Universal Design for Learning (UDL): Increasing Student Engagement, Motivation, and Agency

A brief history of the development of UDL, description of what UDL, the UDL framework, and examples of application.

Transcript

1. UNIVERSAL DESIGN FOR LEARNING
   Increasing student engagement,
   motivation, and agency.
   Lawrence University | November 28, 2018
   

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2. UDL: What is it?
   

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3. UDL: What is it?
   History:
   Architecture
   

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4. https://pixabay.com/en/bumpy-curb-sidewalk-street-padding-381747/
   

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5. UDL: What is it?
   History:
   CAST
   

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6. of ea m
   g
   mv \ e g er · c :s a categor"
   e see ear n d re ac
   l. I derir trr
   onlls r n ;E
   U
   J h rs s e ar ...
   ta&I s.
   e w at
   le ers.
   g To
   .S.trate; ic NI etwo ks
   TEle no, .. of' leami g
   Pl nning -a (1 erfor ing tasl s.
   or arf ze, a ress our ideas_ riti g an
   essa r s i g a au, rob e 1 a re
   strategic as i.S.
   IPrese t i rnn a ion am co ternt fn o
   r erent □r· ere.rntia e the · s hat turn rnts earn
   ffecti e Ne
   Tri e lw ',/r of ea
   ~
   ear ers ge e gaged and .::·
   . Ho ttley ar challen e.d,
   r interes e _ These are a ecr e
   ·ns
   Sti ulate rm e s a
   learning
   

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7. MYTH OF THE AVERAGE
   Learner Variability
   UDL: What is it?
   

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8. https://pixabay.com/en/question-mark-important-sign-1872665/
   

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9. Learner Variability
   

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10. View Slide

11. http://udlguidelines.cast.org/
    Provide options for
    Recruiting l'nterest i'I
    • Optlrr,i!!, ll'd,ftlllill tl'IOICe r,d atfflWlf'l!l/ il'-1i
    • Opel~ relel/ll'lte. V.tltoe. -,d llilltlffllld~ f.':J
    • Milliffilm ~ al'(I dst~Jons tUl
    Provide options for
    Sustaining Effort & Persistence •
    • 1-t~n sallen(:e of f.)als and 1J
    • VVJ &,mar.I!; lll'ld t~lft• Fostet tolllll011111Dn 41ftd COl'lW\dl;)' ii.JI
    • fttHfl!. ll'IIS!el"j-Ollilflled lffdbai:ll~
    Provide options for
    Self Regulation Lil
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    • Dil!WllOJl ~--meMand r~eal'Qn bi'.31
    Expert learners who are. ..
    Purposeful & Motivated
    Provide multiple means of
    Representation
    Provide options for
    Perception
    • QIJ,!, Wiy) Oftmt«Jilling 1M' dlSJllayar llll'Oll'1'8tlont1.1i
    • Offer aJ
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    • Prol'!'IOUJ und"'rstancringa~oss llng,11.ag~1141
    • lllb!lrffl! r!Y,llllgh Milliil~rnt!d IUl
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    Compre:hensian m
    , kff\111 Otl' ,-!pply bilcl, Hf!Nlfhlpatttr~tN!Clilf!,aw/es, Mf!ideli~
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    Resourceful & Knowledgeable
    Provide options ror
    Physical Action 1
    • V.ry t:1'e ,nerl:ll)m r« fl!!SJIOMI!! • n~Jon i,1.1J
    • OJMJl'lte «us$ (0 U>Ols arut,assl~ 11!!:h~
    Provide options for
    Express· on Ii: Communication !!I
    • UemU
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    • U!e ntUlt]plt U!QI!: ror CGll!lln!icl'.ll>n MIii tQll'l'ip'.ISl!lM [!..2)
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    pr ~ ll!ld pl!i'IOITMJ\Uell.,')
    Provide options for
    Executive Functions i.111
    • GUIM ~ ! e ~J
    n,1
    &11
    • 5l#Q1t plll'ltllrtl!•l'Jd~li!'dl!\itlOplNffte.tj
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    .. ~ G11padty r« monitCMg proyess ~
    Strategic & Goal-Directed
    

