carpenter, jackson, harris, mckeen, pretti-frontczak, 2005

Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

Learning can be fun for all with Universal Design for

Learning

Mary Tobin, M.Ed

Marilyn Rice, M.Ed


How can you hold 15 hands when you only have 2?


Opening Activity


What is Meant by Universal Design?

Define the concept of Universal Design (UD):• Promotes equal access• Levels the playing field• Designed to increase access and participation


How does UD benefit you on a daily basis?

Consider this…..


What is Universal Design for Learning?

The goal of UDL is not to eliminate challenge, but to reduce extraneous barriers that are not core to the learning goals.

Our Challenge

All children have different learning needs, abilities and preferences



One size does not fit all

“We have made the building accessible, but the curriculum inside

the building is still unavailable to all

students…..”Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005


UDL and AT

Assistive Technology helps students adjusts to the barriers inherent in traditional curriculums.

UDL aims to eliminate barriers at the point of curriculum design


Asking a different question

How can an activity address the needs of diverse learners?

RATHER THAN

How does the activity need to be modified for a particular child?


How do you learn?


Current Brain research….

Recognition Networks

Strategic Networks

Affective Networks

Learning and the Brain


Recognizing

Identifying

Interpreting

Sound, light , taste, smell, and touch

Recognition Networks:


Planning

Executing

Monitoring actions and skills

Strategic Networks


Engagement

Motivation

Developing preferences

Establishing priorities and interests

Affective Networks:

UDL and Learning Theories

Howard Gardner’s Theory of Multiple Intelligences

Reggio Emilia concept of the “hundred languages of children”

Vygotsky’s work on social constructivism

Authentic Assessment


UDL and the Curriculum

Create learning opportunities from the outset that provide:

• Multiple means of representation

• Multiple means of expression

• Multiple means of engagement


Multiple means of Representation

Supports one’s ability to acquire information,

knowledge, and skills through various and preferred means

of access to achieve a targeted outcome


Multiple Means of Representation Unpacked

Complexity of actions, directions, expectations, materials, processes, steps, supports and/or tasks

– Easier to more difficult– Single to multiple components– Earlier to later developmental skills– Familiar to novel-Supported to independent


Form

• Auditory

• Kinesthetic

• Tactile

• Visual

Multiple Means of Representation Unpacked


Multiple Means of Engagement

The use of a variety of activities and means of active learning that allows students

to participate in various learning processes geared towards the same outcome


Multiple Means of Engagement Unpacked

Child/Student choice

Format for instruction

Group size

Type of group


Multiple Means of Expression

Allows students to use variety of methods to

express what they know and are able to do in

means appropriate for their ability


Multiple Means of Expression Unpacked

Verbal

Non-verbal


Curriculum Framework


Elements of a Curriculum Framework

Assessment

Scope and Sequence

Activities and Instruction

Progress Monitoring


Assessment

• Process of ongoing observations and documentation of children’s performance

•Use is to guide instruction

•Produces a clear understanding of all children’s current skills and abilities to ensure access and participation and also to develop appropriate learning opportunities


Scope and Sequence

• Scope is the breadth and depth of what will be taught/addressed

•Also refers to what is taught to all, some, and a few (universal, targeted, intensive)

• Sequence is the order in which learning outcomes will be taught/addressed - Developmental sequences

-Pedagogical sequences -Logical sequences



For younger children the general curriculum is defined as appropriate activities. Activities therefore are where natural learning opportunities arise as well as instruction on targeted skills and concepts outlined by children’s need, local, state, and federal standards


Progress Monitoring

• Recursive/spiral/feedback loop

•Use is for modifying and revising instruction

•Produces a clear understanding of the impact of instruction on children’s access, participation, and progress in the general curriculum



•After ensuring a strong foundation:– Consider two critical aspects of high quality activities and instruction

• Targeting meaningful outcomes for all learners

• Incorporating the principles of universal design for learning


Common Outcomes• What all children should learn

• Cover all areas of development and learning

•Can be sequenced in order to guide instruction

• High qualityObservableFunctionalTeachable

•Foundation Blocks for 4 year olds are examples of common outcomes


Sandbox Series Wiki

http://sandboxseries.pbworks.com/w/page/21234401/FrontPage

http://sandboxseries.pbworks.com/w/page/21234401/FrontPage

carpenter, jackson, harris, mckeen, pretti-frontczak, 2005

Documents

learning slide

participation slide

independent slide

general curriculum slide

impact of instruction

sandbox series wiki

appropriate activities

principles of universal