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Inclusion > Inclusion - Universal Design for Learning > Flashcards

Inclusion - Universal Design for Learning Flashcards

1
Q

why is UDL important

A
  • clearing a path for people with special needs, clears a path for everyone
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2
Q

UDL is:

A
  • designs curricular materials & activities that have the flexibility to match learner strengths & needs so they can reach their learning goals
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3
Q

UDL helps..

curriculum level or student level

A

to break down barriers BEFORE students even enter your class

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4
Q

Brain networks

A
  • RECOGNITION NETWORK: items i recognized;
  • STRATEGIC NETWORK: how old are the people; historical/geographical location; feelings/emotions of people in picture;
  • AFFECTIVE NETWORK: your feelings towards the picture
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5
Q

what are the UDL principles

A
  • Representation
  • Action & expression
  • Engagement
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6
Q

The components of UDL

academic needs

A
  • goals
  • materials
  • methods
  • assessment
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7
Q

UDL guidelines

A
  • mastery of learning process

- eliminating unnecessary barriers without eliminating the necessary challenges

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8
Q

UDL principle - brain network - DI connection

content: what teacher plans to teach
process: why chose method, strategy, approach to teach
product: how students respond to info presented

A
  • representation - recognition - content
  • Action & expression - strategic - product
  • Engagement - affective - process
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9
Q

what are the UDL environments

A
  • physical: classroom set up
  • social: connections with classmates
  • academic: udl principles come into play
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10
Q

Goals (components/academic needs)

A
  • goals & obj. are initially written

- clear/accessible goals - fewer adaptations along the way

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11
Q

Materials & Resources (components/academic needs)

A
  • font size
  • zoom in out
  • text to speech
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12
Q

assessment (components/academic needs)

A
  • continually be directly linked to lrng goals to measure lrng process. ongoing & accurate
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13
Q

what is the hidden curriculum

A
  • wide variety of social skills and strategies including teacher-pleasing behavior, peer interactions, and group dynamics
  • unwritten, informal code of conduct
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14
Q

the UDL lesson plan

A
  • lesson plan tailored to address divers learner needs
    ensure:
  • Obj & assessment are stated & Linked
  • elements are aligned with procedures
  • barriers are identified and noted
  • flexible teaching methods used
  • materials are mapped out
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15
Q

key elements of UDL

A
  • flexible
  • works with learner strengths
  • not one size fits all
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16
Q

where does the term UDL originally come from

A
  • field of architecture
  • focuses on planning for accessibility in the initial design of buildings rather than modifying or adapting existing structures
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17
Q

changing our thinking from average to unique

A

design lessons for avg. students to planning lessons that expect diversity among students

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18
Q

what level does UDL operate at

what does application in the classroom involve?

A
  • Curriculum level: completion prior to knowing students
  • planning that increases access
  • prep. materials/activities
  • teacher is the designer
  • redundant representations of info/materials
19
Q

what is UDL according toCAST

A
  • set of principles for curriculum development
  • not one size fits all
  • flexible
20
Q

why is UDL necessary according to CAST

A
  • individuals = variety
  • neuroscience evidence
  • three brain networks come into play
21
Q

Recognition networks

A
  • perceive info in environment and transform it to usable knowledge
  • “What”
    UDL: multiple means of representation
    ~provide options for perception, language and symbols, comprehension
    ~reduce physical barrier, but also sensory, perceptual,
22
Q

Affective Networks

A
  • set priorities, & motivate learning and behavior
  • engage & motivate
  • the “why” of learning
  • engagement differes (neurology, culture, subjectivity)
    UDL: Engagement
    ~provide options for recruiting interest, sustaining effort and persistence, and self regulation
    ~think about thinking & organize it -> take owndership
23
Q

Strategic Networkds

A
  • initiate purposeful actions on the environment; planning & performing tasks & how we organize and express our ideas
  • “how” of teaching and learning
  • require a great deal of strategic knowledge, practice & organization (ways lrners differ)
    UDL: Providing multiple means of action & expression
    ~provide option for physical action, expression and communication, executive functions
    ~identify ZPD
24
Q