    View Slide

12. http://udlguidelines.cast.org/
    Provide options for
    Recruiting l'nterest i'I
    • Optlrr,i!!, ll'd,ftlllill tl'IOICe r,d atfflWlf'l!l/ il'-1i
    • Opel~ relel/ll'lte. V.tltoe. -,d llilltlffllld~ f.':J
    • Milliffilm ~ al'(I dst~Jons tUl
    Provide options for
    Sustaining Effort & Persistence •
    • 1-t~n sallen(:e of f.)als and 1J
    • VVJ &,mar.I!; lll'ld t~lft• Fostet tolllll011111Dn 41ftd COl'lW\dl;)' ii.JI
    • fttHfl!. ll'IIS!el"j-Ollilflled lffdbai:ll~
    Provide options for
    Self Regulation Lil
    , ProiYIIIIU! e11p-rons 1nd bell~ 11'111.!
    oplin,Jz-, fflMMflt.tlillnlt-11
    , l'.ICILffl, Jlml)Mllt!)Jll1'11Sk1ll!ia, Slflll"~JUI
    • Dil!WllOJl ~--meMand r~eal'Qn bi'.31
    Expert learners who are. ..
    Purposeful & Motivated
    Provide multiple means of
    Representation
    Provide options for
    Perception
    • QIJ,!, Wiy) Oftmt«Jilling 1M' dlSJllayar llll'Oll'1'8tlont1.1i
    • Offer aJ
    ~ s rr.r al.ldim,y lilrloJ'l'!VllCWI 11!.1)
    • ~ .8llProvide opt'ions for
    Language & symbols ~
    • O.trify'rlllQltallary 11ttUyml!ols Q.11
    • 0.alll\l!.)'IIUUlid 11:r..mJJ'f! a.ii
    • SIJ'l'P)rt dl!(Q~ll'II 0r1,i,llf. m.tlhell'IMli notallon..
    -~b(o~
    • Prol'!'IOUJ und"'rstancringa~oss llng,11.ag~1141
    • lllb!lrffl! r!Y,llllgh Milliil~rnt!d IUl
    Provide optjions for
    Compre:hensian m
    , kff\111 Otl' ,-!pply bilcl, Hf!Nlfhlpatttr~tN!Clilf!,aw/es, Mf!ideli~
    -at,11 r~IIIIIQn•hii;,t:'t!llJ
    • GUide' inf~ p~ mg !fiil'EI \lf~uan,adon li!II
    • MIK
    IM21!! ll'llnsff!f 11111!1 ~ nerallutlOII tu}
    Resourceful & Knowledgeable
    Provide options ror
    Physical Action 1
    • V.ry t:1'e ,nerl:ll)m r« fl!!SJIOMI!! • n~Jon i,1.1J
    • OJMJl'lte «us$ (0 U>Ols arut,assl~ 11!!:h~
    Provide options for
    Express· on Ii: Communication !!I
    • UemU
    l
    • U!e ntUlt]plt U!QI!: ror CGll!lln!icl'.ll>n MIii tQll'l'ip'.ISl!lM [!..2)
    • Bl..llld flufftf IMilll ~ e11 ilflls orsuppor, r«
    pr ~ ll!ld pl!i'IOITMJ\Uell.,')
    Provide options for
    Executive Functions i.111
    • GUIM ~ ! e ~J
    n,1
    &11
    • 5l#Q1t plll'ltllrtl!•l'Jd~li!'dl!\itlOplNffte.tj
    • ~1'1\8 i!,!il)SJl'IIOl'Jfl'ffllollllndll!!!SOUl'Cd~
    .. ~ G11padty r« monitCMg proyess ~
    Strategic & Goal-Directed
    

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13. https://pixabay.com/en/group-team-feedback-confirming-1825510/
    ACTIVITY
    

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14. https://pixabay.com/en/megaphone-loudspeaker-speech-talk-155780/
    

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15. Thank you!
    

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16. References
    • https://en.wikipedia.org/wiki/Universal_design#cite_note-2
    • http://guides.lib.lawrence.edu/udl/home
    • http://udlguidelines.cast.org/
    Books
    • Design and Deliver: Planning and teaching Using Universal Design for Learning – Loui Lord Nelson, PhD.
    • Universal Design for Learning in the Classroom: Practical Applications (What Works for Special-Needs Learners) 1st
    Edition – Tracey E. Hall, Anne Meyers, David H. Rose
    • Universal Design in Higher Education: From Principles to Practice 2nd Edition – Sheryl E. Burgstahler, Michael k. Young
    • Universal Design for Learning: Theory and Practice – Anne Meyer, David H. Rose, David Gordon On the Web
    

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