Universal Design for Learning
Rachel McBroom
Heather Stewart
Objectives
•
Review the Summer Institute 2012 theme of “Addressing Student Needs in an Era
of New Content Standards”
•
Teaching the whole child allows us to address student needs in the context of new
standards.
•
By thinking about the purpose and role of each content area, how it connects to
other areas of learning, and how students’ needs are met, we are able to ensure
that students receive the appropriate instruction to allow them to be successful.
Region 4 Wiki
http://rt3region4.ncdpi.wikispaces.net
Introductions
Graphing Me
Never
miss. Ever.
Sometimes
Not a
Chance
Rating
Survivor
Show
American CSI …
Idol
House
Hunters
O’Reilly
Factor
20/20
Two
and a
Half
Men
Sports
Center
Hell’s
Kitchen
Why it Matters
•
In general, it’s true that no one has
bars that all the same height
•
Some people are good at some
things and not so terrific at other
things
•
What does FAIR mean? Everyone
doesn’t always get the same.
Everyone gets what he or she
needs!
•
One size fits all instruction does not
address the needs of many
students
•
Kids come in different shapes and
sizes as well as interests, learning
profiles, and readiness levels
Universal Design for Learning
NCDPI Arts
7 Education
Literacy Institute 2004
Like a dog sniffing,
the brain scans a
new situation.
The reticular activity system
(RAS) in the brain is like a
toggle switch with three
positions.
As in any switch, only one
position can be activated at a
time.
When the switch is in the HIGH
position:
•Brain activity goes from the cortex to
the limbic area (the protection
system)
•You can’t think in this area!
•Fight/flight (Can I go to the
bathroom?)
•out of control
•ESL/LD
When the switch is in the LOW
position:
•Brain waves are in the sleep
position
•relaxation
•off-duty
•depression
•Bright kids who aren’t learning
When the RAS switch is in the
MIDDLE position:
•There is cortical arousal
•problem solving can occur
•in control
•There is moderate challenge
•LEARNING CAN ONLY
OCCUR IN THIS POSITION!
What does all this mean?
Two adverse conditions are dangerous:
1. ANXIETY
-when we (as parents or teachers)
expect too much
2. BOREDOM
-when we (as parents or teachers) expect
too little
Universal Design
Universal Design for
Universal Design for Learning
Learning (UDL) is
(UDL)
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners
A Different Way
http://www.youtube.com/watch?v=bDvKnY0g6e4
Meeting the Needs of ALL Learners
Summer Institute 2012
1. How does this content area
prepare students to be future
ready?
2. How does this area connect to
other content areas?
3. What are the implications for
meeting the needs of all
learners as related to this
content area?
Individualized
Instruction
Differentiated
Instruction
Universal Design
Universal Design
UDL
Principles
•
Principle I: Multiple Means of
Representation:
The what of learning
• To give diverse learners
options for acquiring
information and knowledge
• Present content in a variety
of formats and modalities
UDL requires:
Multiple Means of Representation
Multiple Means of Representation
Examples:
Artifacts
Manipulatives
Videos
Visual Displays
Music
Anticipatory Guides
Movement
Graphic Organizers
Text Readers
Principle II: Multiple Means
of Action and Expression:
Judy Augatti
UDL requires:
Multiple Means of Action and Expression
and
Examples:
Thumbs Up/Thumbs
Down
Response Hold-Up
Cards
Gallery Walks
Quick Draws
Pair/Share
Numbered Heads
Together
Chalkboard/Whiteboard
Splash
Line-Ups
Principle III: Multiple Means of
Engagement
Taps into
learners’
interests, offers
appropriate
challenges, and
increases
UDL requires:
Multiple Means of Engagement
Examples:
Bounce Cards
Concept Charades
Air Writing
Response Hold-Up
Cards
Case Studies
Role Plays
Networking Sessions
Simulations
With UDL
more students
are:
• Engaged
• Achieving
• Learning
• Motivated
Summarize Learning
Work with a partner to summarize what you
have learned for the group:
• Poster
• Skit
• Tech Tool – Go Animate - http://goanimate.com
http://goanimate.com/videos/0GGwDItW90iE?utm_source=linkshare
Take a Break
Differentiated Instruction
Discover your learning style
Complete the online survey:
http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html
Learning Styles Inventory Test:
http://www.berghuis.co.nz/abiator/lsi/lsitest2.html
Learning Styles Test:
http://faculty.ucc.edu/business-greenbaum/LearningStlyes.htm
Multiple Intelligences:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
Differentiated Instruction
Individualized
Instruction
Differentiated
Instruction
Universal Design
Multiple Means of Representation
for ELLs
Non-verbal
• Modeling
• Pictures
• Realia/Concrete objects
• Gestures
• Manipulatives
• Demonstrations
• Hands-on
• Picture dictionaries
Language Support
• Word banks
• Word walls
• Labels
• Graphic organizers
• Sentence starters
• Sentence frames
Multiple Means of Expressing
for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
Multiple Means of Engagement
• Student Interaction
– Oral comprehension supports reading and
writing development
– Differentiate Collaborative Activities
Learning about Language
• What does it say?
