This document outlines a presentation about using Universal Design for Learning (UDL) to make content and curriculum accessible for English Learners while meeting Common Core State Standards. UDL is a framework that provides multiple means of representation, engagement, and action to address learner variability. The presentation defines UDL, discusses its alignment with WIDA supports and CCSS shifts, and provides examples of using technology and sensory, graphic, and interactive supports to make instruction accessible to all students.
Making Content and Curriculum Accessible for ELs with Universal Design for Learning
1. Making Content and
Curriculum Accessible
for ELs with Universal
Design for Learning
Erin Lowry
Maryland TESOL Conference
CCBC Essex
October 26, 2013
2. Objectives
Define and discuss UDL in order to understand its role
in Common Core
Identify UDL resources to help with lesson planning in
order to make rigorous instruction accessible to all
students
Examine some UDL best practices, including the use of
echnology
3. The Big Question
What strategies and resources can I
use to meet the needs of
my ELL students without ―watering
down‖ my instruction and still
address CCSS?
4. Shifts in CCSS
• Emphasis on informational text
• Complex Text
• Close Reading
• Respond to text-dependent questions with oral and
written responses
• Vocabulary/Academic Vocabulary
• Focus on rich content knowledge
5. What is UDL?
A framework for instruction organized around three
principles based on the learning sciences
These principles guide the design and development of
curriculum that is effective and inclusive for all learners
UDL focuses on curricular ―disabilities‖
Rose & Gravel, 2010
6. What are the brain networks?
There is no such thing as a ―regular‖ student
Learning is unique to each individual
Variability among individuals in how they perceive and
interact with any environment
7.
8. How can UDL support CCSS shifts?
Provide Multiple
Means of
Representation
Perception
Language,
expressions, and
symbols
Comprehension
Provide Multiple
Means of Action
and Expression
Physical action
Expression and
communication
Executive
function
Provide Multiple
Means of
Engagement
Recruiting
interest
Sustaining effort
Self-regulation
9. Principles of UDL
Provide multiple means of representation
give students various ways of acquiring, processing, and
integrating information and knowledge
Provide multiple means of action and expression
provide students with options for navigating and
demonstrating learning
Provide multiple means of engagement
tap individual learners’ interests, challenge them
appropriately, and motivate them to learn
10. To Support Diverse
Recognition Networks
Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context
11. To Support Diverse
Strategic Networks
Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill
12. To Support Diverse
Affective Networks
Offer choices of context and tools
Offer adjustable levels of challenge
Offer choices of learning context
Offer choices of rewards
13.
14. UDL & Maryland
The Maryland State Board of Education adopted
regulations that require all local districts to use UDL
2013—2014 school yearlocal school systems shall use
UDL guidelines and principlesin the development or
revision of curriculum
2014—2015 school yearlocal school systems shall use
UDL guidelines and principle sin the development and
provision of curriculum, instructional materials, instruction,
professional development, and student assessments
15. UDL & The Common Core
All students can benefit from applying UDL to
curriculum design and instructional practice
CCSS is the ―what‖ in education—the goals and
expectations
UDL is the ―how‖—the curriculum and instructional
framework teachers use to plan lessons
UDL framework provides means to maximize student
attainment of the CCSS
16. Providing Access to GradeLevel Curriculum with UDL
Read-aloud options
Compare text in different languages
Vocabulary support (visuals, pronunciation, definitions,
translations)
Models
Additional background information
17. UDL vs. Differentiation
Both enhance student achievement by design learning
environments and instructional materials that allow all
students to be successful
UDL places a greater emphasis on the use of
technology
18. Universal Design for Learning
Differentiated Instruction
Principle I and the Recognition Network:
a) Provide multiple examples, and
b) Provide multiple media and formats,
Content:
Several elements and materials used to support
instructional content
Principle 1 and the Recognition Network:
c) Highlight critical features,
Content:
instruction is content-focused and principledriven
Additional Guidelines:
Use assessment as a teaching tool to extend
rather than merely measure instruction.
Principle 1 and Recognition Network:
d) Support background knowledge.
Principle 2 and the Strategic Network:
a) Flexible models of skilled performance,
Additional Guidelines:
Engaging all learners is essential
b) Opportunities to practice with supports.
Product:
Students are active and responsible explorers.
d) Flexible opportunities to demonstrate skill.
Product:
Vary expectations and requirements for student
responses.
Principle 3 and the Affective Network:
a) Choices of content and tools,
b) Levels of challenge,
c) Choices of rewards,
d) Choices of learning contexts.
Process:
Flexible grouping is consistently used and
Classroom management benefits students and
teachers.
