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Universal design of learning

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Universal design of learning

  1. 1. Universal design of Learning By Karthigaiselvam
  2. 2. Introduction • Universal design for learning (UDL) is a set of principles for designing curriculum that provides all individuals with equal opportunities to learn. • UDL is designed to serve all learners, regardless of ability, disability, age, gender, or cultural and linguistic background.
  3. 3. Introduction cont…. • UDL provides a blueprint for designing goals, methods, materials, and assessments to reach all students including those with diverse needs. • Grounded in research of learner differences and effective instructional settings
  4. 4. Definition •“Universal design for learning is an approach to the curriculum that minimize barriers And maximizes learning for all students” •“UDL is and educational approach to teaching learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner difference.’’
  5. 5. What is Universal Design for Learning? •Accesses to learning •Curriculum includes alternatives •Make the curriculum accessible and appropriate •Emphasizes the unique nature of each individual •Awareness of the need to accommodate differences
  6. 6. Universal design history •Universal design (close relation to inclusive design) refers to broad- spectrum ideas meant to produce buildings, products and environments that are inherently accessible to older people, people without disabilities, and people with disabilities.
  7. 7. Universal design history cont.. the term "universal design" was coined by the architect Ronald Mace to describe the concept of designing all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life
  8. 8. Why UDL is necessary?
  9. 9. Why UDL is necessary? •Individuals bring a huge variety of skills, needs, and interests to learning. •Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:
  10. 10. Based on Neuroscience
  11. 11. The Three Networks They must work together Affective Network Strategic Network Recognition Network 13
  12. 12. Affective Networks Our brains: • Are goal driven networks • Bias our perceptions and actions • Warp reality & set values on different parts of reality • Determine the emotional and motivational significance of the world around us • Work in conjunction with all other neural networks
  13. 13. Recognition Networks Our brains: • Are highly complex in pattern recognition • Run a variety of recognition processes in parallel • Are both input centric and process centric • Are highly variable from person to person
  14. 14. Strategic Networks Our brains: • Plan, execute, and monitor all kinds of purposeful acts • Are hierarchical, moving between levels of complexity as needed • Are variable • Are designed to solve problems
  15. 15. The Three Principles 1. Multiple Means of Representation to increase recognition – the “what” of learning (Recognition Network) 2. Multiple Means of Expression to expand strategic abilities - the “how” of learning and demonstrating knowledge (Strategic Network) 3. Multiple Means of Engagement to enhance involvement - the “why” of learning (Affective Network)
  16. 16. http://www.udlcenter.org/aboutudl/udlguidelines
  17. 17. Universal Design for Learning Flexibility in Representation Flexibility in Expression Flexibility in Engagement • options for perception • options for language and symbols • options for comprehension • options for physical action • options for expressive skills/fluency • options for executive functions (planning/monitoring) • options for recruiting interest • options for sustaining effort/persistence • options for self-regulation
  18. 18. Recognition Network Provide Multiple Means of Representation •How we gather facts and categorize what we see, hear, and read. •Identifying letters, words, or an author's style are recognition tasks
  19. 19. Multiple Means of Representation •Provide options for perception •Provide options for language, mathematical expressions, and symbols •Provide options for comprehension
  20. 20. Multiple Means of Representation Provide options for perception • Offer ways of customizing the display of information (Size of text, images, graphs, tables, or other visual content) • Offer alternatives for auditory information ( Captions or automated speech-to-text ) • Offer alternatives for visual information ( Provide descriptions (text or spoken) for all images, graphics, videos, or animations )
  21. 21. Multiple Means of Representation Provide options for language, mathematical expressions, and symbols • Clarify vocabulary and symbols • Clarify syntax and structure • Support decoding text, mathematical notation, and symbols • Promote understanding across languages • Illustrate through multiple media
  22. 22. Multiple Means of Representation Provide options for comprehension • Activate or supply background knowledge • Highlight patterns, critical features, big ideas, and relationships • Guide information processing, visualization, and manipulation • Maximize transfer and generalization
  23. 23. Strategic Network Provide Multiple Means of Action and •Expression Planning and performing tasks. •How we organize and express our ideas. •Writing an essay or solving a math problem are strategic tasks.
  24. 24. Provide Multiple Means of Action and Expression •Provide options for physical action •Provide options for expression and communication •Provide options for executive functions
  25. 25. ProvideMultipleMeansofActionandExpression Provide options for physical action • Vary the methods for response and navigation • Optimize access to tools and assistive technologies
  26. 26. ProvideMultipleMeansofActionandExpression Provide options for expression and communication • Use multiple media for communication • Use multiple tools for construction and composition • Build fluencies with graduated levels of support for practice
  27. 27. Provide Multiple Means of Action and Expression Provide options for executive functions • Guide appropriate goal-setting • Support planning and strategy development • Facilitate managing information and resources • Enhance capacity for monitoring progress
  28. 28. Affective Network Provide Multiple Means of Engagement •How learners get engaged and stay motivated. •How they are challenged, excited, or interested. •These are affective dimensions.
  29. 29. Provide Multiple Means of Engagement •Provide options recruiting interest •Provide options for sustaining effort and persistence •Provide options for self regulation
  30. 30. Provide Multiple Means of Engagement Provide options for recruiting interest • Optimize individual choice and autonomy • Optimize relevance, value, and authenticity • Minimize threats and distractions
  31. 31. Provide Multiple Means of Engagement Provide options for sustaining effort and persistence • Heighten salience of goals and objectives • Vary demands and resources to optimize challenge • Foster collaboration and communication • Increase mastery-oriented feedback
  32. 32. Provide Multiple Means of Engagement Provide options for self-regulation • Promote expectations and beliefs that optimize motivation • Facilitate personal coping skills and strategies • Develop self-assessment and reflection
  33. 33. What are the difference between Accessible and Universal design for learning?
  34. 34. • Accessible design is a design process in which the needs of people with Disabilities are specifically considered. • Accessibility sometimes refers to the characteristic that products, Services, and facilities can be independently used by people with a variety of disabilities. • Universal design of products and environments to be useable by all people, to the greatest extant possible, without the need for adaptation or specialized design.

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