Learning Objectives Every Student Ev Succe Su cceeds Act ct - - PDF document

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Learning Objectives Every Student Ev Succe Su cceeds Act ct - - PDF document

Apr 14, 2023 170 likes •262 views

9/24/18 Universal Design for Learning (UDL) Wh What is FDLRS? Overiew EASE Conference 2018 The Florida Diagnostic & Learning Resources System (FDLRS) provides diagnostic, instructional, and technology support services to district

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Naomi Church Naomi.Church@Browardschools.com

http://mrschurch.net

Exceptional Student Learning Support

Universal Design for Learning (UDL) Overiew EASE Conference 2018

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Wh What is FDLRS?

  • The Florida Diagnostic &

Learning Resources System (FDLRS) provides diagnostic, instructional, and technology support services to district exceptional education programs and families of students with

  • disabilities. Service centers

include 19 centers that directly serve school districts in the areas of Child Find, Parent Services, Human Resource Development (HRD), and

  • Technology. www.fdlrs.org

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There is no formula or recipe that works for all learners in all times. There is no set

  • f lesson plans or units that can engage the

range of learning styles, approaches, and intelligences that are likely to gather in one classroom.

Wi William Ayres To To Te Teach, Th The Journey of a Te Teacher

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Take Off (Yes – Stand Up) Touch Down (No – Sit Down)

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Learning Objectives

  • Know how Universal Design for Learning

(UDL) is different from Differentiated Instruction (DI).

  • Understand the 3 principles of Universal

Design for Learning (UDL)

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Ev Every Student Su Succe cceeds Act ct

“UDL is referenced numerous times throughout the ESSA bill, and states are encouraged to design assessments using UDL principles, to award grants to local education agencies who use UDL, and to adopt technology that aligns with UDL.”

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One size doesn’t fit all. Just providing

  • ptions is not enough.

Universal solutions are needed.

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Su Survey Sa Says…

  • 59% either haven’t heard of or haven’t

implemented Universal Design for Learning.

  • 20% either haven’t heard of or haven’t

implemented Differentiated Instruction.

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The Dinner Party Analogy

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Differentiated Instruction (DI) Universal Design for Learning (UDL)

A proactive approach that responds to specific student assessment information regarding students’ readiness, interests and learning preferences. Goal: Provide a responsive and

  • ptimal learning environment to

maximize achievement for all learners. A proactive approach that designs flexible goals, methods, materials, and assessments by anticipating the full range of learner needs from the outset. Goal: Eliminate unnecessary barriers to learning in order to increase student achievement. A compilation of educational theories and practices related to effective teaching and student achievement. Inspired by the universal design concept of architecture and product development and based

  • n educational research

regarding learners varied response to instruction.

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UD UDL Defined

  • The term UNIVERSAL DESIGN FOR LEARNING means a

scientifically valid framework for guiding educational practice that: (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

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Affective Networks Engagement: Provides options that tap into learners’ interests and provides appropriate challenge. Recognition Networks Representation: Provides options for acquiring and comprehending information. Strategic Networks Expression: Provides options to demonstrate learning.

http://www.cast.org/udl

Universal Design for Learning

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Developing as a Field

Accessibility Understanding Expert Thinking

Learner Variability

Proactive, Iterative Design

UD UDL is a Standards-Ba Based d Cur Curricul ulum um Design

  • https://youtu.be/IMNQDFgC6ns

WH WHAT

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Re Recognition – Pr Presentation

  • Textbooks are unimodal in their presentation.
  • Students with LD, VI, language related problems, or

reading problems struggle to recognize and interpret print.

  • Students struggle to organize information

presented.

  • Students struggle to recognize

relevant information presented.

Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu Naomi Church - EASE Conference 2018 27

Th The e “What” of Lea earning Re Representation

  • Read fables, folktales and myths.
  • Watch videos (Discovery Education,

YouTube)

  • Read articles or blogs about fables, folktales

and myths

  • View cartoons or infographics

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HO HOW

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St Strategic c – Ac Action

  • n & Exp

xpressi ssion

  • n
  • Students lack strategies to organize, plan, and

apply information they receive.

  • Students cannot physically complete tasks with

the expediency necessary to keep up.

Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu Naomi Church - EASE Conference 2018 30

Th The e “How” of Lea earning g Ex Expr pression

STANDARD CODE STANDARD MAFS.3.OA.2.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

  • Song
  • Teach a lesson
  • Poster
  • Powerpoint
  • Blog post
  • Video
  • Make a game

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  • Sentence frames
  • graphic organizers
  • collaborative work
  • Exemplars
  • audio record their learning

(since students master speaking before writing)

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WH WHY

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Af Affective – Com Commitment an and Engag agement

  • Work appears irrelevant or unrelated to

life experiences or purposes.

  • Work requires more effort than feels

reasonable

  • Subsequent failures have occurred.

Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu Naomi Church - EASE Conference 2018 34

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Wh Why does Engage gement Matter?

  • Students demonstrate greater difficulty

comprehending material that is unrelated to their personal life experiences (Bottge & Hasselbring, 1993).

  • Context that is not understood cannot easily be

transformed to meaningful numerical sentences; appropriate operations and procedures are less likely to be selected (Davis-Dorsey, Ross, & Morrison, 1991).

  • Students are less likely to persevere on problems

that are irrelevant or uninteresting (Murphy & Ross, 1990).

Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu Naomi Church - EASE Conference 2018 35

Th The e “Why” of Lea earning Eng Engagement

  • Superman is better than Batman
  • School Uniforms
  • Math is more important than Science
  • The best animal is ______________.

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Th The “Why” of Lear arning En Engag agement

STANDARD CODE STANDARD MAFS.2.OA.3.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

  • Animals
  • Princesses
  • Gymnastics
  • Sports

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2 2 Key y Takeaways

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Clear Goals, Flexible Means

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UDL is effective by intentional design, not happenstance or luck.

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WH WHY Implement UDL

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ht http://udlguidelines.cast.org/

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Wa Want to know more?

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http://katienovakudl.com/

http://www.udlcenter.org/ The Myth of Average: Todd Rose at TEDxSonomaCounty https://youtu.be/4eBmyttcfU4

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