Inclusion - Universal Design for Learning Flashcards
why is UDL important
- clearing a path for people with special needs, clears a path for everyone
UDL is:
- designs curricular materials & activities that have the flexibility to match learner strengths & needs so they can reach their learning goals
UDL helps..
curriculum level or student level
to break down barriers BEFORE students even enter your class
Brain networks
- 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
what are the UDL principles
- Representation
- Action & expression
- Engagement
The components of UDL
academic needs
- goals
- materials
- methods
- assessment
UDL guidelines
- mastery of learning process
- eliminating unnecessary barriers without eliminating the necessary challenges
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
- representation - recognition - content
- Action & expression - strategic - product
- Engagement - affective - process
what are the UDL environments
- physical: classroom set up
- social: connections with classmates
- academic: udl principles come into play
Goals (components/academic needs)
- goals & obj. are initially written
- clear/accessible goals - fewer adaptations along the way
Materials & Resources (components/academic needs)
- font size
- zoom in out
- text to speech
assessment (components/academic needs)
- continually be directly linked to lrng goals to measure lrng process. ongoing & accurate
what is the hidden curriculum
- wide variety of social skills and strategies including teacher-pleasing behavior, peer interactions, and group dynamics
- unwritten, informal code of conduct
the UDL lesson plan
- 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
key elements of UDL
- flexible
- works with learner strengths
- not one size fits all
where does the term UDL originally come from
- field of architecture
- focuses on planning for accessibility in the initial design of buildings rather than modifying or adapting existing structures
changing our thinking from average to unique
design lessons for avg. students to planning lessons that expect diversity among students
what level does UDL operate at
what does application in the classroom involve?
- Curriculum level: completion prior to knowing students
- planning that increases access
- prep. materials/activities
- teacher is the designer
- redundant representations of info/materials
what is UDL according toCAST
- set of principles for curriculum development
- not one size fits all
- flexible
why is UDL necessary according to CAST
- individuals = variety
- neuroscience evidence
- three brain networks come into play
Recognition networks
- 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,
Affective Networks
- 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
Strategic Networkds
- 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
David Rose
- UDL particularly focused on?
- design piece primarily focused on?
- principle that is most important
- real work of the UDL guidelines?
- 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
where does UDL fit in the RTI model
Tier 1: universal –> UDK
tier 2: targeted
tier 3: intensive
connecting UDL and DI
- 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
Designing physical learning environments
- ideal classroom
- open space/ uncrowed / individual space
- flexible furnishing, safe/appropriate sized
- organized material
- natural light
- heating/cooling systems
- easy access to technology
connect to the basic principles of universal design in architecture - ACCESS
- Applicable: space useful for everyone
- Capability: flexible & adaptable
- Clarity: info straightforward
- Expression: communcate needed info to ALL
- Safety: hazards
- Size: proportion, accessible
Designing Social learning environments
- safe
- valued
- respected
Social learning environments - ACCESS
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
Goals - taken from the AB curriculum
- 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
Lesson planning elements with UDL Components
- ANTICIPATORY SET:
- TEACHER INPUT:
- GUIDED PRACTICE:
- INDEPENDENT PRACTICE
- CLOSURE/EVALUATION:
ANTICIPATORY SET:
intro to lesson/hook; activate prior knowledge
~UDL procedure & materials: agenda
~possible barriers to lrng: disruptive
~UDL methods: objective on chart; provide background material
TEACHER INPUT:
- 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
GUIDED PRACTICE:
- 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
INDEPENDENT PRACTICE
- 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
- CLOSURE/EVALUATION:
- 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
Hidden Curriculum issues
- listening
- follow directions
- stay on task
- how to get help
- ability to get started
- finish on time
finding the hidden curriculum
- resources
- support staff
- ## techniques
Considerations of the hidden curriculum
- physical plan
- social environment: teaching staff, admin, cliques, sensitivity
Examples of representation Auditory visual tactile affective technology
Auditory: lecturing, singing
visual: watching videos, sign language
tactile: field trip, braille
affective: one-on-one, role playing
technology: overhead projector; youtube
Examples of expression Auditory visual tactile affective technology
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
Examples of engagement Auditory visual tactile affective technology
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
academic needs: connecting to the curriculum
- what is the goal of assessment
- analyze status
- apply UDL
- teach UDL lesson
