• Current doctoral student at University of Kansas
specializing in Instructional Design, Technology and
Innovation with a research focus on UDL and teacher
implementation
• Former UDL Facilitator at Bartholomew Consolidated
School Corporation in Columbus, Indiana
• UDL presenter and trainer
• Former Elementary classroom teacher (9 years)
Stephanie L. Craig, M.Ed.
University of Kansas
[email protected]
Stephanie L. Craig, M.Ed.
University of Kansas
Change
Change
Managing Complex Change
(Knoster, 1991)
Vision & Incentives
Why should _______
know about Universal
Design for Learning and
its implementation?
“Stephanie,
“I
know,
it’s
it’s not rocket
neuroscience.”
science.”
The Affective Network
Multiple Means of Engagement
Selfregulation
The “WHY”
of learning.
• Expectations that
promote motivation
• Teach coping skills &
strategies
• Develop self-assessment
& reflection
Sustain
Effort &
Persistence
Stimulate interest
and motivation
for learning.
Recruit
Interest
• Goals & objectives
• Demands & resources meet
challenges
• Collaboration & community
• Give mastery-oriented
feedback
• Individual choice &
autonomy
• Relevant & authentic
• Remove threats &
distractions
The Recognition Network
Multiple Means of
Representation
The “WHAT”
of learning.
Present information
and content in
different ways.
Comprehension
• Active/provide background
knowledge
• Highlight big ideas, critical
features, relationships
• Guide info processing
• Maximize generalization
Language,
Math
Expression &
Symbols
Perception
•
•
•
•
Clarify vocabulary
Clarify syntax & structure
Support decoding
Promote understanding
across languages
• Illustrate through multiple
media
• Customize display of
information
• Alternatives for audio
• Alternatives for video
The Strategic Network
Multiple Means of
Action & Expression
The “HOW”
of learning.
Executive
Functions
• Guide appropriate goalsetting
• Support planning & strategy
development
• Enhance capacity for
monitoring progress
Expression &
Communication
Offer multiple ways for
students to express what
they know.
Physical
Action
• Use multiple media for
communication
• Clarify syntax & structure
• Use multiple tools for
construction & composition
• Build fluencies with graduate
levels of practice & performance
• Vary methods of response &
navigation
• Optimize access to tools &
assistive technology
If educators do
not know WHY
to implement
UDL what will
happen?
Skills & Resources
What should _______
have to implement
Universal Design for
Learning?
Principles of Universal Design for Learning
The UDL guidelines and checkpoints
cross-pollinate between principles to
reach the goal of developing
purposeful and motivated, resourceful
and knowledgeable, and strategic and
goal-oriented learners.
(Rose, Meyer, & Gordon, 2014)
Options for
self-regulation
Options for
comprehension
Options for
executive
function
Independent Practice of Internalized skills
Options for
Options for
Options to
sustain effort language, math expression &
& persistence expressions & communication
symbols
Guided Practice to internalizing skills
Options for
recruiting
interest
Options for
perception
Options for
physical
action
External Access
Adapted from © Copyright CAST, Inc., 2014
http://www.livebinders.com/play/play?id=1517215
http://www.livebinders.com/play/play?id=1522524
http://www.livebinders.com/play/play?id=1522530
If you don’t
know WHAT to
implement what
will educators
experience?
Action Plan
Do _______ know
how to implement
Universal Design
for Learning?
If you don’t know How
to implement UDL
what will educators
experience?
Traditional “one shot” forms of
professional development are not
effective, usually not producing more
than 10 % implementation rate.
(Bush, 1984)
12,000
Students in 18 buildings
54
15%
Limited
English
Languages
11.7%
Of students
receive special
education services
24.9%
Minority
students
served
85%
of special ed
students spend at
least 80% of their
day in general
education settings
44.2%
Free and Reduced
2006- 2007
2003- 2006
6 schools developed 3year UDL-focused
technology action plan
20122013
Pilot year for
2007-2008
teacher success rubric:
50% UDL
accountability
2013 ICT Facilitator
Present
positions develop
into UDL
Facilitators in all
buildings
Trained building teams
in UDL: UDL goals
become part of school 2007 Trained and
improvement plans
Present
Implemented
Instructional
Consultation Teams
Broadened the
training of UDL
to school-wide
2015 Present
District-wide
focus on measuring
school-wide learning outcomes
UDL
Summe
r
Institute
3 UDL
Coordinators
9 UDL Facilitators
Staff Supports
for
UDL Implementation
Professional
Development sessions
with UDL experts
outside
the district
Request for
Educational
Planning Form
UDL
Professional
Learning
Communities
New Money or a Pot of Gold?
Facilitator
PD
Types of learning about UDL at BCSC
• Whole staff PD
• Grade-level meetings
• Individual coaching
• Book studies, face-to-face, online
Design and Deliver, UDL Now!, UDL: Theory and Practice
• Online chats, #UDLchat, #BSCSUDL
• Course created in LMS for access 24/7
• Summer UDL Institute
• Screencastify used to create How-to videos
BCSC Summer UDL Institute
2013:
2014:
2015:
2016:
UDL Basics with Representation
Engagement Learning Environment Design
Using Assessment to Inform – Strategic Network
Expert Learners
District & School
Teacher
Student
UDL Schoolwide
Learning Outcome
posters support
teachers in teaching
students in learning
the language.
Expert Learner
Reflection Game
What is an Expert Learner
https://youtu.be/JTWmRCS8XTA
What are YOU missing?
(Knoster, 1991)