Universal Design for Learning (UDL) Overview Presented by: Kathy Gomes Regional Special Education Technical Assistance Support Center, Coordinator Essential Questions 1. What is Universal Design for Learning? 2. How does UDL align with implementing the Common Core Standards (and other standards)? 3. How can UDL support the success of all students and student subgroups? Building Background Knowledge Engagement Routines elbow partners arm raise signal – finish thought and attend to me count off share out – loud voice CFU Essential Questions 1. What is Universal Design for Learning? 2. How does UDL align with implementing the Common Core Standards? 3. How can UDL support the success of all students and student subgroups? CFU – Tell your elbow partner how these relate to your work. Building Background Knowledge Vocabulary Differentiated Instruction Explicit Instruction Accommodation Modification Scaffolding Specially Designed Instruction Assistive Technology Universal Design Old School Retrofit Solution CFU – What are other examples of UD? Who can use them? Universal Design for Learning CAST (Center for Applied Special Technology, 1984) www.cast.org Assumptions: Diversity is the norm (Universal Variability) It’s not the students who are “broken” - it’s the curriculum Video UDL at a Glance (CAST) Guiding Questions (count off by 2s) 1. What are the main tenets of UDL? 2. What connections do you see to Common Core? CFU – Share your answers at your table. Share out. Universal Design for Learning 1. Maintain high expectations for all students 2. Address recognition, strategic & affective brain networks 3. Multiple means of representation including media & technology enhance perception, acquisition, processing and integration of learning Multiple means of action/expression – provide options for planning & performing tasks, problem solving, organizing & expressing ideas Multiple means of engagement – to tap learner interest, challenge them, motivate them Design curriculum to eliminate barriers from the start Design Curriculum to Eliminate Barriers PAL – Planning for All Learners (CAST) (CAST) UDL Goals & Common Core (National Center on UDL Q&A for Common Core) Goals must be flexible enough to allow learners multiple way to successfully meet them. To do this, a goal or standard must not embed a specific means (the how) with the goal (the what) (Math, Gr 7, Number System, item 2) “apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.” (CCSS Math, Gr 1, Measurement and Data, item 3) "Tell and write time in hours and half-hours using analog and digital clocks.” Ask: “Is the means essential to the standard?” CFU – How may context (content area, standard type) impact this ? Analyze Status UDL Class Profile Maker – use UDL framework of 3 brain networks to understand students’ strengths, needs and interests http://www.cast.org/teachingeverystudent/tools/classprofile.cfm Curriculum Barriers Finder – http://www.cast.org/teachingeverystudent/tools/curriculum barriers.cfm UDL Online Learning Module #2 http://udlonline.cast.org/home Apply UDL UDL Guidelines or UDL Wheel UDL Solutions Finder http://www.cast.org/teachingeverystudent/tools/udlsolutio nsfinder.cfm NCSC UDL Units and Lesson Plans for CCSS https://wiki.ncscpartners.org/mediawiki/index.php/UDL_In structional_Units National Center and State Collaborative (NCSC) Element Cards Guidance as to how to develop CCSS aligned lessons at varying levels of challenge, especially when teaching multiple students with significant cognitive disabilities. These cards promote understanding of how students move toward the CCSS, and promote the use of UDL practices https://wiki.ncscpartners.o rg/mediawiki/index.php/Sp ecial:PopularPages Teach UDL UDL walk-through (HIAT- High Incidence Accessible Technology) http://www.montgomeryschoolsmd.org/departments/hiat/ud l_implementation/downloads/UDLLookForsHandoutwithCh art.pdf Teacher Self Reflection Tool (HIAT) http://www.montgomeryschoolsmd.org/departments/hiat/ud l_implementation/downloads/self_reflection_all_staff.pdf UDL and Student Subgroups Though UDL enhances access and success for all students, some students will still need additional supports… however, perhaps not as intensively as without UDL What barriers/individual needs is UDL not sufficient to address? What additional supports or services are needed? Specially Designed Instruction for Students with Disabilities Explicit Instruction for Students with Disabilities ESL for English Language Learners Additional Resources Websites CAST www.cast.org National Center on UDL www.udlcenter.org HIAT (High Incidence Accessible Technology) http://www.montgomeryschoolsmd.org/departments/hiat/udl/ Training UDL Online Learning Modules http://udlonline.cast.org/home RSE-TASC PD on Accessible Instructional Materials (AIM) Essential Questions Review 1. What is Universal Design for Learning? 2. How does UDL align with implementing the Common Core Standards? 3. How can UDL support the success of all students and student subgroups? CFU - Tell your elbow partner the answers.