• What does it mean?
• What does it matter?
Implications for the Classroom
explicit teaching of language
• Create a language-sensitive
classroom
• Deconstruct/reconstruct complex text
• View other languages as assets
Just as there are strategies for
assisting the ELL student, there are
strategies to move the AIG student
even farther…
Gifted Education and new NCSCOS
• An opportunity for growth and collaboration with regular
education and within the field of gifted.
• Students may access more rigorous standards
throughout the day, which would impact direct gifted
education services and ensure access to more advanced
education throughout the day.
– A rising tide raises all ships.
• CC/ES standards align with and validate gifted education
best practices, such as concept-based learning,
integration of disciplines, and inquiry-based options.
Why Gifted Students Need
Differentiated Learning
For most.…
•Faster pace of learning (2-3 repetitions)
•Precocity for information
•Ability to synthesize information within and
across disciplines (conceptual understanding)
•Intensity of learning in area of interest
•Asynchronous development
What do gifted learners
need in order to maximize
their learning?
Learning Needs of Gifted: Some, Not All
• Complexity: Abstract-thinking, Variety of
concepts, subjects and strategies
• Depth: Higher levels of thinking, concepts
• Creativity: Open-endedness, choice
• Acceleration: Rapid pacing, Focus on
Growth
• Relevance: Personal interest, Real-world
problems and audiences, Connections
What does this mean for my
classroom?
• Enrich, extend and accelerate the
SCOS.
• Differentiate through content,
process and product.
Tools and Strategies for
Challenging Gifted Learners
– Concept-Based Teaching
– Tiered Assignments
– Project-Based Learning
– Curriculum Compacting
– Independent Study with Rubrics
– Seminars
Other:
All with appropriate challenge!
Non–Negotiables for Gifted Learners
• Gifted Children Vary in Needs and Strengths
• Mindset of Differentiation in Class, School, LEA
• Pre-assessment to understand needs and
strengths; Flexible Grouping
• Social and Emotional Needs Addressed
• Academic and Cognitive Growth Addressed
AIG: ALL DAY, EVERY DAY
Best Practices
Brain Dump
• Grab a marker
• ‘Dump’ your best ideas on charts
• Put your initials next to the one you will describe for the
group
• Optional –
http://linoit.com/users/hezstewart/canvases/Brain%20D
ump%20UDL
Lunch
Serving All is a Process
NCDPI Arts Education
Literacy Institute 2004
49
Individualized Instruction
Individualized
Instruction
Differentiated
Instruction
Universal Design
Discussion: Read the quote below:
“The quality of a school as a learning
community can be measured by how
effectively it addresses the needs of
struggling students.”
--Wright (2005)
Do you agree or disagree with this statement?
Why?
Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.
RtI
• NC DPI has identified RtI
as a research-based
school improvement
model and provides
support to district and
school implementation
through professional
development, technical
assistance, and coaching.
What is ‘Response to Intervention’
(RTI)?
'Response to Intervention' is an emerging approach to the
diagnosis of Learning Disabilities that holds considerable promise.
In the RTI model:
• A student with academic delays is given one or more researchvalidated interventions.