19. Why We Need Flexible
Instructional Media
Learners’ capacities are defined by the interplay
between learners’ abilities and the tools they use
Traditional classroom materials and media come in one
size fits all, but they do not fit everyone
Inflexible media create barriers to learning
20. UDL Principles are Aligned with
WIDA Supports
UDL
WIDA
Principle I: Multiple Means of
Representation
Sensory Supports
Principle II: Multiple Means
of Action and Expression
Graphic Supports
Principle III: Multiple Means
of Engagement
Interactive Support
21. UDL Principle I:
Multiple Means of
Representation
WIDA Sensory Supports
Realia
Real-life objects (realia)
Manipulatives
Manipulatives
Visuals
Pictures & photographs
Music
Illustrations, diagrams &
Modeling
Thinking maps
Graphic organizers
Role play
Games
Cooperative learning
drawings
Magazines & newspapers
Physical activities
Videos & Films
Broadcasts
Models & figures
22. UDL Principle II:
Multiple Means of
Action and Expression
WIDA Graphic Supports
Authentic product creation
Charts
Role play
Graphic organizers
Multimedia product
Tables
Podcasting
Music/Rap
Online projects
Charts
Oral telling
Total physical response (TPR)
Interpretive dance
Interactive stations
Graphs
Timelines
Number lines
23. UDL Principle III:
Multiple Means of
Engagement
WIDA Interactive
Supports
Real-life examples
In pairs or partners
Personal relationship
In triads or small groups
Authentic grouping
In a whole group
Virtual fieldtrips
Using cooperative group
Virtual guests speakers
Structures
Project-based learning
With the Internet (Websites)
Student centered activities
Interviews
Active interaction
Technology
or software programs
In the native language (L1)
24. Role of Technology
Digital media is versatile and transformable
Capacity to combine and transform text, speech, and images
Can be networked
Alternative to print-only environment
25. Examples from the Classroom
The Tell-Tale Heart
http://udleditions.cast.org/CONTENT,telltale_heart,1.html
Catching Fire
Kindle and Storia versions
Linked audio using Audible
Connected dictionary, translation, and annotation tools
The Legend of Sleepy Hollow
Visual and audio support
Images
Interactive activities
Graded and original text
26. General Supports for Reading
Audio
Sentence deconstruction (juicy sentences)
Close reading
Chunking text
Translation and glossary/dictionary
Screen readers (WordQ, Natural Reader)
27. Providing Access to Complex
Texts
Scholastic Storia
Kindle
Project Gutenberg
iBook and iBook Author
Bookry
38. Where to Find Examples
UDL Center
http://www.udlcenter.org/implementation/examples
Montgomery County
Middle School UDL Videos
http://www.montgomeryschoolsmd.org/departments/hiat/udl/v
ideo/list.shtm
UDL Tool Finder
http://www.montgomeryschoolsmd.org/departments/hiat/toolfi
nder/
40. References
CAST (2011). Universal Design for Learning Guidelines version 2.0.
Wakefield, MA: Author.
Edyburn, D. L. (2010). Would you recognize universal design for learning if
you saw it? Ten propositions for new directions for the second decade of UDL.
Learning Disability Quarterly, 33(1), 33-41.
Hall, T.E., Meyer, A., and Rose, D.H. (Eds.). (2012). Universal Design for
Learning in the Classroom. New York: The Guilford Press.
Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P.
Peterson, E. Baker, & B. McGraw, (Eds.), International encyclopedia of
education (pp. 119–124). Oxford: Elsevier. Available at
http://www.udlcenter.org/sites/udlcenter.org/files/TechnologyandLearning.pdf.
Tegmark-Chita, M., Gravel, J. W., &Serpa, M. D. B., Domings, Y., & Rose, DH
(2012). Using the Universal Design for Learning framework to support
culturally diverse learners. Journal of Education, 192(1), 17-22.
Notas del editor
Universal Design for Learning (UDL) is a set of principles used to develop environments that give all individuals equal opportunities to learn. The presenter will share experiences and best practices for using UDL and digital technologies to make content areas and a rigorous curriculum accessible for ELs.
I focus on principle I and IIAbility to communicate in more than one language Ability to learn independently Ability to work with a diverse group of people Appreciation of the arts Awareness of global issues Being creative and "thinking outside of the box" Critical thinking and problem solving skills Effective communications through public speaking Effective communications through writing Financial literacy - understanding personal finances Information and media literacy skills Leadership skills Research skills Teamwork and collaboration skills Technology skills Understanding of civics and community responsibilities Other
Current challenges include increased diversity in classrooms; high expectations for all students; high stakes testing; accountability for all students. Today’s classrooms are highly complex and pose difficult hurdles for teachers. As a result of IDEA ’97, many students who used to be excluded from general education curriculum are expected to progress in the general education classroom and curriculum. Teachers now need to be successful with a much more diverse group of students including English Language Learners, students from other cultures, and students with diverse disabilities. All students are commonly in the same schools, same classrooms, and same curriculum. Schools, teachers and students are accountable for real progress and demonstrable learning outcomes in the regular education curriculum. But the print-based curriculum is designed for a homogeneous group of students and is not flexible or adjustable for different learner needs.UDL addresses these challenges and offers increased opportunity for all students to access, participate, and progress in the general education curriculum. In this training session we present principles of UDL and show how to apply them in classroom practice.
