Why do we always forget where we parked our cars? Why do students forget to bring their pencils to class? Can parking garages really tell us something about ideal learning environments? Unearth answers to these questions and learn more about UDL and learner variability through this UDL Talk.
Outcomes for this session:
The outcome for this session is for participants to consider how they can use the UDL framework to integrate culturally responsive practices into their environment and lessons. Together, we'll consider the necessity for culturally responsive teaching in all environments, investigate seven characteristics of culturally responsive teaching, and identify how the UDL framework can support those characteristics. Be ready to talk with others, move around the room, and discover steps you can take the next time you're designing your learning environment!
Outcomes for this session include:
- An understanding of designing experiences for a wide range of learners
- An awareness how the same big idea can be expressed through a variety of engaging experiences
- Visualizing how you might apply UDL to foster different types of engagement in your own practice
1.5 million visitors come to the Museum of Science each year. When developing new experiences for this wide range of learners, we used UDL principles to support both active and reflective engagement in our newest exhibition, Yawkey Gallery on the Charles River. In this session you will hear and see lessons we learned from fostering different types of engagement in an informal learning environment and how, by using UDL, the same topic can be expressed through a wide range of engaging experiences.
Outcomes for this session are (1) for participants to leave the session with reflective strategies for the application of the UDL framework to better support students with ID and other challenges; (2) for participants to leave the session with specific identified instructional methods and materials that have been shown through research to remove barriers in learning and increase engagement of those students.
The UDL framework supports a wide range of learners. Included in that range are individuals with intellectual disabilities (ID). The purpose of this session will be to challenge educators to consider the learning needs of this population in the context of a wider range of learners (i.e.., inclusive classrooms). Additionally, this session will present methodologies and tools, supported through research, that have been effective in recruiting, suporting, and sustaining the meaningful engagement of these students and others when utlized in general education settings. Finally, this session will challenge educators to apply those ideas, tools, and strategies to their own learning environments.
During this session Martin will tell the story of ‘Read & Write for Google Chrome’ - the first UDL product to be adopted at web scale.
Currently it is used by 4.8 million students, and growing by 2000 students every day.
Learn how we got UDL out of Special Ed and into the main stream.
We start the journey with the principles of UDL behind the product’s inception. We’ll hear first hand from Educators as well as the Students themselves via video vignettes on how certain features are used differently to improve academic outcomes. He’ll also delve into some of the feature usage patterns and analytics which have helped shaped the product’s development roadmap, and how learning analytics continue to inform its evolution into a now mainstream Educational support tool. And finally, Martin will touch on some of the business decisions made by Texthelp, from ‘giving away’ the core features for free to initiate early adoption, through to the encouragement of wide scale adoption via pricing models, which have all contributed to the large scale adoption of Read&Write we see today.
The journey ends with hearing first hand from a School District which has implemented Read&Write as a truly student centric, differentiated learning support tool across their School Network and how it’s helping their ESL, IEP, Title 1 - in fact ALL their students achieve their true potential.
As a premier New Hampshire UDL team, we’ve designed a data-driven, all inclusive, student-led classroom that has increased student engagement and performance. Students eagerly collaborate with each other, thoroughly interact with complex text, and passionately design community service projects. However, we have encountered many entrenched educational mindsets and practices that discourage student engagement. In a nutshell, disengagement is thriving. And this will continue until we systematically support the universal design principles.
Join us for a frontline perspective on some of the issues plaguing our public education schools, and what we are doing in our middle school to change mindsets and create systemic models to enrich education.
In this session we will start with the premise that emotion and cognition should be examined in concert when thinking about learning. From this position we will review a recent study at the Open University that compared learning design to student engagement as measured by course completion for ~100k students. Based on the results of the learning design study we will examine and discuss potential scaffoldings to support emotional thought as well as measurement strategies.
Emotional Thought -> Learning Design -> Engagement -> Support -> Learning Analytics
UDL, innovation to improve inclusion in vocational training in Belgium
UDL with the focus on 17-21 year old pupils learning a profession. Teachers using rubrics with practical examples of engagement.
