Universal Design for Learning
Connections for Implementation
• What is UDL and the role it plays with
Differentiated Instruction in today's classroom?
• What role can UDL play in the context of a KSI
intervention model?
• Where is UDL most prominent-Tiers 1 and 2.
• What shows the most promise instructionally
and pragmatically?
• What does research say?
• What needs to be done to move forward with
implementation of KSI in a UDL and DI context?
Universal Design for Learning
Connections for Implementation
What is UDL?
• By definition, Universal Design for Learning (UDL) is the
design of instructional materials and methods that makes
learning goals achievable by individuals with wide
differences in their abilities. Universal design is attained
by means of flexible curricular materials and activities
that provide alternatives for students. As much as
possible, these "designed-in" alternatives, which include
different assistive technologies and cognitive supports,
do not have to be added by teachers. However, effective
use of the materials requires that the teacher be familiar
with the various teaching strategies necessary to reach
students of widely varying abilities.
Center for Applied Special Technology
A universally-designed curriculum
offers the following:
• Multiple means of representation to give
learners various ways of acquiring information
and knowledge
• Multiple means of action and expression to
provide learners alternatives for demonstrating
what they know, and
• Multiple means of engagement to tap into
learners' interests, challenge them appropriately,
and motivate them to learn
• www.cast.org
The Teacher’s Role in a
Differentiated Classroom
“Teachers who differentiate
instruction focus on their role as
coach or mentor, give students as
much responsibility for learning as
they can handle and teach them to
handle a little more.”
Carol Ann Tomlinson
Universal Design in Architecture
Oslo Opera House
Implications for curriculum design?
Universal Design Principles
Seven Principles from
The Center for Universal Design at UNC
• •One: Equitable Use
• •Two: Flexibility in Use
• •Three: Simple and Intuitive
• •Four: Perceptible Information
• •Five: Tolerance for Error
• •Six: Low Physical Effort
• •Seven: Size and Space for Approach
and Use
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Automatic Doors
http://ncsudesign.org/content
Implications for Meaningful 21st
Century Instruction
Traditional Curriculum Struggles to
Meet Student Needs
Instructional Challenges Regularly Faced by Students
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Reading for content knowledge in
textbooks
Deficits in phonemic awareness,
fluency, or comprehension
Limited or no background knowledge
Not reading at grade level
Poor or limited vocabulary
Few life experiences to connect with
content
Computing simple to complex math
equations
Visualization of the problem
Comprehending the problem
Operational knowledge
Organizing & Analyzing the data
Using correct operation
Calculating for results
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UDL Equivalent
Flexible Display
….The summer evenings were long.
It was not dark, yet. Presently Tom
checked his whistle. A stranger was
before him -- Tom Sawyer
….The summer
evenings were long. It
was not dark,… Tom Sawyer
Example of Scaffolded Digital
Curriculum
http://www.windows.ucar.edu/
How Culture & Education are
Blending Together
Universal Design & Technology Play a Role in Education
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TV & Music
Life Experiences
Personal Goals
Values & Character
Personal Lifestyle
Jobs/Careers
Games & Interests
Family & Friends
250$
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Learning Style
Abilities & Interests
Team/Individual Work
Technology Preference
School Workstyle
Engaging Curriculum
Real World Experiences
Multimedia
Personalized Instruction
The Instructional Application of UDL
for Personalized Learning
Content
Technology
Content
Technology.
Process
Product= Personalized
Product
•Diagram
•Map
•illustration
•graph
•cartoon
•video
•model
•music
•commercial
•rhythm
•speech
•Performance
•Essay
•Online quiz
Personalized Learning
Process
•Use various content entry points
•Traditional
Teacher Driven
•Using choice boards for work
•Digital
•Classroom Response assignments
System
•Break assignments into manageable
•Digital Rights
chunks
management •Digital Smartboards &
•Using flexible pacing to allow for
content software
•Portable
differences in students’ ability
•Digital video/audio
•Use different tools to perform the
•Scaffoldedsame task
Tiered
Student Driven
•Encourage independent study on
•Audio/video •Digital/audio books topics of interest
•On-going assessment of student
•Ongoing
•Online textbooks
readiness
Assessment
•Online assessment •Graduated task- and product-rubrics
•Use assessment as a teaching tool to
extend versus merely measure
instruction.