• The student's academic progress is monitored frequently to see if
those interventions are sufficient to help the student to catch up with
his or her peers.
• If the student fails to show significantly improved academic skills
despite several well-designed and implemented interventions, this
failure to 'respond to intervention' can be viewed as evidence of an
underlying Learning Disability.
What are advantages of RTI?
• One advantage of RTI in the diagnosis of educational
disabilities is that it allows schools to intervene early to
meet the needs of struggling learners.
• Another advantage is that RTI maps those specific
instructional strategies found to benefit a particular
student. This information can be very helpful to both
teachers and parents.
The steps of RTI for an individual
case…
Under RTI, if a student is found to be performing well below
peers, the school will:
1.
Estimate the academic skill gap between the student and
typically-performing peers
2.
Determine the likely reason(s) for the student’s depressed
academic performance
3.
Select a scientifically-based intervention likely to improve the
student's academic functioning
4.
Monitor academic progress frequently to evaluate the impact of
the intervention
5.
If the student fails to respond to several well-implemented
interventions, consider a referral to Special Education
System Prior to Change
Special Education
Sea of Ineligibility
General Education
Changing Special Education:
1990s...Bridging the Gap
Special Education
Interventions
General Education
How We Conceptualize RTI
• More than identification for LD
• Emphasizes prevention and early intervention
• Premised on Data-based Decision-making for all learners within
the system
• Assumes effective environments
• Requires instructional grouping
• Employs research-based strategies
• Operationalized as a fluid, non-static system
Instructional Decision Making for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Participant Activity: Take the RTI
Readiness Survey
•
Form into pairs or small groups.
•
Together, complete the RTI
Readiness Survey.
•
When finished, discuss your results
and address these questions:
–
What areas of strength did you
identify?
–
What areas did you identify that
need work?
–
What would be your group’s top
three priorities in starting the RTI
model in this school?
RTI Readiness Survey available at: http://www.jimwrightonline.com/pdfdocs/survey_rti_wright.pdf
For a comprehensive directory of up-todate RTI Resources available for free on the
Internet, visit RTI_Wire at:
http://www.jimwrightonline.com/php/rti/rti_
wire.php
Why use Assistive Technology?
Who is paying attention?
In one of the many studies available,
students were attentive to a computer-generated
lesson 97% of the time (learning 74% of the
targeted nouns) but attentive to a teacherdirected lesson only 62%of the time (learning
41% of the targeted nouns)
(Moore & Calvert, 2000).
Brain rules!
What does the research say?
Brain Rules by John Medina
•Vision trumps all other senses
•We learn and remember best through visual means
•1/3 to ¼ of brain is devoted to visual processing
Brain rule #12…we don’t pay attention to boring stuff.
Our brains want dynamic, moving images
UDL Resources
http://udltechtoolkit.wikispaces.com/
UDL
definition
From CAST
Readability of Textbooks and Materials
• Understand the Importance
Readability Plays in Learning
• Tools - Determine the Readability of
Text
• Strategies - bring the readability
down without changing the content
(auto summary, replace high syllable words - thesaurus,
shorten sentences, narrow margins, color backgrounds,
spacing, font and size, teach with visuals content specific
vocabulary, text-to-speech)
• Check for supplemental materials
with your textbook
that come
If students
can’t
read it
They can’t
understand it
They can’t
learn it
They can’t
practice it
They can’t
implement it
Format Reading Supports
Ability to change the format of text
to accommodate student needs:
–Change background color
–Change font color
–Increase character spacing
–Increase line spacing
–Enlarge of text
Tools for Reading
Text-to-Speech
(free downloads)
• ReadPlease: http://www.readplease.com/
• Natural Reader: http://www.naturalreaders.com/ free download,
floating text bar, or set to launch when computer comes on
• WordTalk is a free text-to-speech plug-in for Microsoft Word:
http://www.wordtalk.org.uk/Home/
• Macintosh Text-to-Speech:
http://www.apple.com/accessibility/macosx/literacylearning.html
Tools for Reading
Text-to-Speech (cont.)