UDL has its beginnings in the architectural field assuring access for all to curbs, buildings and so on. Ensures that student barriers to learning are removedIt is the curriculum that can’t meet the learning needs of all students and needs to be fixed
Map on to 3 groups of brain networks: recognition, strategic, and affective
Using the three principles of UDL, teachers can create goals that promote high expectations for all learners, use flexible methods and materials, and accurately assess student progress.
Network-Appropriate Teaching MethodsTo support diverse recognition networks:Provide multiple examplesHighlight critical featuresProvide multiple media and formatsSupport background contextTo support diverse strategic networks:Provide flexible models of skilled performanceProvide opportunities to practice with supportsProvide ongoing, relevant feedbackOffer flexible opportunities for demonstrating skillTo support diverse affective networks:Offer choices of context and toolsOffer adjustable levels of challengeOffer choices of learning contextOffer choices of rewardsFigure 3. To help teachers support learners' diverse recognition, strategic, and affective networks, CAST has developed three sets of UDL teaching methods. These teaching methods can be used to make the curriculum more flexible and broadly supportive
This work began with the establishment of the Maryland UDL Task Force which published its recommendations on April 26, 2011A. Beginning in the 2013—2014 school year, using the Maryland Common Core State Curriculum in English and mathematics as a model, local school systems shall use UDL guidelines and principles, consistent with Regulation .03 of this chapter, in the development or revision of curriculum. B. Beginning in the 2014—2015 school year, local school systems shall use UDL guidelines and principles, consistent with Regulation .03 of this chapter, in the development and provision of: (1) Curriculum; (2) Instructional materials; (3) Instruction; (4) Professional development; and (5) Student assessments. http://www.dsd.state.md.us/comar/getfile.aspx?file=13a.03.06.05.htm
“Both seek to enhance student achievement by proactively designing learning environments and instructional materials in ways that allow all students to be successful,” (Edyburn, 2003, p. 3). According to Tomlinson (2002), there are four classroom elements that must be taken into account to ensure differentiated instruction: content, process, product, and learning environment.
Correspondences between Universal Design for Learning and Differentiated InstructionFrom Rose and Meyers (2009)http://universal-design-for-learning.wikispaces.com/UDL+%26+Differentiation
Example of
Now, text could be easily enlarged, simplified, summarized, highlighted, translated, converted to speech, graphically represented, and supported through accessible, digital materials.Digital media are versatile. Versatility means the same content can be displayed in multiple formats - still image, sound, moving image, combinations of text on video, sound in text, video in text, and more. For example, the “I Have a Dream” speech can be listened to on audio tape, can be watched and listened to on video tape, can be read from print, or any combination of these. With this flexibility in the medium, an individual can choose his/her preferred format without changing the content. Digital media are transformable.Transformability means the same content is displayed in multiple ways: Adjusting the way something is presented without changing it to another medium, e.g. changing the appearance of text (color, size, font) or images (size, shade), adjusting sound volume (loud/soft), turning off/on graphics, is referred to as “within-media transformations.”Changing from one medium to another, e.g. text-to-speech, speech-to-text, text-to-Braille, is referred to as “cross-media transformations.”
Text annotations that gloss crucial vocabulary or provide necessary contextual information without paraphrasing the text for students Pre-reading activities and conversations that access and build on students’ background knowledge and set up excitement and purpose for reading in a unitActivities during and after reading that allow students to engage in knowledge building with their classmates and teachers
District level strategies:Promote UDL from the top down, to include administrators and curriculum designers. Provide information to schools on how to get the tools in place to work on UDL objectives (e.g., computers, special software, scanners, etc.Develop training modules that focus on UDL one classroom and one curriculum unit at a time School administration strategies:Develop a school plan to incorporate UDLIdentify instructional barriers to achieving UDL Identify ways too overcome barriers using flexible technologiesHelp teachers in the classroom embed UDL into curriculum unitsStart up strategies at district and school levels:Start with a manageable curriculum unitIdentify the goals of the unitIdentify what students need to do to show masteryDetermine what the instructional barriers are for specific students Determine what tools would help thisDetermine how goals, methods and assessments can be adjusted