The goals of my session are:
•Participants will be inspired on how to start a UDL-process in a vocational school
•Participants will understand the importance of having all teachers on board.
•Participants will learn about rubrics to support the UDL-learning process.
•Participants will understand the importance of collaboration in inclusive education
The content of my session will be:
•The context: Belgium and Flanders and educational systems, the school and the teachers/students. The European project INVESTT with Norway, Austria, Slovenia and Belgium.
•The process: the need to change (melting iceberg), why UDL. The first action (1 hour session on UDL) and the start with the engagement principle. The rubrics during the learning process. The importance of an inquiry stance and collaboration
•Reflection and feedback by means of 2 protocols.
Hi , school leavers with disabilities want to join the professions. They want to be nurses, doctors nad occupational therapists. But can you imagine what it is like for a student nurse who is deaf or has a learning disability to do a mandatory clinical placement on a busy, noisy hospital ward?? UDL can also apply tot he workplace and AHEAD, Ireland has been , exploring in collaboration with the health science faculties throughout the country how to be inclusive. The outcome is a shared knowledge about how flexibility can co exist with academic and technical standards within a highly procedural environment.
AHEAD works with all the higher education colleges in Ireland and thanks to working with CAST we have become a centre for UDL in Ireland. We network and collaborate with professional groups in further and higher education to build greater awareness of the huge benefits for students and staff of taking a UDL approach to learning, for example the Health Sciences. We are also working with our European Partners in Norway, Sweden, Holland, Belgium, Slovania and the UK to promote UDL across the EU. We do this through the LINK network and by hosting an annual EU Conference to share innovative practices.In my session I will talk about our work with the health sciences faculties in Ireland exploring how UDl can be applied in clinical settings when students have to go on to hospital wards as part of their 1st year college experience. How does this work when the student is deaf, or has a learning difficulty? I will talk about the difficulties, the issues raised and how collectively they were resolved.
The outcomes of this session are:
to understand the process of working in collaoration with health professionals suceeded in introducing changes clinical work environment so that it is barrier free.
to understand how UDL principles were used to hcange minds and procedures on clinical placements in the nursing profession in Ireland
For learners to be engaged, learning has to be relevant and meaningful on a personal level as well as accessible. This requires that learners apply their emerging understandings to the real world problems and concerns that matter most to them (Checkpoint 7.2 - Optimize relevance, value and authenticity). It also requires that they take on a more active role in their learning by exercising individual choice in not just the topics they explore, but in the TOOLS they use to conduct their inquiries (Checkpoint 7.1).This ability to select the appropriate tool for a given learning task, which today often involves the use of technology, is an important component of developing learning expertise in the 21st century.
Once they find a topic they are passionate about, learners may require a number of supports in order to persue and support their learning. Built-in accessibility supports in various technology such as text to speech/ audio, voice recognition, word prediction and options for customizing the display can reduce the frustrations learners may experience when information is not presented in a format they can easily access and understand (Checkpoint 7.3 - Minimize threats and distractions). In this session, participants will learn about a number of these free and low cost technology tools, from both Apple and Google, they can use to support learners as they access information, interact with the learning environment and demonstrate their understanding. Support for educators to include their most diverse learners will be explored on various devices.
Many schools are now implementing BYOD (Bring Your Own Device) programs that provide more choice for educators and learners. Some are Going Google with Chromebooks and Google Apps for Education (GAFE). How do you support diverse learners on all devices, using free and low cost Apps & AT solutions? Join us for this session focusing on ensuring success for all learners using the tools, features and apps available in Apple’s App Store and Google’s Chrome Web Store. These free and low cost AT solutions support personalizing education for students, as well as engaging and including all students in a UDL environment.
You will learn about a number of built-in accessibility features, as well as a number of free and low cost apps, extensions, add-ons and web resources to support your students in accessing textbooks and learning materials (Handouts/Worksheets/ data collection), interactive and multimodal assignments and activities, research and study skills and completing assignments using technology. AT and app solutions to support all students, including your most diverse students, including those with with learning disabilities (including Dyslexia), physical disabilities, low vision or blindness, and difficulties with executive functioning, literacy and math will be discussed. AT makes UDL Possible!This is a UDL presented session, prepare to be engaged and interact! Bring Your Technology to Follow Along! Laptop, iPad, Chromebook, Tablets.
