UDL

UDL stands for Universal Design for Learning. 
 It is an acronym for a system that describes good teaching similar to what we are learning in PEAK training and in IB training.Now that we are 1:1,  UDL is  perfectly suited to blend with personalized learning since it involves acknowledging each learner's uniqueness so Mr. Parkins asked me to present this brief introduction to UDL .

UDL detractors might say," Why should I retool my lessons? Isnt that coddling students? Shouldn't the students buckle up and learn now that not all teachers will accomodate their special needs?" but the role of the teacher is no longer just to dispense information. Every child has unique learning needs: gifted, special ed, and even unidentified.

 It may be that you as a student found a way to make the traditional teaching style work for your and while that is great and some of your students will find ways to work around their difficulties, why not do something proven more efficient and effective?  especially whenmany students are battling issues you may not be able to see from the outside. (please click that link to experience what some are like) 

UDL teaches that, rather than writing separate lesson plans for each child (the old, incredibly time-inefficient, and possibly apocryphal definition of "differentiation"), we teachers should create lessons that appeal to all learners and incorporate differentiation via built in multiple modalites as well as choice.  

This video explains more:

UDL is IB

• Here is a link to  IB MYP Cheat Sheet for UDL (how many acronyms can I put into one sentence?)
  
• IB programme standards and practices  require schools to demonstrate their support for learning diversity 
  

• A9 The school supports access for students to the IB programme(s) and philosophy. 
• B1:5 The school develops and implements policies and procedures that support the programme(s). 
• B2:8 The school provides support for its students with learning and/or special educational needs and support for their teachers. 
• C1:6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
 • C3:10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

Hands-on creation and choice are important UDL strategies.

    -   from http://www.ibo.org/globalassets/digital-tookit/flyers-and-artworks/inclusive-education-en.pdf

Three Principals of UDL:

Principle I. Provide Multiple Means of Representation


Guideline 1: Provide options for perception

• Checkpoint 1.1: Offer ways of customizing the display of information [3]
• Checkpoint 1.2: Offer alternatives for auditory information [4]
• Checkpoint 1.3: Offer alternatives for visual information [5]

Guideline 2: Provide options for language, mathematical expressions, and symbols

• Checkpoint 2.1: Clarify vocabulary and symbols [6]
• Checkpoint 2.2: Clarify syntax and structure [7]
• Checkpoint 2.3: Support decoding of text, mathematical notation, and symbols [8]
• Checkpoint 2.4: Promote understanding across languages [9]
• Checkpoint 2.5: Illustrate through multiple media [10]

Guideline 3: Provide options for comprehension

• Checkpoint 3.1: Activate or supply background knowledge [11]
• Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships [12]
• Checkpoint 3.3: Guide information processing, visualization, and manipulation [13]
• Checkpoint 3.4: Maximize transfer and generalization [14]

Principle II. Provide Multiple Means of Action and Expression


Guideline 4: Provide options for physical action

• Checkpoint 4.1: Vary the methods for response and navigation [15]
• Checkpoint 4.2: Optimize access to tools and assistive technologies [16]

Guideline 5: Provide options for expression and communication

• Checkpoint 5.1: Use multiple media for communication [17]
• Checkpoint 5.2: Use multiple tools for construction and composition [18]
• Checkpoint 5.3: Build fluencies with graduated levels of support for practice and performance [19]

Guideline 6: Provide options for executive functions

• Checkpoint 6.1: Guide appropriate goal-setting [20]
• Checkpoint 6.2: Support planning and strategy development [21]
• Checkpoint 6.3: Facilitate managing information and resources [22]
• Checkpoint 6.4: Enhance capacity for monitoring progress [23]

Principle III. Provide Multiple Means of Engagement


Guideline 7: Provide options for recruiting interest

• Checkpoint 7.1: Optimize individual choice and autonomy [24]
• Checkpoint 7.2: Optimize relevance, value, and authenticity [25]
• Checkpoint 7.3: Minimize threats and distractions [26]

Guideline 8: Provide options for sustaining effort and persistence

• Checkpoint 8.1: Heighten salience of goals and objectives [27]
• Checkpoint 8.2: Vary demands and resources to optimize challenge [28]
• Checkpoint 8.3: Foster collaboration and community [29]
• Checkpoint 8.4: Increase mastery-oriented feedback [30]

Guideline 9: Provide options for self-regulation

• Checkpoint 9.1: Promote expectations and beliefs that optimize motivation [31]
• Checkpoint 9.2: Facilitate personal coping skills and strategies [32]
• Checkpoint 9.3: Develop self-assessment and reflection [33]

Source URL: http://www.udlcenter.org/implementation/examples

UDL Resources for your classroom:
6 Ways to Engage Every Learner Using UDL
UDL Strategies (by content area and tool)
UDL for the ELA and Math Classroom

Further info on UDL
Main UDL website link Mr. Parkins shared