Beruflich Dokumente
Kultur Dokumente
navigation Main Page Community portal Current events Recent changes Random page Help search
Contents 1 What is Universal Design for Learning? (UDL) 1.1 Dr. David Rose: Podcast - An Introduction to Universal Design for Learning.
Go toolbox
Search
1.2 Dr. David Rose: Keynote Address 2 Framework of UDL 2.1 Recognition Networks 2.2 Strategic Networks 2.3 Affective Networks 3 Using UDL to Support Every Student's Learning 3.1 Recognition Support 3.2 Strategic Support 3.3 Affective Support 4 Using Multiple Means 4.1 Representation 4.2 Expression 4.3 Engagement 5 Outcomes of UDL 6 See Also 7 References / External Links
Hangaram Design Museum Seoul Arts Center Playground based on Universal Design
What links here Related changes Special pages Printable version Permanent link
Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age : Universal Design forGenerated Learning
Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age : Universal Design for Learning - Chapter 4 Alexandria, Va: Association for Supervision and Curriculum Development.
Dr. Rose delivered an inspiring keynote address for a Showcase of Universal Design for Learning on the provincial (British Columbia) non-instructional day, October 24, 2008.
Framework of UDL
Effective teaching and learning engages all three brain networks:
Recognition Networks
Recognize essential cues and patterns. Recognition Networks are located in the back of the brain. They enable us to identify and interpret patterns of sound, light, taste, smell, and touch. These networks enable us to recognize voices, faces, letters, and words, as well as more complex patters, such as an author's style and nuance, and abstract concepts like justice.
Strategic Networks
Master skillful strategies for action. It is through strategic networks that we plan, execute, and monitor our internally generated mental and motor patters-actions and skills as diverse as sweeping the floor, deciding a chess move, or choosing a college. What most of us do not realize is that conscious or not, strategy is involved in essentially everything we do.
Affective Networks
Engage with learning. Learning requires interaction with the external world-with varied materials, tools, people, and contexts. Different students experience the same situations in very different ways.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age : Universal Design for Learning - Chapter 2 Alexandria, Va: Association for Supervision and Curriculum Development.
Strategic Support
Offered through programs or alternative keyboards that allow alternative ways of navigating through a text. Students can digitally draw, write, record their voices, take notes or write text comments using digital tools in order to support their expression. Designing Instruction to support Strategic Learning: Teaching Methods provide flexible models of skilled performance provide opportunities to practice with support provide multiple media formats offer flexible opportunities for demonstrating skills
Affective Support
Digital media provides flexible options that engage all learners, providing digital media that appropriately challenges all students, allowing them to make connections to background knowledge, vocabulary and reading support, as well as offering students varied choices of media for representing their knowledge. Designing Instruction to support Affective Learning: Teaching Methods offer choices of content and tools provide adjustable and tiered levels of challenge offer a choice of reward offer choices of learning context
UDL principles help educators customize their teaching for individual differences in each of the three brain networks. UDL framework consists of three principles each formed to minimize barriers and maximize learning through flexibility.
Representation
(the "what" of learning) Students differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information better through visual or auditory means rather than printed text. In reality, there is no one means of representation that will be optimal for all students; providing options in representation is essential.
Expression
(the "how" of learning) Students differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant motor disabilities (e.g. cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in writing text but not oral speech, and vice versa. In reality, there is no one means of expression that will be optimal for all students; providing options for expression is essential.
Engagement
(the "why" of learning) Students differ markedly in the ways in which they can be engaged or motivated to learn. Some students are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. In reality, there is no one means of representation that will be optimal for all students; providing multiple options for engagement is essential.
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author. Retrieved February 27, 2009 from http://www.cast.org/publications/UDLguidelines/version1.html#go
makes it easier than ever to provide these multiple alternatives and therefore customize teaching and learning.
Outcomes of UDL
Common recommendations from all three principles provide students with a wider variety of options in their learning. Alternatives in curricula reduce barriers for students with disabilities and also enhances opportunities for every student. UDL is implanted by using instructional approaches that provide students with choices and alternatives in the materials, content, tools, contexts and supports they use. Generated by www.PDFonFly.com at 7/11/2011 8:57:50 PM UDL challenges teachers to be more flexible and also provides guidelines for creating this flexibility through research on the learning URL: http://sites.wiki.ubc.ca/etec510/Universal_Design_for_Learning
brain and knowledge of the qualities of digital media. Digital media offers a more feasible foundation for the UDL framework due to it's versatility, transformability, capacity to be marked and capacity to be networked. Assistive technology keyboards) allows students to overcome barriers in the curriculum. (video enlargers, single ability switches, alternative
UDL provides a framework for individualizing learning in a standards-based environment through flexible pedagogy and tools. It challenges teachers to use flexibility in instruction and materials in order to accommodate every student in the classroom.
See Also
Special Education Technology British Columbia SET-BC University of Guelph UDL website is a comprehensive website addressing Universal Design for Learning. This site offers resources for designing UDL computer-mediated distance education courses. Universal Design Learning: Language Arts Models Interactive Whiteboards
Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age : Universal Design for Learning Association for Supervision and Curriculum Development. Retrieved February 27, 2009 from http://www.cast.org/teachingeverystudent/ideas/tes/ SNOW: Chat & Learn - Universal Design for Learning Special Education Technology - British Columbia Wikipedia Retrieved February 27, 2009
Privacy policy