•Provide a balance between teacherassigned and student-selected tasks
Learning
Instruction In a UDL/Differentiated
Classroom
Not Differentiated
Fully Differentiated
Reactive
Fixed
Closed
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Proactive
Fluid
Open
– Ongoing Assessment & Diagnosis
– Use of Technology-----------– Independent Study/Work
– Adjusting of Questions
– Use of the Internet
– Flexible Grouping
– Tiered Activities
– Anchor Activities
– Learning Contracts
– Curriculum Compacting
– Differentiated Centers/Groups
– Learning Centers/Learning Orbits
– Graduated Tasks, Products, and Rubrics
Use of Multiple Texts and Supplementary Materials
MONTGOMERY COUNTY PUBLIC SCHOOLS.
Instructional and Management Practices
UDL & Teaching Today
Curriculum Materials
• Digitally enhanced instruction-now
– Smartboards & preloaded software
– Intervention programs supported with interactive digital software
focusing on core content (Read180, Thinking Reader)
– Digital video, animation, graphics
– Differentiated instruction (Content, Process, product)
– Online/Classroom Response System (CRS) for immediate feedback
and assessment of class
• Digitally enhanced personal learning-now/coming soon
– Interactive Digital books/reading devices
– Interactive dialogue online c peers/teachers (blogs and wikis)
• How to move forward
– Planning for future that incorporates instructional approaches such
as UDL, technology, and digital content
– Teacher & student training
– Technology support by dedicated technology coaches (not IT techs)
Classroom Response System
Multiple Means of Expressing Content knowledge
Highly Visual
Interactive
Instant Feedback
Interactive Templates
PowerPoint Compatible
Automatic Scoring
Digital Smartboards
Multiple Means of Representing Digital Content
• GeometryMeasuring
Angles
Smartboard Screens
• Spelling
using Spin
& Spell
Read180 by Scholastic
Thinking Reader by Scholastic
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Product Features:
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Research-based and validated
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The only software program to
include the unabridged text of
award-winning core literature
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Provides instruction on 7 reading
comprehension strategies:
summarizing, questioning,
clarifying, predicting, visualizing,
feeling, and reflecting
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5 levels of embedded reading
comprehension support for
differentiated instruction
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Quizzes within the literature test
recall, inference, and vocabulary
skills
Titles: A Wrinkle in Time, Bridge to Terabithia
Bud, not Buddy, Dragonwings Esperanza
Rising, The Giver, My Brother Sam is Dead,
Roll of Thunder-Hear My Cry, Tuck
Everlasting
Research on Differentiated
Instruction
• Beecher & Sweeny, 2008.
Closing the Achievement
Gap With Curriculum
Enrichment and
Differentiation: One School’s
Story. Journal of Advanced
Academics, Vol. 19, 3.
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Key Findings
Low performing Elem. School
Moved from Remedial Model to
Enrichment & Differentiated
Instruction Apporach
Results-Lowered achievement gap
b/t rich & poor students and ethnic
groups
Main Components Examined
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Analysis of school strengths &
weeknesses of curriculum &
instruction
New strategic plan, school mission,
specific learning objectives, action
plans
Teacher training, lesson modeling,
coaching, planning time.
School Improvement Planning Team
monitors and reports results.
Beecher & Sweeny, 2008.
Beecher & Sweeny, 2008.
Beecher & Sweeny, 2008.
Universal Design for Learning
Connections for Implementation
UDL
Multi-Means
Recognition
Expression
Engagement
School&
Student
Data Analysis
DI
Content
Process
Product
Tier One School
Planning
Teacher
Engagement
& Training
Instructional
Planning
Design/Align
Student
Interest
Profiles
KSI Linkages to UDL
UDL Implications for KSI/RTI
• Tier One
– Content, Process, Product,
Technology=Personalized
Learning
– CRS (Clickers)=Better data
collection/engagement
– Digital Smartboards & Content
Software
– Digital Video/Audio
• Tier Two
– Reading/Math Intervention with
technology (Read 180, Voyager
Math)
– Computerized Tutoring Programs
• Tier Three
– More time intensive interventions