Outcomes for participants are:
English language learners (ELLs) bring knowledge and experiences to our classrooms that sometimes get lost in our focus on teaching them academic language skills. This session will highlight instructional strategies that tap into the experiences, strengths, and interests of ELL students while developing lessons that support language acquisition. We will look at projects created by teachers and their ELL students that align with the UDL guidelines for Engagement. The projects illustrate instructional strategies that leverage on students’ interests, build in supports for effort and persistence, and foster self-regulation and reflection during the learning process.
There are two main goals for this session.
1) To provide an overview of learner variability amongst ELLs and define how this variability plays a part in language learning
2) To highlight ways in which teachers can engage and motivate ELLs, taking learner variability into account while planning lessons.
Free and Low Cost AT to Access AEM and UDL, engaging & including All learners with a print disability.
Assistive Technology has the potential to foster engagement, provide access and personalize learning by providing multiple options for how learners can engage with and access information and learning materials, and show what they know. Learners attend and respond with varied learning preferences and personalized methods of how they can process information, engage in a learning activity, interact with the learning environment and express their knowledge. Diverse learners with a print disability not only need their textbooks and learning materials in accessible format, but it is also required by law for educators to provide AEM to students in a timely manner, including accessible textbooks, handouts, worksheets, etc. Access to educational materials not only supports and fosters UDL, but also levels the playing field and promotes engagement for all learners. Built-In accessibility features on various devices such as text to speech, dictation, word prediction, text customization, touch accommodations, switch access, magnification, and more supports diverse learners' ability to participate in their education and access the same curriculum and learning materials as their peers. These built-in universal design features allow educators to overcome the limitations of print as a fixed format that places certain learners (those with Dyslexia and other learning difficulties, those with motor and sensory disabilities) at a critical disadvantage. Reducing the frustrations and barriers that these learners experience when content is not created to accommodate their needs, will have a significant impact on engagement and learning. Utilizing free and low cost apps and assistive technology to build upon these free accessibility features will enhance the learning experience and ensure UDL and access for all learners on all devices and platforms. Providing AEM (Accessible Educational Materials) is not just a method of meeting compliance, it is a method of engaging and including ALL learners and providing access to personalized learning and UDL for all of your students.
We present Japanese Lesson Study by UDL.
In Japan, recently, some schools starts the lesson study by UDL. Primary School and Secondary School present their implementations by UDL.
Teikyo University Elementary School ; it presents the lesson utilizing ICT. This school is equipped with facilities by Universal Design.
Shimane University Secondary School ; it presents to survey the questionnaire in Science Class. They improved their lesson design by students’ self-check. They expanded UDL by this survey in their region .
We will make an presentation on Japanese Lesson Study.
We would like to share your ideas, questions and strategies with our Japanese implementations.
Please Join Us!
You get what you give: What is the role of the teacher in developing expert learners who are purposeful and motivated? How do culturally responsive practices help to engage learners? How can you use your knowledge of CRT and UDL to design learning environments?
Links to follow along:
1. Answer Garden: https://answergarden.ch/320522
2. Safe, Healthy, Ready: tinyurl.com/safehealthyready
2. Understanding Culture (How do practitioners become culturally responsive begins on p 15)
3. Double Check Article, Teaching Exceptional Children Plus (self-assessment begins on p 8)
4. Padlet learning environment: https://padlet.com/eberquist/zs7iznzz7riu
5. Final Reflection: https://todaysmeet.com/WhatWillYouDo
Keep the momentum going beyond the CAST UDL Symposium and stay connected to other UDL advocates, practitioners, and evangelists throughout the school year. Build your UDL professional learning network through social media and connect to the global UDL community. Share resources, hold real-time and asynchronous discussions, and keep up on the latest research and trends as you continue your UDL journey into the future. Skeptics, newbies, and online community gurus all welcome!