• TextHELP: Read&Write Gold, ScreenShot
Reader, etc: http://www.texthelp.com/page.asp
• Kurzweil 3000:
http://www.kurzweiledu.com/kurz3000.aspx
Text to MP3
• VozMe: http://vozme.com/
Tools for Reading / Audio Books
• Bookshare: http://www.bookshare.org/
• Recording for the Blind and Dyslexic:
http://www.rfbd.org/info_teachers_educators.htm
• Tar Heel Reader: http://tarheelreader.org/
• Browser Books:
http://staff.prairiesouth.ca/~cassidy.kathy/browserbooks/i
ndex.htm
• Children’s Storybooks Online:
http://www.magickeys.com/books/
Tools for Reading / Audio Books
• Proprietary Reading Systems
Start to Finish Books (Don Johnston, Inc.):
http://www.donjohnston.com/products/start_to_finish/library/index.html
…are designed to provide multiple supports (auditory, visual, cognitive).
See the Product Demo:
How does S2FWork?
(then Advance to text structure)
Portable Text Readers
• Classmate – Don Johnston, Inc.
• Kindle2 – Amazon.com
• Sony eBook Reader
• Intel® Reader
• iPad
• Blio Software (Ray Kurzweil)
Symbol Supported Text
• PictureIt
• PixWriter
• Clicker5
• Boardmaker
• Communicate: SymWriter
• News-2-You
Ex of what you get/booklet...
• Symbol World
• Slater Software Website– see"free stuff" tab
Create Symbol-Supported
Calendars & Schedules
• Microsoft Word using free graphics, tables,…
Remember that line drawings may
be advantageous
• Slater Software Free Symbols:
http://www.slatersoftware.com/
(see free stuff tab)
• Clip Art: http://atresources.org/wiki/Visual_Supports
Academic Supports
Flexible Design / Representation - Examples
LitCharts: http://www.litcharts.com/
Provides online and pdf summaries of classic literature with side-by-side
summary and analysis. An iPod app for each story is available for purchase
(.99).
Sparknotes: http://www.sparknotes.com/ Online summaries of classic
literature;
iPod app. available
No Fear Shakespeare: http://nfs.sparknotes.com/ side-by-side translation into
plain English.
WatchKnow: http://www.watchknow.org/
Videos for kids to learn from. Thousands of videos. Organized.
Academic Supports
Flexible Design / Representation - Examples
Read Print: http://www.readprint.com/
A free online book library of classic literature (over 8,000
titles). Reading Mode places the text in a pop-up window that is
easier to read.
Librivox: http://librivox.org/newcatalog/
Audio recordings, access to text files, podcasts and artwork
of public domain literature.
Gutenberg: http://www.gutenberg.org/
Free download of digital text from public domain literature.
Flexbook: http://ck12.org/flexr/
Create custom textbooks online.
cont.
Tools for Writing / Presenting
•
Multimedia & Digital Storytelling
–
MakeBelief Comics: http://www.makebeliefscomix.com/
comic strip development utilizing writing skills
–
ToonDoo: http://www.toondoo.com/ even more features
–
create a video from audio & visual resources
• Animoto: http://animoto.com/
• Flixtime: http://flixtime.com/
–
Voice Thread: group conversations around pictures, documents, videos
http://voicethread.com/ - home
•
Online Art Tools: http://haugen.wikispaces.com/Art+Tools+Online
•
Six Ways for Students to Create Videos: http://www.freetech4teachers.com/2009/11/six-easyways-for-students-to-create.html
Tools For Writing / Presenting
• Flip Video Camera (discontinued brand)
• Cell Phone Video
• YouTube
• Tooble
• TeacherTube
Tools for Math
Create a Graph:
http://nces.ed.gov/nceskids/createagraph/default.aspx
National Library of Virtual Manipulatives: A collection of more than
100 on-line virtual manipulatives and math tools for K-12. This
website offers tools for all areas of Ohio’s Math Content Standards
www.nlvm.usu.edu
WebMath: Shows correct answers and computations for most math
operations http://www.webmath.com/
Tools for Math
cont’d.
