2. Goals
Understand background &
foundational concepts of
Universal Design for Learning
(UDL)
Getting started with UDL –
Applications and Resources
3. Why We Do What We Do
“Students are not
empty vessels to be
filled, but flames
to be lit” (Plato)
Needs to be a shift
in how we perceive
our youth
“Something in
here, that I want to
put into the
world…”
4. What is it in you that gives
you joy, excites you…
Most students know
their “spark”
Most say no one has
asked them what
their “spark” is
Only 25% say there
is a community
around them that
helps nourish their
“spark”
5. Five Essential Questions
What is your spark?
Who knows your
spark?
Who helps nourish
your spark?
What gets in your
way?
How can I help?
6. How Can We Help?
Reaffirm why we do what we do…
“vessels” or “sparks”?
Use all the resources available to “light
those sparks” which includes:
Personalized Learning
Inquiry
Universal Design for Learning
Infusing Technology
7. Origins of Universal
Design
Originated in the field of
architecture
Design buildings with
built-in accessibility for
everyone was an
approach superior to
retrofitting buildings to
accommodate diverse
individual needs.
8. Universal Design:
We all benefit
Not one size fits all –
but alternatives.
Designed from the
beginning, not added
on later.
Increases access
opportunities for
everyone
9. Universal Design Is All
Around Us…
Ramps
Curb Cuts
Electric Doors
Captions on
Television
Easy Grip Tools
Slide adapted from Kathy Howery
10. Center for Universal
Design (NCU) –
Equitable Use 7 Principles
Flexibility in Use
Simple & Intuitive
Perceptible
Information
Tolerance for error
Low physical effort
Size and space for
approach and use
11. UDE Applications
-Educational
software
Universal Design in
-Websites Education (UDE)
-Meetings Provides a philosophical
-Instructions framework for the design of
-Curriculum a broad range of
-Libraries educational products &
-Computer labs environments
-Registration Unlike an accommodation
options for a specific person with a
-Student housing & disability, the practice of
residences UDE benefits all students
-Student services
12. Universal Design –
Principles for Instruction
Class Climate
Physical Access,
Usability, and Safety
Delivery Methods
Information resources
Interaction
Feedback
Assessment
Accommodation
13. Origins of Universal
Design for Learning (UDL)
CAST believes that “barriers to learning
are not, in fact, inherent in the capacities
of learners, but instead arise in learners'
interactions with inflexible educational
goals, materials, methods, and
assessments.”
Teaching Every Student in the Digital Age, p. vi (CAST, 2003)
http://lessonbuilder.cast.org/learn.php
15. Celebrating Diversity
“We must fundamentally alter
our thinking about diversity as
deviant, that…it must be
accommodated. . .
Rather, we need to be clear
that diversity is an essential
part of the human condition
and needs to be anticipated
and celebrated.”
Dave Edyburn, Associate Professor, UWM
Slide created by Kathy Howery
16. UDL Originated From
the Edges…
Innovations
emerge from the
margins, not
from the centre
or mainstream
of an industry…
17. Moving to Accessibility –
A3 Model
ACCESSIBILITY
(Universal Design for
Learning)
ACCOMMODATION
APPROACH (Assistive Technology for
Learning)
ADVOCACY
(Barriers to learning
exist)
APPROACH CHANGES OVER TIME
18.
19. Universal Design for
Learning
Definition:
“UDL is an educational
approach to teaching,
learning, and assessment,
drawing on new brain
research and new media
technologies to respond to
individual learner
differences.”
-CAST 2003
20. UDL - The Intersection
of Initiatives
“UDL is the intersection
where all our initiatives -
integrated units, multi-
sensory teaching, multiple
intelligences,
differentiated instruction,
use of computers,
performance based
assessment, and others -
come together”
Donna Palley (Education in the Digital Age: Rose & Meyer)
21. UDL and the
Learning Brain
Recognition
network
Strategic
network
Affective
network
22. UDL and the
Learning Brain
Recognition
Networks:
“the what of
learning”
-identify and
interpret patterns
of sound, light,
taste, smell, and
touch
34. UDL and the Learning
Brain
• One must recognize information,
ideas, and concepts
• One must be able to apply
strategies to process the
information
• One must be engaged
-Vygotsky
35.
36. UDL and the Learning
Brain
All learners are
unique and
universal does not
mean
“one size fits all”
37. What do we mean by
Universal?
To many people the term seems to imply
that UDL is a quest for a single, one size-
fits-all, solution that will work for
everyone.In fact, the very opposite is true.
The essence of UDL is flexibility and the
inclusion of alternatives to adapt to the
myriad variations in learner needs, styles,
and preferences.
-Slide adapted from Kathy Howery
38. Universal Design for Learning
calls for:
Multiple means of representation::to give
learners various ways of acquiring information and
knowledge,
Multiple means of expression: to provide
learners alternatives for demonstrating what they
know
Multiple means of engagement: to tap into
learners' interests, offer appropriate challenges,
and increase motivation.
47. Multiple Means of
Engagement
21st Century
Learners – Digital
Natives
Virtual classrooms
Nurturing “Sparks”
Teach today’s
students with
today’s tools
48. Universal Design for
Learning
Provides a variety of choice for different
learners.
Has these options available before students
enter the classroom.
Teachers can plan in advance to meet
students’ needs.
-Slide adapted from Kathy Howery
49. Universal Design for
Learning
By frontloading
“assistive”
technologies into the
classroom we can
create a more
accessible and
flexible environment
for all students.
-Slide adapted from Kathy Howery
50. Digital Media is
Flexible and
Transformable
Examples
UDL Editions
Strategy Tour
Thinking Reader
Book Builder
Draft Builder
http://www.cast.org
“Joe’s Non-Netbook” - Youtube
51. Planning for All
Learners (PAL)
Set Goals
Classroom Profiles
Identify Methods,
Materials,
Assessments &
Barriers
Apply UDL
Teach UDL Lesson
52. Classroom Profiles
Profile of EACH student’s STRENGTHS &
WEAKNESS:
Recognition Networks
Strategic Networks
Affective Networks
“Sparks”
58. Digital Text
Alberta
Education Other Sources
Digital Repository Project Gutenberg (free
of Digital Textbooks electronic books)
(Canada Copyright Wikibooks
Law – Section 32) UDL Editions by CAST
Authorized Novels Google Books
& Plays in Digital Bookshare.com
Format