UDL: Universal Desing for Learning

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by MeganWieser
Last updated 3 years ago

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UDL: Universal Desing for Learning

Network-Appropriate Teaching MethodsTo support diverse recognition networks:•Provide multiple examples •Highlight critical features • Provide multiple media and formats • Support background contextTo support diverse strategic networks:•Provide flexible models of skilled performance •Provide opportunities to practice with supports • Provide ongoing, relevant feedback• Offer flexible opportunities for demonstrating skill To support diverse affective networks:• Offer choices of content and tools • Offer adjustable levels of challenge • Offer choices of rewards • Offer choices of learning context

Comparing RTI ' PBISResponse to Intervention (RTI) is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2005). Based on a problem-solving model, the RTI approach considers environmental factors as they might apply to an individual student’s difficulty, and provides services/intervention as soon as the student demonstrates a need. Focused primarily on addressing academic problems, RTI has emerged as the new way to think about both disability identification and early intervention assistance for the “most vulnerable, academically unresponsive children” in schools and school districts (Fuchs ' Deshler, 2007, p. 131, emphasis added).Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions ' Supports, 2007). Positive Behavioral Interventions and Supports (PBIS) is a process that is consistent with the core principles of RTI. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture. ***Similar to RTI, PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.***Both RTI and PBIS are grounded in differentiated instruction. Each approach delimits critical factors and components to be in place at the universal (Tier 1)targeted group (Tier 2)individual (Tier 3) levels

Kelsey Walsh's Glogster on UDL, MTSS, RTI, PBIS, and Differentiation TechniquesFeburary 2015

UDLUniversal Design for Learningis a set of principles for curriculum development that give all individuals equal opportunities to learn.UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone not a single, one size fits all solution but rather flexible approaches that can be customized and adjusted for individual needs.The purpose of UDL curricula is not simply to help students master a specific body of knowledge or a specific set of skills, but to help them master learning itself in short, to become expert learners. Expert learners have developed three broad characteristics. They are: a) strategic, skillful and goal directedb) knowledgeable c) purposeful and motivated to learn moreDesigning curricula using UDL allows teachers to remove potential barriers that could prevent learners from meeting this important goal.http://www.udlcenter.org/resource_library/videos/udlcenter/udl

Differentiation TechniquesTo differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.Learn More @ http://www.cast.org/system/galleries/download/ncac/DI_UDL.pdf

MTSSMTSS provides the structure to ensure that all efforts of the district are coordinated and consistent. To that end, the MTSS department supports the district and schools by using data and problem solving to support all students. Specifically, MTSS provides support to the district and schools in the following ways:District - Support and consultation to district departments around high quality instruction and intervention, data and problem solving, and assessment.Schools - Direct technical assistance and consultation in the following areas:* Building infrastructure (systems)* Implementing interventions* Using data to make decisions* Problem-solving

Multi-Tiered System of Supports (MTSS) is defined as a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems. See more at: http://www.cde.state.co.us/mtss#sthash.nFe4a9Jj.dpufGoal of MTSS*Being prevention oriented: knowing who needs support as early as possible each year and putting those supports in place.*Implementing evidence-based interventions for all students and tailoring interventions based on student’s needs*Using progress monitoring data to know when to make a change in instruction

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Links to Learn More About Differentiated Instruction


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