Effective Insructional Strategies: Achieving Academic Success (UDL), Slides of Learning processes

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EFFECTIVE INSTRUCTIONAL

STRATEGIES: ACHIEVING ACADEMIC

SUCCESS (UDL)

LRE Training Module Office of Special Education Programs New Jersey Department of Education 2015 - 2016 School Year

• Explore Universal Design for Learning (UDL), a framework, for planning curricula and an approach to expand learning opportunities for all children;
• Introduce the basic principles of UDL;
• Discuss ways to increase student engagement in the curriculum by including students who are struggling and those with disabilities;
• Introduce apps and on-line resources to support teachers in planning and instruction incorporating the principles of UDL.

Workshop Goals

Universal Design for Learning

Why UDL? If NJDOE Then Then Then Provides training and technical assistance in the use of Universal Design for Learning (UDL) …more principals will implement an integrated framework for instruction …students’ progress in and achievement of the CCCS will be accelerated …an increased percentage of students with IEPs will benefit from education in general education settings for a greater percentage of their school day. …a differentiated and targeted approach will provide ALL students with that they need …more students will set high expectations for themselves in response to higher standards set by teachers …teachers will be better equipped with a toolbox of varied and differentiated supports to meet students’ instructional and assessment needs …teachers will be better prepared to provide appropriate instructional strategies in the least restrictive environment

Link between Architecture and Learning?

“ Consider the needs of the broadest

possible range of users from the beginning ”

-- Architect, Ron Mace

Universal Design for Learning is …

• A set of principles for curriculum development that gives all individuals equal opportunities to learn
• Developed by the staff at CAST (www.cast.org)
• 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

UDL at a Glance

• https://www.youtube.com/watch?v=bDvKnY0g6e

Foundational Concept: Shift in Goal of Education from Knowledge Acquisition to Learner Expertise

• The ultimate goal of applying UDL to instruction is to help all learners to develop into expert learners—learners who can assess their own learning needs, monitor their own progress, and regulate and sustain their interests, effort, and persistence during learning tasks

Core Beliefs Based Upon Research

• Every learner in the room today is a unique individual with variable strengths, preferences, needs, motivations, etc.
• There are predictable patterns of variability in this (and every other) group of learners
• Planning up front for the predictable variability of a group of learners allows educators to optimize the curriculum for everyone

Learner Variability

• Many curricula are based on the ‘illusory’ average student – there is no average learner
• Learner variability is normal and systematic
• Because systematic learner variability is predictable, we can proactively plan for it
• We can more effectively address individual learner needs by planning for the range of systematic learner variability
• Universal Design for Learning (UDL) is a curriculum design framework that guides educators in planning for systematic learner variability

Encourages flexible curricula development from the start!

• Helps all learners including those “in the margins” − Students who are gifted − Students who are at risk − Students who are English language learners − Students who have disabilities
• Instruction to meet all learners
  • Flexible goals
  • Flexible methods
  • Flexible materials
  • Flexible assessments UDL Helps Educators in the Planning Process

Foundational Concept Universal Design for Learning

• Neurological Basis - Universal Design for Learning Considers Three Brain Networks - Affective Networks – how we engage with

learning

• Recognition Networks – how we acquire

information, how it is represented

• Strategic Networks – how we organize our

thinking, the action and expression of learning

Principle 1 – Engagement “Why”

• Potential Barriers of Learning
  • Lack of consideration regarding students’:
    • culture, background knowledge, and interests
    • preferences for spontaneity and routine
    • preferences for social and collaborative engagement
    • drive and motivation
    • opportunities for self-monitoring
• There is no one means of engagement that will be optimal for all learners in all contexts

The Monkey Business Illusion www.youtube.com/watch?v=IGQmdoK_ZfY