>Math Playground: pre-K through 6 math games, activities, etc.
http://www.mathplayground.com/
Learning Today: Online math games Included are number and
operations, measurement and
geometry http://www.learningtoday.com/corporate/maths-games.asp
 Khanacademy by Salman Khan:
Khanacademy on YouTube or website: khanacademy.org
library of videos covers K-12 math, science topics such as biology, chemistry,
and physics, and even reaches into the humanities with playlists on finance and
history. Each video is a digestible chunk, approximately 10 minutes long, and
especially purposed for viewing on the computer.
AT and Adolescent Learners
article
Annotations and study skill features.
– Literacy software with text-to-speech and
study skill features can assist learners to be
active readers.
– Teach readers how to annotate with virtual
post-it notes, bookmarking, highlighting, and
color coding.
Tools for Science & Social Studies
•
Learning Science.org: http://learningscience.org/
Sharing the best science interactives and resources. Search tied to
academic content standards.
•
Windows to the Universe:
http://www.windows.ucar.edu/
Covers Earth and Space sciences and includes documents, images,
movies, and animations presented at three different reading levels.
•
Science Hack: Videos on numerous science topics.
http://sciencehack.com/videos/index
• WatchKnow: Videos on numerous topics, including Social Studies
(1200), Science (2739). http://www.watchknow.org/
•
Google Earth: http://earth.google.com/
•
TimeToast: Create online timelines. http://www.timetoast.com/
UDL Tools for Work: Tools for
Study Skills
Webspiration (Beta), online graphic organizer: Available for purchase at :
http://mywebspiration.com
Awesome Highlighter, highlighting tool for web pages:
www.awesomehighlighter.com
Flashcard Machine: free web application that enables users to create interactive
web-based study flash cards and share them with
others. http://www.flashcardmachine.com/
VocabAhead: over 1000 difficult words explained using Vocabulary Videos and Flash
Cards: http://vocabahead.com/
15 Tools to Help Students Get Organized:
http://www.freetech4teachers.com/2009/12/15-tools-to-help-students-with.html
Tools for Collaboration
• Google Apps – Education
Edition: http://www.google.com/google-d-s/tour1.html
• Zoho Writer: http://www.zoho.com/
• Diigo: http://www.diigo.com/tools
• Skype for video conferencing: http://www.skype.com/
• Wiki's: http://www.wikispaces.com/
• Blog: http://www.blogger.com/home
Tools for This and That
• Word Magnets:
http://www.triptico.co.uk/flashFiles/wordMagnets/WordMagnets.html
• Wordle: http://www.wordle.net/
WordleExamples
• Tagxedo: http://www.tagxedo.com/
• Online Digital Musical Instruments:
http://otot.wikispaces.com/file/view/Online+Digital+Instruments.pdf
• Online Art Tools: http://haugen.wikispaces.com/Art+Tools+Online
• LACMA: Families and Children in American
Art: http://www.lacma.org/programs/familygame/index.aspx
• Visual Recipes: http://visualrecipes.com/
Addressing the whole child
prepares future-ready students
who are competitive for work and
post-secondary education and
prepared for life in the 21st
century.
Exit Ticket
•
Each participant identifies one significant idea from the day
•
The first person begins by sharing one idea that struck them. In less
than three minutes describe why this is important.
•
Each person responds to that idea and what the presenter has said
in less than one minute. (The purpose here is to expand on the
presenters thinking, providing a different look, clarifying the
thinking, or to question the presenter’s assumption about the issue.)
•
After going around the circle once with each person responding, the
initial presenter has the “Final Word” on what they are now thinking
or on what was said.
•
Repeat the process until everyone has had an opportunity to have
the “Final Word”.
Questions?
88
Planning
• Review Resources
• Professional Development Plan
• Coaching Plan
• Debrief
Contact Information
Regional DPI Staff
• Donna Albaugh donna.albaugh@dpi.nc.gov
• Rachel McBroom rachel.mcbroom@dpi.nc.gov
• Heather Stewart heather.stewart@dpi.nc.gov
Thank You!
Digital tools used during the course of this meeting have
been helpful to some educators across the
state. However, due to the rapidly changing digital
environment, NCDPI does not represent nor endorse that
these tools are the exclusive digital tools for the
purposes outlined during the meeting.