2. • Accommodates diverse learners by sharing the
following in various ways: content (the “what”
of learning), demonstration of understanding
(the “how” of learning), and learning
enthusiasm (the “why” of learning).
3. Metaphorically speaking, if a curriculum is a
pathway, it can be manifested as
A tunnel (traditional): The goals, materials,
methods, and assessments are fixed and
uncompromising
An open field (UDL): The curricular
outline is flexible and accepting of
students of diverse learning
backgrounds
4. UDL has arose into our educational society as a result of an
abundance of learners who perceive content in a uncommon
way.
The original concept began in the field of architecture to make
certain structures accessible to all individuals; educators have
adapted this idea to implement in the classroom. For example:
Self-opening doors
Wide doorways
Ramp access
These adjustments mirror those that accommodate students
who have learning disabilities, language barriers, or a lack of
overall engagement or motivation
5. Three key brain networks indicate the various abilities
our learners possess. These abilities differ depending
on the individual.
Recognition Strategic Affective
Network Network Network
6. Content acknowledgment area
Sensory patterns are readily interpreted
Learners are able to classify images,
tastes, sounds, smells, etc.
7. Generates execution through actions and tactics
to put these actions into appropriate place
Muscles respond to signals sent from the brain
Provides individuals the opportunity to exercise,
perform, execute physical work, etc.
8. Feelingsand emotional status is managed in
this network
Identify
the purpose of an event and why it
should be considered meaningful to us
Evaluate the factors that cause our reactions
9. 3 Key Principles of the
Universal Design for Learning
“Why” of learning: “How” of learning: sharing “What” of learning:
motivation & involvement in of thoughts & ideas; collecting information from
the classroom. showing what we learned our senses
Cooperative groups, goal Writing prompts, explaining Letter identification, sight
setting how to solve word problems word recognition
Addresses the Affective Addresses the Strategic Addresses Recognition
network Network Network
Engagement Action and Expression Representation
10.
11. What Do these Strategies Look Like?
Possible Strategies for the UDL Principles
Representation
--Interactive images and diagrams that can be manipulated and show changes as
a result.
--Practice study skills by using editable flashcards on the web to enhance
vocabulary memorization.
--Provide resources that activate prior knowledge and guide students to proper
realm of interests.
12. What Do these Strategies Look Like?
Possible Strategies for the UDL Principles
Action & Expression
--Allow students to voice opinions in various ways: blogs, discussions, and surveys.
--Provide many choices of media for students when demonstrating understanding
of content.
--Encourage students to monitor their progress through artifact collection and goal
setting.
13. What Do these Strategies Look Like?
Possible Strategies for the UDL Principles
Engagement
--Relate content matter of the lesson to current topics to enhance student interest.
--Allow many opportunities for students to collaborate, discuss, and compare
thoughts with peers.
--Implement a daily method of assessing one’s progress and self-check of personal
expectations.
14. • It is essential for today’s UDL classroom to
incorporate technology
• Supportive keyboards, text-to-speech software,
flip cameras, and even SMART boards can be
considered forms of assistive technology in UDL.
• Integrating such technology in the classroom can
reduce the difficulties among all learners
15. Technology Resources
Action and
Representation Engagement
Expression
• Digital Text • Wikis • Online
Tools communication
• Blogs forums
• Powerpoint
• Student • Using current
• Podcasts Surveys multimedia
resources in the
classroom
16. CAST tools
UDL Online Curriculum Self-Check: This professional survey
allows educators to gauge their current approach in the
classroom according to UDL criteria and expectations. This
would be a optimal tool to use in order to ensure the methods
implemented in our classrooms are consistent and even. Diverse
learners would be appropriately placed into classes taught by
teachers who score higher on these surveys.
17. CAST Tools
CAST Strategy Tutor: The internet is a very powerful tool in our
education system today, and this resource would be extremely
helpful for students who hope to explore the possibilities of web
research independently. This tutorial-based program allows
students to hone their researching skills and finding solutions
more quickly in the information era we currently live in.
18. CAST Tools
CAST UDL Lesson Builder: This resource would greatly aid
teachers who are learning the standards of a UDL classroom and
how to effectively place them within our current expectations
among our students. Teachers who are unfamiliar with UDL
would find this helpful in creating lessons that allow students to
practice the procedures of UDL and how to modify current
standards to meet their diverse learning needs.
19. Students feel more comfortable with their learning
style
Motivation increases and students become more
enthusiastic about learning experiences
Students gain a greater sense of academic
individuality
Availability of choice ensures less unresponsive
behavior
Teachers become more familiar with learning styles
and tendencies of student learning behaviors
20. Resources
Bray, M., Brown, A., & Green, T. (2004). Technology and
the Diverse Learner: A Guide to Classroom Practice.
Thousand Oaks, CA: Corwin Press
Center for Applied Special Technology. (2009). UDL
guidelines, version 1.0 Retrieved from
http://www.udlcenter.org/aboutudl.udlguideline
Laureate Education, Inc. (Producer). (2009). Brain
Research and Universal Design for Learning [DVD].
Reaching and Engaging All Learners Through
Technology. Baltimore, MD: Author.
