UDL:

Principles, Guidelines & Tech Tools

I- What is UDL?

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Universal Design for Learning (UDL) is a research-based framework that addresses learner diversity at the beginning of the design or planning effort. Using UDL to design academic goals and curriculum has the potential to dramatically change how we teach, how students engage in learning, and how we measure what students learn. Using UDL principles allows us to embed flexibility into all aspects of instruction from the beginning, rather than trying to retro-fit a rigid curriculum, set of instructional materials, or test for each student who happens to learn a different way. Educators should provide multiple ways to access resources and content so learners are given the opportunity to take charge of their engagement in learning.

Universal Design for Learning helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies can empower educators to meet the varied needs of their students. The principles of Universal Design for Learning (UDL) can help us refine how we approach who we teach, what we teach and how we teach. Universal Design for Learning (UDL) is all about “how” we define goals, teaching methods, instructional materials and assessments. Innovative technologies and online resources can assist teachers when they modify instruction to better meet student needs.

II- Principles of UDL:

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The UDL Guidelines

III- UDL Guidelines:

"The UDL Guidelines are based on research from several very different fields, and from many different researchers at many different universities and research organizations. That research has been reviewed, compiled and organized by educators and researchers at CAST. The process spanned a 10 year period and involved several different stages.

Stage One: The first stage constructed a general framework for UDL and its guidelines. The research basis for that framework came primarily from modern research in the learning sciences: cognitive science, cognitive neuroscience, neuropsychology, neuroscience. The focus of that phase was on identifying the range and sources of variance in human learning – what are the individual differences that an adequate pedagogy must address? The three basic learning networks and principles of UDL were distilled from that review.

Stage Two: The second stage articulated those three basic principles further – identifying the most important categories within them that would need to be addressed in an adequate pedagogy of individual differences. The review of the research led us to the development of the nine UDL Guidelines.

Stage Three: Using that framework as a guide, the third stage involved over three years of extensive reviews of the educational research to identify those specific practices that are most effective in reducing barriers to instruction in each of the principles. This compilation began first by gathering existing reviews and meta-analyses of research and best practices to set the landscape. Following that, we began extensive secondary searches of the literature using keywords and concepts suggested by the meta-analysis and reviews. Nearly 1,000 articles were eventually reviewed and selected for inclusion in the evidence base that is now organized around each of the checkpoints in the UDL guidelines.

The evidence base is listed below. Within each checkpoint, the supporting research is organized into two categories:

1. Experimental and quantitative evidence

2. Scholarly reviews and expert opinions"

(Resource: Cast website)

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IV- Tools

Educational tools can color our classroom and add life and motivation to our textbooks. Below are some amazing tools that can be used to apply the 3 UDL principles: Engagement, Representation and Action & Expression.

A- Multimedia and Digital Storytelling Tools :

B- Free Collaboration Tools (these are accessible anywhere!) :

C- Free Graphic Organizers:

D- Free Literacy Tools:

E- Research Tools:

F-Math Tools:

G- Free Text to Speech:

H- Study Skills Tools:

I- Tools that Compensate for Handwriting Issues:

V- Formative & Summative Assessments:

What is Assessment?

Assessment is the measurement of what students are learning. Student achievement is defined as how well they’ve mastered certain target skills. Assessments provide educators with both objective and subjective data in order to ascertain student progress and skill mastery.
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VI- B4 vs With UDL :

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Fact !!!

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Done by:

Nada Yassine

Dina Saris

Mohammad Hameed