Inclusion - Universal Design for Learning

Question 1

why is UDL important

Answer 1

• clearing a path for people with special needs, clears a path for everyone

Question 2

UDL is:

Answer 2

• designs curricular materials & activities that have the flexibility to match learner strengths & needs so they can reach their learning goals

Question 3

UDL helps..

curriculum level or student level

Answer 3

to break down barriers BEFORE students even enter your class

Question 4

Brain networks

Answer 4

• RECOGNITION NETWORK: items i recognized;
• STRATEGIC NETWORK: how old are the people; historical/geographical location; feelings/emotions of people in picture;
• AFFECTIVE NETWORK: your feelings towards the picture

Question 5

what are the UDL principles

Answer 5

• Representation
• Action & expression
• Engagement

Question 6

The components of UDL

academic needs

Answer 6

• goals
• materials
• methods
• assessment

Question 7

UDL guidelines

Answer 7

• mastery of learning process

- eliminating unnecessary barriers without eliminating the necessary challenges

Question 8

UDL principle - brain network - DI connection

content: what teacher plans to teach
process: why chose method, strategy, approach to teach
product: how students respond to info presented

Answer 8

• representation - recognition - content
• Action & expression - strategic - product
• Engagement - affective - process

Question 9

what are the UDL environments

Answer 9

• physical: classroom set up
• social: connections with classmates
• academic: udl principles come into play

Question 10

Goals (components/academic needs)

Answer 10

• goals & obj. are initially written

- clear/accessible goals - fewer adaptations along the way

Question 11

Materials & Resources (components/academic needs)

Answer 11

• font size
• zoom in out
• text to speech

Question 12

assessment (components/academic needs)

Answer 12

• continually be directly linked to lrng goals to measure lrng process. ongoing & accurate

Question 13

what is the hidden curriculum

Answer 13

• wide variety of social skills and strategies including teacher-pleasing behavior, peer interactions, and group dynamics
• unwritten, informal code of conduct

Question 14

the UDL lesson plan

Answer 14

• lesson plan tailored to address divers learner needs
  ensure:
• Obj & assessment are stated & Linked
• elements are aligned with procedures
• barriers are identified and noted
• flexible teaching methods used
• materials are mapped out

Question 15

key elements of UDL

Answer 15

• flexible
• works with learner strengths
• not one size fits all

Question 16

where does the term UDL originally come from

Answer 16

• field of architecture
• focuses on planning for accessibility in the initial design of buildings rather than modifying or adapting existing structures

Question 17

changing our thinking from average to unique

Answer 17

design lessons for avg. students to planning lessons that expect diversity among students

Question 18

what level does UDL operate at

what does application in the classroom involve?

Answer 18

• Curriculum level: completion prior to knowing students
• planning that increases access
• prep. materials/activities
• teacher is the designer
• redundant representations of info/materials

Question 19

what is UDL according toCAST

Answer 19

• set of principles for curriculum development
• not one size fits all
• flexible

Question 20

why is UDL necessary according to CAST

Answer 20

• individuals = variety
• neuroscience evidence
• three brain networks come into play

Question 21

Recognition networks

Answer 21

• perceive info in environment and transform it to usable knowledge
• “What”
  UDL: multiple means of representation
  ~provide options for perception, language and symbols, comprehension
  ~reduce physical barrier, but also sensory, perceptual,

Question 22

Affective Networks

Answer 22

• set priorities, & motivate learning and behavior
• engage & motivate
• the “why” of learning
• engagement differes (neurology, culture, subjectivity)
  UDL: Engagement
  ~provide options for recruiting interest, sustaining effort and persistence, and self regulation
  ~think about thinking & organize it -> take owndership

Question 23

Strategic Networkds

Answer 23

• initiate purposeful actions on the environment; planning & performing tasks & how we organize and express our ideas
• “how” of teaching and learning
• require a great deal of strategic knowledge, practice & organization (ways lrners differ)
  UDL: Providing multiple means of action & expression
  ~provide option for physical action, expression and communication, executive functions
  ~identify ZPD

Question 24

David Rose

• UDL particularly focused on?
• design piece primarily focused on?
• principle that is most important
• real work of the UDL guidelines?

