Universal Design
For Learning
The virtues of print
The limitations of print
Uniformity… in a world of diversity
The virtue of a Digital Foundation
NFF
A foundation of flexibility
Flexible display
Multiple Representations: Sensory
Tale of Two Cities
…It was the best of times, it was
the worst of times, it was the
age of wisdom, it was the age of
Multiple representations
The value of this flexible display?
Universal Design for Learning
Universal Design for Learning
Multiple Means of Representation
Universal Design for Learning
Multiple Means of Representation
Multiple Means of Action and
Expression
Universal Design for Learning
Multiple Means of Representation
Multiple Means of Action and
Expression
Multiple Means of Engagement
That’s it.
Support diverse affective networks
Provide students with engaging activities that include multiple
levels of challenge, variety of content and support.
Affective networks –
located at core of brain
• Offer choices of content
and tools.
• Offer adjustable levels of
challenge.
• Offer choice of rewards
• Offer choice of learning
context.
Center for Applied Special Technologies, CAST
www.cast.org
The “Engagement” Principle
• Affective networks
How students are engaged and motivated.
How they are challenged, excited, or
interested. These are affective dimensions—
the "why" of learning.
• Multiple means of engagement to tap into
learners' interests, challenge them
appropriately, and motivate them to learn
Affective Networks
THINK ABOUT HOW LEARNERS WI • Does the activity provide
LL ENGAGE WITH THE LESSON:
options that engage and
interest all learners?
• Does the activity provide
options that
help all learners sustain
effort and motivation?
• Does the activity provide
options that can help all
learners regulate their o
wn learning?
Source: UDL: Theory & Practice
Finding Your “Why”
Finding Your “Why”
Passion Profiles
Read the passion profiles and
identify the passion that most
accurately describes who you are as
an educator. If several fit (this will be
true for many of you), choose the
one that affects you the most, or the
one that seems most significant as
you reflect on your practice over
time.
Passion Profiles
• Find the people who chose the same
profile you did.
• What is it like to have this passion – to
be this kind of educator?
• Talk as a group about the questions that
teachers who share this passion are
likely to have about Universal Design for
Learning.
Passion Profiles
• What strikes you as you listen to the
passions of these educators?
• Which of the questions generated
intrigues you the most? Why?
• How might you go about exploring this
question with colleagues? What would
you do first?
Building UDL Community and Practice
around Engagement?
Affective Networks
THINK ABOUT HOW LEARNERS WI • Does the activity provide
LL ENGAGE WITH THE ACTIVITY:
options that engage and
interest all learners?
• Does the activity provide
options that
help all learners sustain
effort and motivation?
• Does the activity provide
options that can help all
learners regulate their o
wn learning?
Source: UDL: Theory & Practice