Design Learning Universal

for

Its Just Good Teaching!

Guidelines

Provide various ways to present information. Provide multiple ways for expression of information. Provide multiple approaches for expression of information.

Say it Show it Experience it!

Every learner is UNIQUE and processes information differently

"We will make real progress only when we realize that our problem in education is not one of performance but one of design."
Ron Wolk, founder of Education Week

UDL NEWSLETTER

Be the Change!

 barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners interactions with inflexible educational materials and methods. Rose & Meyer, 2002

Who Benefits from Universal Design for Learning

Students with and without disabilities Students with varying access to technology Students with English as a second language Students with hectic schedules Students with different learning preferences Faculty who want a large number of their students to gain understanding Faculty whose teaching style is different than the student's preferred learning style

Adaptive technology
April, 01/2009

Alternative-format of written materials Digital Recorders Organizational Software Portable Digital Assistants (PDAs) Portable Word Processors

Visual Mapping Software Text to Speech Programs Speed Reading Software Scan and Read Programs Proofreading Software

Public education "is a right which must be made available to all on equal terms."
U.S. Supreme Court, Brown v. Board of Education

CAST April, 04/2009 Book Builder http://bookbuilder.cast.org/learn.php

Other Resources

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National Center on Universal Design for Learning http://www.udlcenter.org/ Instructional Barriers http://www.unco.edu/cetl/UDL/Barriers/instructional.pdf Access to Post Secondary Education http://accessproject.colostate.edu/ through Universal Design for Learning

Basic recommendations

Put course content on-line to allow students who have missed class an opportunity to access the information Use peer mentoring, group discussions, and cooperative learning and limit lecturing Using guided notes so students are listening and trying to gain understanding rather than copying notes Update course materials based on current events and student demands Provide a syllabus that clearly identifies course requirements, accommodation statement and due dates Vary instructional methods, provide illustrations, handouts, auditory and visual aids Clarify instructions, ask for questions, and repeat or give additional examples

Instructional Materials Provide information in multiple formats, including text, graphics, audio and video. Make handouts available prior to class Create a glossary of terms Develop a list of FAQ Post lectures online

Teaching Methods Activate Background Knowledge Highlight key concepts Make learning active Use technology to enrich learning Represent ideas graphically Use quiz tools Use clickers or little white boards Use smart boards

Assessment Methods Create assessments from the objectives Create alternatives to traditional tests Provide instructions in written and verbal formats Use a minute papers, quick surveys of the class and exit questions Relate a new topic to one already learned or a real-life example Allow a student to tape record lectures, have another student provide notes or provide a copy of your notes Allow the student to show their knowledge through different ways rather than paper and pencil assignments Use of adaptive technology Develop study guides