David Rose

  • UDL particularly focused on?
  • design piece primarily focused on?
  • principle that is most important
  • real work of the UDL guidelines?
A
  • focus is on the “illusory average student”, avg student has been marginalized by “illusory avg”
  • design: power to be flexible and is universal: everyone learns
  • Principles:
    1. pick up info? presentation -> Representation: symbolic, pictorial,concrete
    2. express & act? –> Expression/action: express what they know
    3. engaged? *most important -> engagement
  • Components that need to be UDFL
    1. Goals
    2. Materials
    3. Methods
    4. Assessment
25
Q

where does UDL fit in the RTI model

A

Tier 1: universal –> UDK
tier 2: targeted
tier 3: intensive

26
Q

connecting UDL and DI

A
  • both create flexible teaching/learning environments
  • DI supports the UDL principles
  • UDL is proactive, done before students enter class
  • UDL involves building adaption into curriculum
  • DI is based on individual learner needs
27
Q

Designing physical learning environments

- ideal classroom

A
  • open space/ uncrowed / individual space
  • flexible furnishing, safe/appropriate sized
  • organized material
  • natural light
  • heating/cooling systems
  • easy access to technology
28
Q

connect to the basic principles of universal design in architecture - ACCESS

A
  • Applicable: space useful for everyone
  • Capability: flexible & adaptable
  • Clarity: info straightforward
  • Expression: communcate needed info to ALL
  • Safety: hazards
  • Size: proportion, accessible
29
Q

Designing Social learning environments

A
  • safe
  • valued
  • respected
30
Q

Social learning environments - ACCESS

A 
Applicable: lrner centerd
Capability: flexible, choices
Clarity: all understand
Expression: all welcome & know what to do
Safety: safe place to take risks
Size: manageable, flexible
31
Q

Goals - taken from the AB curriculum

A
  • teachers can increase access the general curriculum by focusing on the way goals and objective are initially written
    “to write” vs “to express” - not limiting, and allows most to participate
32
Q

Lesson planning elements with UDL Components

A
  • ANTICIPATORY SET:
  • TEACHER INPUT:
  • GUIDED PRACTICE:
  • INDEPENDENT PRACTICE
  • CLOSURE/EVALUATION:
33
Q

ANTICIPATORY SET:

A

intro to lesson/hook; activate prior knowledge
~UDL procedure & materials: agenda
~possible barriers to lrng: disruptive
~UDL methods: objective on chart; provide background material

34
Q

TEACHER INPUT:

A
  • direct instruction, presentation of content
    ~UDL procedure & materials: provide examples and non examples
    ~possible barriers to lrng: directions need to be repeated; needs social interaction
    ~UDL methods: hard copy/recorded material; enlarge font
35
Q

GUIDED PRACTICE:

A
  • activity is relevant to objective; observable; boards
    ~UDL procedure & materials: student roles & responsibilities; feedback
    ~possible barriers to lrng: can’t attend/remember; gives up easily
    ~UDL methods: provide visual/audio recorded activity
36
Q

INDEPENDENT PRACTICE

A
  • everyone is involved
  • related to lesson
    ~UDL procedure & materials: cooperative learning
    ~possible barriers to lrng: can’t work in a group; difficulty transitioning
    ~UDL methods: allow to work alone, post roles
37
Q
  • CLOSURE/EVALUATION:
A
  • meet the obj?
    ~UDL procedure & materials: students learn; share product
    ~possible barriers to lrng: needs behaviour plan
    ~UDL methods: oral discussion; completed with assessment tools
38
Q

Hidden Curriculum issues

A
  • listening
  • follow directions
  • stay on task
  • how to get help
  • ability to get started
  • finish on time
39
Q

finding the hidden curriculum

A
  • resources
  • support staff
  • ## techniques
40
Q

Considerations of the hidden curriculum

A
  • physical plan

- social environment: teaching staff, admin, cliques, sensitivity

41
Q 
Examples of representation
Auditory
visual
tactile
affective
technology
A

Auditory: lecturing, singing

visual: watching videos, sign language
tactile: field trip, braille
affective: one-on-one, role playing
technology: overhead projector; youtube

42
Q 
Examples of expression
Auditory
visual
tactile
affective
technology
A

Auditory: listening to text read aloud; debating

visual: dictionary, highlight
tactile: braille dictionary, response cards, models
affective: student interest, discussion groups, praising
technology: talking dictionaries; blogging, creating a video

43
Q 
Examples of engagement
Auditory
visual
tactile
affective
technology
A

Auditory: oral report, song

visual: written report, poster, mural
tactile: dance, written report, puppet show
affective: group, role play
technology: recorded tape, podcast, webquest creation

44
Q

academic needs: connecting to the curriculum

A
  1. what is the goal of assessment
  2. analyze status
  3. apply UDL
  4. teach UDL lesson

Inclusion (4 decks)

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