Universal Design Flashcards
What is universal design for learning
The goal is to support learners to become “expert learners”:
Purposeful and motivated
Resourceful and knowledgeable
Strategic and goal oriented
”When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning”
Universal Design for LearningGuidelines
Provide multiple means:
Engagement- The “why” of learning
Representation- The “what” of learning
Action and expression- The “how” of learning
Engagement
Recruiting interest
Choice and autonomy, meaningfulness, minimize distractions
Sustain effort and persistence
Vary demands and resources, foster collaboration and community, increase mastery-oriented feedback
Self-regulation
Promote expectations and beliefs that optimize motivation, coping skills and strategies, self-assessment and reflection
Representation -the what of learning
- Perception
Customizing display of information, alternatives for auditory and visual input. - Language and Symbols
Clarify vocabulary and symbols, clarify syntax and structure, illustrate through multiple media, promote understanding across languages - Comprehension
Activate or supply background knowledge, highlight big ideas, guide information processing and visualization, maximize generalization
Action and Expression - the how of learning
- Physical Action
—-Methods for response, optimize access to tools and AT - Expression & Communication
—-Use multiple media for communication, multiple tools for construction, provide support for practice and performance - Executive Functions
- Guide goal setting, support planning and strategy development, facilitate managing resources, self-monitoring
Often tech is only avaialble to ___________
how can we tap into action and expression for all kids
kids with an IEP
Have tech available to all kids
What are the executive functions of action and expression?
Guide goal setting, support planning and strategy development, facilitate managing resources, self-monitoring
Occupational Therapy and UDL
Knowledge base
Skills in activity analysis
Ability to adapt tools and environments
Competent in Assistive Technology
Accessibility of web browsers
Digital resources
Awareness of available instructional tools
Member of collaborative team
What tier does UDL help most
Tier 1, Tier 2
if a school is going through the UDL process who should be on the team
OTs!
Implementing the Guidelines
Engagement- educating team members
Representation- Activity analysis and scaffolding
Action and Expression- Options to reflect on learning
Adult Learning Theories
Andragogy
Self- directed learning
Transformational Learning
Andragogy
The Adult Learning Theory
The adult learner:
(1) Needs to know why they need to learn something
(2) Needs to learn experientially
(3) Approach learning as problem-solving
(4) Learn best when the topic is of immediate value.
Classroom:
Cooperative climate
Learning objectives are based on the learner’s needs, interests and skill level
Self-directed learning
Informal process that primarily takes place outside of the classroom
Learner takes responsibility for own learning
May be attending your presentation as part of self-directed learning
Transformative Learning
Mezirow
Challenge and change a person’s beliefs, attitudes and behaviors
Result of discovery in personal experiences
- Can be an uncomfortable process
Critical reflection is key
Case Study - Byron is a 14-year-old boy entering his freshmen year in high school.
Diagnosed with learning disability and allowed accommodations in regular classes according to a 504 plan.
Using adult learning theories, provide education for classroom on UDL
How would present the information?
