Universal Design for Learning

Or How I Survived the Grand Canyon

An Interactive Notebook
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How does this cartoon represent the big idea of UDL?

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What is Universal Design for Learning? Universal Design for Learning (UDL) is a framework for proactively reducing barriers in order to accelerate a learners access to content. Much like the architectural concept of Universal Design which encourages, for instance, that ramps be available instead of just stairs, UDL advocates for multiple academic routes for every learner. UDL supports learners by: Providing flexibility in the ways that information is presented Allowing students multiple ways to respond or demonstrate content Ensuring that students are motivated through multiple means of engagement. By designing learning environments that recognize the challenge of individual differences, the learning environment becomes better for everyone.

What is the big idea of UDL?

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Are there non-negotiables or universal expectations for UDL? Use the UDL Feedback for Classroom Instruction form to highlight the most crucial elements in an UDL classroom. Be prepared to justify your choices.

Universal Design for Learning (UDL) Feedback for Classroom Instruction A Route for Every Learner
(This is a tool to look for UDL trends that are observed in a class. It is not meant to suggest that all of these should or could be observed in the same lesson).

Flexibility in Teacher Presentations: Teacher presents information using multiple methods.

1. Teacher utilizes curriculum materials using multiple media (e.g. text at various reading levels, text in digital files, flipcharts, Power Points, online resources, audio, video, pictures, charts) 2. Teacher provides options for comprehension in multiple ways (e.g. concept maps, demonstration, pictures, oral/visual, charts, manipulatives, think-alouds, guided notes, highlight patterns). 3. Teacher clarifies vocabulary, symbols, syntax and /or structure.

Flexibility in Student Response and Expression of Knowledge: Students are provided choices in how to acquire and demonstrate content.
1. Student choice allows them to show what they know to support and challenge diverse ways of learning (e.g. verbal, written, drawing, physical demonstration, technology). 2. Student choice for types of tools they can use (e.g. paper/pencil, computer, Promethean Board, calculator) to generate products that demonstrate their skill. 3. Student choice in methods to learn information (e.g. small groups/stations/centers, technology, reading at varied levels).

Flexibility in Student Engagement and Ways to Optimize Motivation

1. Offer individual choice to meet learning differences. 2. Foster collaboration and communication between teacher and between students. 3. Create a growth mindset in expectations of students (e.g. encourage perseverance and effort as a means to success). 4. Make content information relevant to their personal lives. 5. Provide adjustable levels of challenge. 6. Encourage student ownership of learning.

Is Anyone Left Out of Learning? 4

My choices for the must see activities/strategies in a UDL classroom:

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Tools for UDL

Reading & Note-taking: Organizers /Templates Highlighters, colored pens & pencils, different sizes of post-it notes Index and flash cards Provide guided notes to accompany lectures Technology Infused Ideas o Kidspiration/Inspiration helps with writing projects, teaching organizational skills; visual learning o Kurzweil to read text aloud and allow students to organize and comprehend o Livescribe Pencasts/Screencasts/Audacity Recordings review classroom materials at a later time or with parents and to play back information slowly o Quizlet Create digital flashcards that can be practiced online or on mobile devices at home o ActivInspire to display content and annotate. Notes can be saved, printed, and viewed later. Visuals (Complement Text/Lecture): Maps/Globes Models Charts Diagrams Photos/Drawings Technology Infused Ideas o Google Earth Search and find locations on the globe, see landform changes over time. Search the constellations, moon, and mars. o Discovery Education - Provide images, videos, and audio. o Multimedia Applications - Teacher created or student made Pixie 3, Photostory, Animoto, and Prezi Kinesthetic Movement Opportunities: Physical Demonstrations Technology Infused Ideas o GPS Encourage student movement through geocaching activities and games (borrowed from TRT) Organizational Skills: Put assignments and due dates on board each day Give handouts with holes punched and show how to put in binders Create activities to help with time management and planning procedural checklists, learner diaries, goalsetting worksheets Break directions into smaller steps Different colored paper Calendars/Agendas Technology Infused Ideas o Homework Reminders Remind 101, Edmodo, Google Calendar in Teacher Pages, Teacher web sites o Organization Edmodo Library, Google Docs, Dropbox

Memorization: Mnemonics learning technique that aids information retention. Flashcards Creating pictures Technology Infused Ideas o Quizlet Create digital flashcards that can be practiced online or on mobile devices at home o Pixie 3, PhotoStory, Animoto - Create animated visuals of key concepts o Discovery Education Use songs and audio for elementary students to help remember ideas Teaching Intervals Allow students time to create sense and meaning of new information Technology Infused Ideas o Edmodo - Post handouts and/or resources for students and allow time to respond asynchronously via Edmodo for greater think time. Multiple Options for Expressions and Communication - avoid using write if writing is not being assessed Create/Generate/Compose Technology Infused Ideas - using software/web applications such as Pixie 3, Photostory, Animoto, and Prezi

Technology Tools For Which My School Would Like Additional Professional Development
Contact your schools TRT if desired

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Resources: Check out the FCPS UDL website: http://www.fcps.org/Page/661 For more ideas, go to http://bit.ly/fcps-udl-tech 7

Whats so great about UDL? Cmon. Were already doing itOr are we?

UDL for Dinner

Imagine that you are preparing dinner for a large gathering of friends and family. You decide to serve a one-dish entre to everyone. Once your guests arrive, though, some of them are not pleased with the dinner you have prepared: the children think it looks weird; someone else has a food allergy to one of the ingredients; and the vegetarians are dismayed by all the meat in the dish. You want to please everyone and give them what they want, so you hurriedly prepare some macaroni and cheese for the children, a salad for the vegetarians and something dairy-free for your allergic uncle. Things are a little hectic at your dinner party and no one is really happy with how it turns out (especially you). Now imagine the same scenario, only this time you have taken into account the differences among your guests eating habits ahead of time. You have solicited input from all of your guests long before the dinner and prepared a range of dishes that is likely to please everyone. They all find something that they like at your table, no one feels left out and no one feels fussed over because you had to leave the party and make a special plate for them. You have designed the meal so that it will be a good fit for everyone.

How is UDL different from what we already do? How is it similar?

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Three Non-Negotiables for UDL:

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