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Universal design
- 1. Universal Design for Learning Meeting the needs of all students
- 6. Universal Design for Education Video- Universal Design and Universal Design for Learning 9 Principles of Universal Design for Learning Equitable use (same means of use for all students) Flexibility in use ( choice in methods in use) Simple and intuitive instruction Perceptible information (communicated effectively for students of all abilities) Tolerance for error Low physical effort Size and space for approach and use Community of learners is promoted Instructional climate (welcoming and inclusive)
Editor's Notes
- Presentation created by Melanie Nieuwenhuis
- These are the goals that would be shared with participants; a more complete set of goals is listed in my attached document.
- Discuss the meaning of Universal Design. Explain a little bit about each of the principles of universal design: Equitable use- available for all people, including those with disabilities Flexibility in use- accommodates a wide range of individual preferences and abilities Simple and intuitive- anyone would be able to understand how to use it Perceptible information- communicates necessary information effectively for all users Tolerance for Error- minimizes hazards Lowy physical effort- can be used efficiently and comfortably Size and space approach and use- appropriate space is provided (information taken from week 4 lessons- “What is Universal Design for Learning” **View the webpage listed at the bottom of the slide to see more information and a picture example of each principle.
- View the example of the Sensory Garden together. Discuss which principles of Universal Design can be seen in the photos. For example, the garden layout is available in print, Braille, a tactile map and audio. Go through each of the principles and discuss how each is addressed in this feature of the garden.
- Write down participants’ ideas on large flip chart. Discuss how it is possible to meet the needs of all of these students with such different needs. This will help to establish the needs and backgrounds of participants. Watch the video about Diversity of Learners
- Discuss the philosophy of UD in education- intended to meet the needs of all students by addressing difficulties before they occur- making learning accessible to all students from the beginning. Then watch video- “Universal Design and Universal Design for Learning” Discuss the meaning of each of the 9 principles of Universal Design for Learning. (Taken from Week 4 lessons) Ask participants to think about how well their lessons and classroom environment usually fit into these principles. Begin thinking about possible changes.
- Watch the video, then discuss the three networks of learning. In order to better understand the meaning of these networks, have participants complete “Your 3 Brain Networks” on the Cast- Teaching Every Student website. This activity guides participants through an example of how each network is being used. Next hold a brief discussion about the importance of understanding these networks. Why do they matter?
- Discuss each: What are some different ways of presenting information in order to engage students? How can we allow students to express what they have learned in a way that fits their abilities? How can we get students interested and motivated to learn? **View the video at bottom of page.
- This information is taken from the article, “Designing Flexible Instruction” Review information together. Explain that these are only a few examples of each of the 3 principles. In partners, ask participants to think of 2 more ideas for each principle, in particular focusing on ways to benefit ESL learners. Then as a whole group, share some of the ideas they have come up with.
- Individually, participants will view the model lesson of “The Life Cycle of Butterflies.” Encourage participants to click on the green “UDL connection” links on the right-hand side. Allow 15 minutes to view individually, then spend about 5 minutes discussing concepts in small groups- “What did you find most interesting about this lesson?”; finally, as a whole group, discuss the principles of UDL viewed in the sample lesson. Which of these would be especially beneficial for ESL students?
- Guide participants to create an account on the CAST UDL lesson builder site. Working in groups of 4-5, arranged according to similar grade levels, participants will create a sample lesson of their choice using the lesson builder. Encourage participants to use the “more information” link to better understand each section. Allow 30-45 minutes to work on lesson, then briefly share with the group what they have done. It doesn’t matter if lessons are not totally completed; participants will still have enough time to become familiar with the lesson builder. While they are working, the trainer walks around to make sure everyone understands and offers assistance where needed. Next, encourage participants to start thinking about how they will apply this in their classrooms. Explain assignment to be completed by next meeting- creating a lesson plan of their own.
- While discussing, click on each link to briefly show participants what is available at each site. Since there is a high ESL population at the school, the last link gives specific examples of how UDL can benefit ESL students.
- Each participant will be given a paper with these questions written on it and space to answer them. Responses can be used to evaluate the effectiveness of the seminar and to assess what topics need to be covered during a follow up seminar.