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From Teacher-Led to Student-Owned: Personalizing Learning for All With UDL

Location: Posters; Level 3, Skyline Ballroom Pre-function, Table 34

Participate and share

Participate and share : Poster


Tuesday, June 26, 1:15–3:15 pm
Location: Posters; Level 3, Skyline Ballroom Pre-function, Table 34

Kendra Grant   Luis Perez  
If every learner is unique, how can we design instruction that addresses this variability? In this session, you'll use a UDL Planning Guide to rethink and revise a lesson while leveraging technology to address learner variability. Leave confident you can provide diverse learners with multiple pathways for learning.

Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: A Google account would be helpful for participants to have ahead of time.
Focus: Digital age teaching & learning
Topic: Universal design for learning/differentiated learning
Grade level: PK-12
ISTE Standards: For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
For Students:
Empowered Learner
  • Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
For Administrators:
Excellence in Professional Practice
  • Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

Our primary goal for this session is to introduce a model for inclusive instructional planning that addresses both the ISTE Standards and the UDL principles. At the conclusion of this session, participants will be able to:
1. Learn how to use a planning guide to design an educational experience which represents content in a variety of ways.
2. Practice using a planning guide to design an educational experience which invites students to demonstrate what they know and what they can do in a variety of ways.
3. Use a planning guide to ensure the design of an educational experience which engages and empowers all learners.

Outline

Introduction
* Introduce problem - Most lessons are designed for the average (show examples and statistics)
- ISTE Standards for Students focus on a different type of learner - they are designed to help empower student voice and ensure that learning is a student-driven process.
- UDL focuses on addressing learner variability, overcoming barriers to learning and building learner expertise
- How to navigate and manage all this information to change your instructional practice is a challenge - where to start, how to approach it, etc.
* Determine your current level of understanding of UDL - Wade In, Shallow Swim, Deep Dive
- Wade In: This is new to me. I am unfamiliar or only vaguely familiar with the term, concept, or idea and would like to learn more
- Shallow Swim: I have heard of this and understand some aspects. I’m ready to learn more. I still have some questions and want to continue to improve my practice in this area.
- Deep Dive: I feel confident in my understanding and want to expand my knowledge and refine my practice. I would like to support others in this area.
* Introduce the UDL Planning Guide
- Briefly describe how to use UDL Planning Guide with examples:
> I’m at the wade in level: adding AT to support all learner
> I’m at the shallow swim level: building metacognition into lesson

Lesson
* Briefly review lesson - provide 3 simple lessons (participants can move around the room, work in groups or alone, etc. to complete task
* Provide simple method for them to record their change and reason

Wrap-up
* Share changes made, reasons, technology tools, etc
* Questions
* Next Step - website, books

Supporting research

Burgstahler, S. (2015). Equal Access: Universal Design of Instruction. A checklist for inclusive teaching. Disabilities, Opportunities, Internetworking, and Technology. University of Washington.

Edyburn, D.L. (2010). Would you recognize Universal Design For Learning if you saw it? Ten propositions for new directions for the second decade Of UDL. Learning Disability Quarterly, 33-41.

Meyer, A., Rose, D.H., & Gordon, D. (2014) Universal design for learning: Theory and practice, Wakefield MA: CAST

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Presenters

Kendra Grant, Kendra Grant Consulting
Luis Perez, National AEM Center, CAST

Luis Perez, Ph. D., is a technical assistance specialist at the National Center on Accessible Educational Materials at CAST. He is the incoming president of the ISTE Inclusive Learning Network and has published two books on inclusive learning and technology: Dive into UDL (ISTE, 2018) and Learning on the Go (CAST Publishing, 2018). Luis has been recognized as an Apple Distinguished Educator and as a Google in Education Certified Innovator.

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