Universal Design for Learning (UDL)�
Presentation by Damian Gordan
UDL
The Center for Applied Special Technology (CAST) in Boston created UDL. Two of its members, Anne Meyer and David Rose, developed the principles of UDL in the late 1990s as a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
UDL
What is a “system view”?
The system has outputs…
UDL
What is a “system view”?
And has a number of interacting process. That convert inputs to outputs
UDL
How does this work for a person?
Exactly the same way…
UDL
How does this work for a person?
Exactly the same way…
UDL
How does this work for a person?
Exactly the same way…
UDL
How does this work for a person?
Exactly the same way…
UDL
How does this work for a person?
Exactly the same way…
UDL
How does this work for a person?
Exactly the same way…
UDL
How does this work for a person?
Exactly the same way…
UDL
How does this work for a person?
Exactly the same way…
UDL
The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment.
UDL
These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
UDL
The full guidelines are here:
UDL
The
“WHAT”
UDL��MULTIPLE MEANS OF REPRESENTATION
Provide options for perception
Provide options for language, mathematical expressions, and symbols
Provide options for comprehension
Guideline 1
Guideline 2
Guideline 3
UDL
The
“WHY”
UDL��MULTIPLE MEANS OF ENGAGEMENT
Provide options for recruiting interest
Provide options for sustaining effort and persistence
Provide options for self-regulation
Guideline 7
Guideline 8
Guideline 9
UDL
The
“HOW”
UDL��MULTIPLE MEANS OF ENGAGEMENT
Provide options for recruiting interest
Provide options for expression and communication
Provide options for executive functions
Guideline 4
Guideline 5
Guideline 6
UDL��MULTIPLE MEANS OF REPRESENTATION
Provide options for perception
Guideline 1
Checkpoint 1.1 – Offer ways of customizing the display of information
Checkpoint 1.2 - Offer alternatives for auditory information
Checkpoint 1.3 - Offer alternatives for visual information
UDL��MULTIPLE MEANS OF REPRESENTATION
Guideline 1
e.g. change the font size, type, and colour. Also change the background
e.g. change the speed of a video or an audio file
e.g. create captions, and allow text-to-speech. Consider tactile interfaces
e.g. follow accessibility standards (DAISY, NIMAS, etc.)
UDL��MULTIPLE MEANS OF REPRESENTATION
Provide options for language, mathematical expressions, and symbols
Guideline 2
Checkpoint 2.1 - Clarify vocabulary and symbols
Checkpoint 2.2 - Clarify syntax and structure
Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols
Checkpoint 2.4 - Promote understanding across languages
Checkpoint 2.5 - Illustrate through multiple media
UDL��MULTIPLE MEANS OF REPRESENTATION
Guideline 1
e.g. link topics to student’s previous knowledge and cross-curricular topics
e.g. to emphasize critical content, use multiple examples, and non-examples
e.g. create captions, and allow text-to-speech. Consider tactile interfaces
e.g. provide a visual organiser to show topic sequence, but give students choice of “entry-point”
UDL��MULTIPLE MEANS OF ENGAGEMENT
Provide options for recruiting interest
Guideline 7
Checkpoint 7.1 - Optimize individual choice and autonomy
Checkpoint 7.2 - Optimize relevance, value, and authenticity
Checkpoint 7.3 - Minimize threats and distractions
UDL��MULTIPLE MEANS OF ENGAGEMENT
Guideline 1
e.g. provide students with choice in terms of challenge, rewards, timing of sub-tasks.
e.g. create activities that are personalized, relevant (culturally and socially), and ability appropriate.
e.g. create activities that foster problem solving, and encourage the use of imagination.
e.g. create a supportive and accepting classroom environment.
UDL��MULTIPLE MEANS OF ENGAGEMENT
Provide options for sustaining effort and persistence
Guideline 8
Checkpoint 8.1 - Heighten salience of goals and objectives
Checkpoint 8.2 - Vary demands and resources to optimize challenge
Checkpoint 8.3 - Foster collaboration and community
Checkpoint 8.4 - Increase mastery-oriented feedback
UDL��MULTIPLE MEANS OF ENGAGEMENT
Guideline 1
e.g. encourage students to define and focus on goals; and explore what excellence means.
e.g. focus less on external evaluation, and focus on effort and improvement in meeting standards.
e.g. use peer-review and peer-tutoring. Create rubrics and guides for groupwork.
e.g. provide feedback that is frequent, timely, and relevant. Also that emphasises effort and improvement.
UDL��MULTIPLE MEANS OF ENGAGEMENT
Provide options for sustaining effort and persistence
Guideline 9
Checkpoint 9.1 - Promote expectations and beliefs that optimize motivation
Checkpoint 9.2 - Facilitate personal coping skills and strategies
Checkpoint 9.3 - Develop self-assessment and reflection
UDL��MULTIPLE MEANS OF ENGAGEMENT
Guideline 1
e.g. create guides and checksheets to reduce frustration, and to keep on-task in spite of distractions.
e.g. use real life examples or simulations to demonstrate coping skills.
e.g. assist students in overcoming specific topics that they have phobias about.
e.g. assist the students in identifying their personal goals, and their own strengths and weaknesses.
UDL��MULTIPLE MEANS OF EXPRESSION
Provide options for physical action
Guideline 4
Checkpoint 4.1 - Vary the methods for response and navigation
Checkpoint 4.2 - Optimize access to tools and assistive technologies
UDL��MULTIPLE MEANS OF ENGAGEMENT
Guideline 1
e.g. provide alternative ways of accessing content, in terms of rate, timing, and motor action.
e.g. provide alternative keystrokes for mouse actions, and access to alternative keyboards
e.g. only use software that works with a range of assistive technologies.
e.g. explore the use of switch and scanning access for your content.
UDL��MULTIPLE MEANS OF EXPRESSION
Provide options for expression and communication
Guideline 5
Checkpoint 5.1 - Use multiple media for communication
Checkpoint 5.2 - Use multiple tools for construction and composition
Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance
UDL��MULTIPLE MEANS OF ENGAGEMENT
Guideline 1
e.g. consider using text, speech, drawing, film, music, dance, visual art, sculpture.
e.g. use social media, interactive web tools, simulations, chats, animations.
e.g. provide sample sentences, and sentence starters. Use concept mapping tools.
e.g. provide multiple model solutions to real problems, and differentiated feedback.
UDL��MULTIPLE MEANS OF EXPRESSION
Provide options for executive functions
Guideline 6
Checkpoint 6.1 - Guide appropriate goal-setting
Checkpoint 6.2 - Support planning and strategy development
Checkpoint 6.3 - Facilitate managing information and resources
Checkpoint 6.4 - Enhance capacity for monitoring progress
UDL��MULTIPLE MEANS OF ENGAGEMENT
Guideline 1
e.g. create guides and checksheets to identify milestones, and to help estimate effort.
e.g. create guides and checksheets to embed points to reflect at, and point to show your work.
e.g. create guides and checksheets for notetaking, and categorizing.
e.g. create guides and checksheets for self-assessment, and sample rubrics.
Thanks!
Blended Learning Train-the-Trainer - BLITT
2021-1-SI01-KA220-AD-000037772
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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