Name It,
‘Xplain It,
Frame It,
Game It !
Accommodating Learning Styles
within a UDL Context
Ready ?!?
Who wants to play catch ?!?
How did you just react…?
 OH,
NO…please don’t throw !
 YES,
PLEASE…throw it to me !
 I’m
going to watch and wait, to
see what everyone else does.
 Hmmm…what’s
he really up to ?
Universal Design for Learning,
Recognizes that people are:
VARIABLY ABLED.
(e.g. right-handed or left-handed).
Universal Design for Learning,
Recognizes that people are:
MULTI – ABLED.
(e.g. arms or head).
Universal Design for Learning,
Recognizes that people are:
TEMPORARILY ABLED.
(e.g. loss of sight).
Universal Design for Learning,
Recognizes that people are:
REDUNDANTLY ABLED.
(e.g. enabled through audio cues).
UDL principles encourage:
 multiple
means of representation;
 multiple
means of expression;
 multiple
means of engagement.
Ability is diverse !
 Physical,
 Visual,
 Hearing,
 Learning,
 Attention,
 Communication.
UDL and Learning Styles:
Relies on multiple means of
ENGAGEMENT…
…through multiple means of
representation and expression.
Learning style theory:
 People
take-in information in
different ways (perception),
 and
decide how to engage on
different bases (judgment).
Perception aspects
SENSING
INTUITION
Judgment aspects
THINKING
FEELING
The combined aspects form
four learning “styles”:
Sensing
Intuition
Mastery
Interpersonal
Understanding
Self-Expressive
Thinking
Feeling
A completely balanced learning style profile:
I, M, U, and S all = 56.25
(range 0 - 125)
SENSING
Mastery
Interpersonal
THINKING
FEELING
25
56.25
Understanding
Self-Expressive
INTUITION
The average learning style profile for all subjects
combined: I=58.8, M=53.8, U=64.2, and S=48
SENSING
Mastery
Interpersonal
THINKING
FEELING
25
56.25
Understanding
Self-Expressive
INTUITION
subject with lowest I-score: I=18, M=81, U=107,
and S=19
SENSING
Mastery
Interpersonal
THINKING
FEELING
25
56.25
Understanding
Self-Expressive
INTUITION
subject with lowest M-score: I=72, M=7, U=49,
and S=97
SENSING
Mastery
Interpersonal
THINKING
FEELING
25
56.25
Understanding
Self-Expressive
INTUITION
Subject with lowest S-score: I=76, M=40, U=92,
and S=17
SENSING
Mastery
Interpersonal
THINKING
FEELING
25
56.25
Understanding
Self-Expressive
INTUITION
Subject with lowest U-score: I=87, M=42, U=25,
and S=71
SENSING
Mastery
Interpersonal
THINKING
FEELING
25
56.25
Understanding
Self-Expressive
INTUITION
The learning style “gap”: the two extreme
individual subjects’ profiles overlap 10%
SENSING
Mastery
Interpersonal
THINKING
FEELING
Understanding
Self-Expressive
INTUITION
Due to this “gap,” UDL uses:
 multiple
means of representation;
 multiple
means of expression;
 multiple
means of engagement.
Name It,
‘Xplain It,
Frame It,
Game It !
Accommodating Learning Styles
within a UDL Context
UDL and Learning Style:

UDL focuses on ability: what a
person can do, and builds from there.

The learning style cycle focuses on
each person’s preferred method of
learning to strengthen the other three.

The N / ‘X / F / G model presents
each important concept in four ways:
one “favorite” + three alternatives.
Pashler, H. E., et al. (2009). Psychological
Science in the Public Interest.
100 percent
75
50
25
0
Score
verb
kin
control
verb
kin
experiment
Name It !
Name It,
‘Xplain It,
Frame It,
Game It !
Name It !
To engage students who like
to solve puzzles,
a statement or question is
presented,
along with clues of some kind.
Name It !
How does an organization “guide” itself?
G
V
M
O
P
O
Name It !
How does an organization “guide” itself?
GOALS
VISION
MISSION
OUTCOMES
PHILOSOPHY
OBJECTIVES
Name It !
Arrange the words in a sequence / list
from most general to most detailed:






Name It !
Arrange the words in a sequence / list:
 PHILOSOPHY
 VISION
 MISSION
 GOALS
 OBJECTIVES
 OUTCOMES
Name It !
The concept is named:
PVMGO/O !
‘Xplain It !
Name It,
‘Xplain It,
Frame It,
Game It !
PHILOSOPHY:

WHAT do we value and believe, and
WHY do we continue to value and
believe it?

VALUES AND BELIEFS are essential
and enduring concepts or truths that
guide behavior toward achieving
desirable outcomes…
PHILOSOPHY:
An organization’s core is stable
over time, a reliable base.
VISION:

HOW will the future be different by
upholding and applying our values
and beliefs?

Leaders subscribe to the notion that
the future can be shaped; it is not
predetermined…
VISION…
…evokes inspiration and forward thinking
among staff and supporters.
MISSION:

WHAT is it that we actually DO to
achieve our vision?

A dream (vision) cannot be realized
without concrete action…
MISSION:
A mission provides an organization’s
reason for being, and the motivation
to get the job done – stated in the
present tense.
GOALS:

HOW will we accomplish the
intermediate steps or stages that will
help us complete our mission?

A timeline is developed, enumerating
major targets and completion dates.
OBJECTIVES:

What am I going to do this moment
to accomplish my individual and
organizational goals?

The moment-to-moment, day-by-day
duties required to meet goals, and
WHO is going to do them...
OBJECTIVES:
 Require
 listing
 and
a detailed script…
coordinated actions,
the particular individuals
responsible for implementing
them.
Outcomes:
Organizations must “prove” that they
have accomplished their mission and
achieved their vision.
 Outcomes are measurable results
(statistics) that show what has been
done, and what has changed.
 (e.g. an increase in participation or
satisfaction over a period of time).

Frame It !
Name It,
‘Xplain It,
Frame It,
Game It !
Frame It !
Express PVMGO/O in a visual way:
 Diagram,
 Sketch,
 Drawing,
 Cartoon,
 Storyboard.
A student’s example:
PVMGO
PHILOSOPHY (WHY)
VISION (WHEN, WHERE)
ARE OUTCOMES
CONGRUENT WITH
THE PHILOSOPHY ?
MISSION (WHAT)
GOALS (HOW))
OBJECTIVES (WHO)
OUTCOMES (PROOF)
Game It !
Name It,
‘Xplain It,
Frame It,
Game It !
Game It !
Create an activity that uses physical
objects and / or requires people to
move around – to be active:
 Playing,
 Demonstrating,
 Patterning or arranging,
 Acting-out a scenario.
Game It !
12 volunteers,
 Assemble at the front of the room.
 After 12 pieces of paper have been
given to one of the volunteers…
 Arrange selves into 2 parallel rows.
 The front row is composed of the
concept’s letters in proper order,
 The back row matches word
explanations to their respective letters.

Student comments:
Name It,
‘Xplain It,
Frame It,
Game It !