UDL: Sharing Ideas, Building Resources, Part Two

Brain Research/Three Principles:

Recognition networks – the “what” of learning

Strategic networks – the “how” of learning

Affective networks – the “why” of learning

(retrieved from www.cast.org)

Learning Differences:

“Brain functioning depends on what is being learned and the learners current level of expertise with the topic (Laureate, 2010).”
Different parts of the brain are activated by how the learner reacts to things and by which teaching method is being used, such as kinesthetic type lessons.

UDL supports cultural, ethnic, linguistic, and academic diversity.  UDL reduces barriers for learning, provides tools that are flexible and diverse, and engages/challenges all types of learners.  There are technology tools to address brain research through UDL.

CAST Online Tools:

1.       Lesson Builder – provides educators with models and tools to create and adapt lesson plans for a more centered UDL environment

http://lessonbuilder.cast.org/

2.      Class Profile Maker – allows educators to easily get to know their students and find out which brain networks their students use.

http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

3.      Strategy Tutor – provides a resource for students to get help with reading, researching the Web, taking notes, etc.

http://cst.cast.org/cst/auth-login

References:

Center for Applied Special Technologies, CAST, retrieved from http://www.cast.org/

Laureate Education, Inc. (Producer). (2012a). Program number 5: Universal Design for Learning [Video webcast]. In Reaching and Engaging All Learners Through Technology.

UDL: Sharing Ideas, Building Resources, Part One

 “Educating students with disabilities is a collective responsibility.” (Laureate Education, Inc., 2010)

Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunity to learn.  (www.cast.org)

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.  (www.cast.org)

Examples of UDL in physical environment:

·         Ramps for wheel chairs

·         Doors that automatically open from pushing a button

Both of these examples might be seen in various businesses, schools or even in homes.

Three Principles of UDL:

1.       Multiple means or representation, to give diverse learners options for acquiring information and knowledge.

2.      Multiple means of action and expression, to provide learners options for demonstrating what they know.

3.      Multiple means of engagement, to tap into learners’ interests, offer appropriate challenges, and increase motivation

(retrieved from www.cast.org)

Universal Design for Learning-
Builds maximum flexibility into the curriculum, provides every student with the maximum opportunity to learn, provides alternatives so that every student can learn, and builds flexibility into curricular materials  (Laureate Education, Inc., 2010)

Role of Technology:
Technology allows students to have access to learning and learning environments, to materials for learning, and to be able to have the same experience as other students.

Examples of Technology:
Calculators, speech devices, enlarged monitors and/or keyboards, laptap computers

Impact of UDL in my School Environment:
Through the use of UDL, all students can learn and can have the same learning experiences.  UDL offers a “barrier free” learning environment to ensure success for all.  UDL offers a positive learning environment with the options being endless.  Students are able to collaborate with others to learn as well.

References:

Center for Applied Special Technologies, CAST, retrieved from http://www.cast.org/

Laureate Education, Inc. (Producer). (2012a). Program number 5: Universal Design for Learning [Video webcast]. In Reaching and Engaging All Learners Through Technology.