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Chapter 5:  A Framework for UDL Implementation

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Chapter 5:  A Framework for UDL Implementation

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How do guidelines help in design of optimal learning environments?
1. Provide a framework for thinking systematically about individual variability as it relates to learning.
2. Provide concrete suggestions for how to address systematic variability among students.

Three Principles of UDL
1. Provide multiple means of engagement
2. Provide multiple means of representation.
3. Provide multiple means of action and expression.

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"Why" of learners
Preparation can affect what you see.
Example: Gorilla experiment
Provide Multiple Means of Engagement

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Connection
Guidelines help us see things differently.
- See curriculum as problem, not learner
- Provide new lens for viewing classroom and curriculum
-Engaging to us differs greatly from one individual to the next.

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"What" of learning
Example: Music piece
-Hear melody and pitch but might not comprehend the music.
-alternate representation:  written score of piece
-video provided visual representation of pattern and notes that make it easier to recognize.
Multiple Means of Representation

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Jump to navigation Jump to search Bold text This Wikispace is a shared resource made available as an archived collection of wiki entries from previous iterations of the course. The Media/Education/Design wiki takes the form of an online set of entries that follow the standard Wikipedia encyclopedia entry genre.

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"How" of learning
Neuroscience of Strategy
Prefrontal Cortex- executive functions, human ability to be skillful, goal-directed, and strategic in our actions.
Motor Cortex- coordinate simple movements into fluent skills. (Ex. Learning how to pass a soccer ball)
Primary Motor Cortex- produce simple voluntary motor movement.

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Provide Multiple Means of Action and Expression

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Provide Multiple Means of Action and Expression

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Students differ in:
-ability to develop competent executive functions for executing certain skills and movement.
-ability to learn to coordinate simple movements in fluent skills and abilities.
- ability to move and perform basic actions.
Example: Same student that is clumsy may be highly strategic and goal-directed.

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-provide guidance and scaffolding in curriculum
-be purposeful in considering the systematic variability of students
-guide for self-reflection and the revision of teaching practices