Answer 24

• focus is on the “illusory average student”, avg student has been marginalized by “illusory avg”
• design: power to be flexible and is universal: everyone learns
• Principles:
  1. pick up info? presentation -> Representation: symbolic, pictorial,concrete
  2. express & act? –> Expression/action: express what they know
  3. engaged? *most important -> engagement
• Components that need to be UDFL
  1. Goals
  2. Materials
  3. Methods
  4. Assessment

Question 25

where does UDL fit in the RTI model

Answer 25

Tier 1: universal --> UDK tier 2: targeted tier 3: intensive

Question 26

connecting UDL and DI

Answer 26

- both create flexible teaching/learning environments - DI supports the UDL principles - UDL is proactive, done before students enter class - UDL involves building adaption into curriculum - DI is based on individual learner needs

Question 27

Designing physical learning environments | - ideal classroom

Answer 27

- open space/ uncrowed / individual space - flexible furnishing, safe/appropriate sized - organized material - natural light - heating/cooling systems - easy access to technology

Question 28

connect to the basic principles of universal design in architecture - ACCESS

Answer 28

- Applicable: space useful for everyone - Capability: flexible & adaptable - Clarity: info straightforward - Expression: communcate needed info to ALL - Safety: hazards - Size: proportion, accessible

Question 29

Designing Social learning environments

Answer 29

- safe - valued - respected

Question 30

Social learning environments - ACCESS

Answer 30

``` Applicable: lrner centerd Capability: flexible, choices Clarity: all understand Expression: all welcome & know what to do Safety: safe place to take risks Size: manageable, flexible ```

Question 31

Goals - taken from the AB curriculum

Answer 31

- teachers can increase access the general curriculum by focusing on the way goals and objective are initially written "to write" vs "to express" - not limiting, and allows most to participate

Question 32

Lesson planning elements with UDL Components

Answer 32

- ANTICIPATORY SET: - TEACHER INPUT: - GUIDED PRACTICE: - INDEPENDENT PRACTICE - CLOSURE/EVALUATION:

Question 33

ANTICIPATORY SET:

Answer 33

intro to lesson/hook; activate prior knowledge ~UDL procedure & materials: agenda ~possible barriers to lrng: disruptive ~UDL methods: objective on chart; provide background material

Question 34

TEACHER INPUT:

Answer 34

- direct instruction, presentation of content ~UDL procedure & materials: provide examples and non examples ~possible barriers to lrng: directions need to be repeated; needs social interaction ~UDL methods: hard copy/recorded material; enlarge font

Question 35

GUIDED PRACTICE:

Answer 35

- activity is relevant to objective; observable; boards ~UDL procedure & materials: student roles & responsibilities; feedback ~possible barriers to lrng: can't attend/remember; gives up easily ~UDL methods: provide visual/audio recorded activity

Question 36

INDEPENDENT PRACTICE

Answer 36

- everyone is involved - related to lesson ~UDL procedure & materials: cooperative learning ~possible barriers to lrng: can't work in a group; difficulty transitioning ~UDL methods: allow to work alone, post roles

Question 37

- CLOSURE/EVALUATION:

Answer 37

- meet the obj? ~UDL procedure & materials: students learn; share product ~possible barriers to lrng: needs behaviour plan ~UDL methods: oral discussion; completed with assessment tools

Question 38

Hidden Curriculum issues

Answer 38

- listening - follow directions - stay on task - how to get help - ability to get started - finish on time

Question 39

finding the hidden curriculum

Answer 39

- resources - support staff - techniques -

Question 40

Considerations of the hidden curriculum

Answer 40

- physical plan | - social environment: teaching staff, admin, cliques, sensitivity

Question 41

``` Examples of representation Auditory visual tactile affective technology ```

Answer 41

Auditory: lecturing, singing visual: watching videos, sign language tactile: field trip, braille affective: one-on-one, role playing technology: overhead projector; youtube

Question 42

``` Examples of expression Auditory visual tactile affective technology ```

Answer 42

Auditory: listening to text read aloud; debating visual: dictionary, highlight tactile: braille dictionary, response cards, models affective: student interest, discussion groups, praising technology: talking dictionaries; blogging, creating a video

Question 43

``` Examples of engagement Auditory visual tactile affective technology ```

Answer 43

Auditory: oral report, song visual: written report, poster, mural tactile: dance, written report, puppet show affective: group, role play technology: recorded tape, podcast, webquest creation

Question 44

academic needs: connecting to the curriculum

Answer 44

1. what is the goal of assessment 2. analyze status 3. apply UDL 4. teach UDL lesson