6.3 Facilitate managing information and resources Checkpoint 6.4 Enhance capacity for monitoring progress Provide options for expression and communication Checkpoint 5.1 Use multiple media for communication Checkpoint 5.2 Use multiple tools for construction and composition Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance Provide options for physical action Checkpoint 4.1 Vary the methods for response and navigation Checkpoint 4.2 Optimize access to tools and assistive technologies
- Todo list, grade book app, Folders, notebook check Self checklist,, peer monitoriing
- Oral reading, video, text, text to speech Graphic organizers, cloze, paragraph frames
- LRS Systems, acting a play, podcast AT tools
- Plickers Activity, or Show of hands – or, KAHOOT Take Off - Touch Down - Say to participants: Make a statement If the statement applies to you, stand up If the statement does not apply to you, remain seated. Touch down to those who are standing Then take off again Now complete for the 5 statements, have each statement come up as a transition Office Forms, low tech with colred cubes, etc. We recognize there will be variability in the understanding and background of UDL.