Chapter 1: Re-Envisioning Education through UDL
Section 5:
Changes in the Theory
and Practice of UDL
Bringing Assessment to the Fore
Council of Chief State Schools (CCSSO)
Essential to include students
and teachers in formative assessment.
Recent years, components change to goals, assessment, methods, and materials.
Assessment is most important -
"formative assessment"
Four instructional components
4. Assessment
3. Materials
2. Methods
1. Goals
The UDL Guidelines
Guidelines offer a way for teachers & school systems to correctly represent how cognition and emotion are interrelated.
UDL Guideline: Engagement - Needed for successful learning.
Guidelines help to manage resources and challenges in the learning environment to in a positive direction
Guidelines help educators: design, choose, and implement effective teaching.
Move towards the close linkage of affect with recognition and with strategy
From Cognition or Affect to
the Interdependency of
Cognition and Emotion
"A chain is only as strong as its weakest link"
Society treats cognition &
emotion as seperate functions
Recognize the importance of
emotion and affect in learning.
From Individual Interactions
to Individual-Context Interactions
Environment changes lead to
physiological and psychological changes
Learning occur in a dynamic interaction
between students and learning environment.
Early work in UDL focuses on
learner's strengths and weaknesses
From Individual Differences to Variability
Variability of learners
View variability as a positive force of learning
Three kinds of neural networks in the brain
3. Student's have the same "profile"
2. Focus on individual point in subtle ways
1. Extensive analysis of each learner
Early articulation of UDL
focuses on individual differences
An Updated View of Goals
Competency-Based Goals
"Becoming an expert learner
is a process, not a fixed goal"
Education goals shift from
knowledge acquisition
to learner expertise.
Inherent barriers:
Text-base outcome & scaffold
Early work focused on learning goals for individuals
Section 6: Changes in the Environment of UDL
From Printed Book to Digital River
Digital version key reasons
The digital version enables us to seek your help to improve and grow this publication, enabling it to “learn.”
The digital version supports continuous development of UDL theory and practice through interaction with the UDL community worldwide.
The digital version is embedded in a rich
knowledge network—more like a hub
than a stand-alone source.
The digital version offers a dynamic, interactive
environment with options for different readers
and learning contexts.
2002 - Published first book in UDL
UDL and the internet
** UDL is not primarily about technology...It is about pedagogy. It is about raising expectations and learners reaching their goals. **
Internet changed the landscape, in terms of accessing information, share information, and social networking.
UDL was the malleability of digital media & will be forever flexible & adaptable for learners and educational needs
New technologies will enable new visions and innovations for learning designs.
Publicly shared books written in 10 different languages (English, Spanish, Mandarin Chinese, and Russian).
CAST Guideline translated into eight languages.
2013: People from more than 200 countries visited the CAST website
Societal Changes and the Context of UDL
In 2010, the U.S. Department of Education's National Education Technology Plan emphasized UDL as a framework that can benefit all learners, in particular those who have been underserved.
In 2008, for the first time, a definition of the term universal design for learning was included under federal law in the Higher Education Opportunity Act.
UDL itself has evolved over the past two decades and will continue to evolve.
Section 4:
Stability in Theory
and Practice of UDL
Changes in UDL
3. Changes in the media used to convey UDL.
2. Change in the environment of UDL.
1. Changes in the theory & practice of UDL.
Core principles reflect:
Research on the learning the brain,
significant technology development,
& classroom experiences.
Three core principles of UDL framework
3. Provide multiple means of action and expression.
2. Provide multiple means of representation.
1. Provide multiple means of engagement.
Section 3: A New Approach: Universal Design for Learning
Students face barriers
FUTURE EXPECTATIONS:
UDL will become a significant catalyst for far-reaching change
Still some problems
3. UDL needs a stronger research base.
2. Systematic application of UDL in school is the beginning.
1. Student taught in Standardize form & uniform ways.
Disabilities
Early 1990's -
Focus on Disability approach
New Approach: Universal
Design for Learning (UDL)
2002 Book publication:
Teaching Every Student in the
Digital Age: Universal Design for Learning
Section 2: Reducing Barriers
Traditional Approach
Curriculum was created
Barriers
Low vision
Answer: Large buttons
Physical challenges
Answer: Single switch interfaces
Limited vocabulary needed
Answer: Linked definitions
Reading challenges
Answer: text read aloud to them
Section 1:
The Beginning: New
Technologies as
Learning Tools
The Beginning
1980's - Focus on diverse learners, struggling students, disability students.
Reagan Administration - State of education in the U.S.
urged reform to guarantee educational opportunities.
1984 - CAST originated
