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http://udltheorypractice.cast.org/login?expired=true

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Checkpoint 6.2 Support planning and strategy development
Checkpoint 6.3 Facilitate managing information and resources

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Optimize Access to Tools and Assistive Technology

Provide students the assistive tools and the coaching necessary to use them. Take down the barriers that stop students from accessing content, WITHOUT taking away the challenge.

Examples:

Provide alternate keyboard commands for mouse action

Build switch and scanning options for increased independent access and keyboard alternatives

Provide access to alternative keyboards

Customize overlays for touch screens and keyboards

Select software that works seamlessly with keyboard alternatives and alt keys

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There are no experimental research studies that show evidence of improved learning for students with severe motor disabilities

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Provide options for physical action
textbooks and other materials may provide barriers for some students. Attempt to remove these barriers so all can access the material

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Learners differ widely in their capacity to navigate their physical environment.

To reduce barriers:

provide alternative means for response, selection, and composition.

To provide equal opportunity for interaction with learning experiences, an instructor must ensure that there are multiple means for navigation and control is accessible

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Vary the methods for response and navigation: Key Considerations

How does this help learners meet the goal?

How does this account for the variability of all learners?

Can the learner navigate their physical environment?

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Ideas for enhancing expression and communication:

Compose lesson using mutli-media formats

text

speech

drawing

illustrations

design

movies

music

Dance/mocement

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Provide options for executive functions.
It allows to overcome impulsive reactions, set long term goals, monitor progress and modify strategies as needed.
Educators should know that executive functions are very limited in their capacity due to the working memory.
UdL focuses on automating both lower level and higher level skills through scaffolding.
Strategies to scaffold higher level skills:
1) Guide goal-setting.
2) Support planning and strategy to achieve that goal.
3) Facilitate managing information and resources (easy to forget). Ex.:  graphic organizers, checklists.
4) Promote self-monitoring progress.

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There is no medium of expression that is equally suited for all learners or for all kinds of communication.

all learners must learn  the optimal medium for any particular content of expression and audience

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There is a tendency in schooling to focus on traditional tools rather than contemporary ones...learners should learn to use tools that are an optimal match between their abilities and the demands of the task.

Traditional tools:

do not prepare learners for the future

limits content taught and teaching methods implemented

restrict a learner's ability to express what they've learned

constricts a type of students who can be successful

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Learners must develop a variety of fluencies (e.g., visual, audio, mathematical, reading, etc.)

Provide multiple scaffolds so students can become independent

Models should convey the same outcomes but with multiple approaches

Gradually increase independence

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When passing the soccer ball, make sure you have your plant foot next to the ball and your ankle locked and flat. Properly pass the ball in soccer with help from a professional soccer player and coach in this free video on soccer skills.

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Affect: We illustrate how these Guidelines can be used as a lens to re-frame and improve classroom practice.
Recognition: We illustrate how these Guidelines can be applied in the design of online learning tools.
Strategy: We illustrate the deep connection between these Guidelines and the learning brain

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Their ability to develop competent executive functions for executing certain skills and movements

Their abilities to learn to coordinate simple movements into fluent skills and abilities

Their primary motor capabilities

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GUIDELINE 6: Provide options for executive functions

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GUIDELINE 6: Provide options for executive functions

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Which allows learners to take advantage of their environments
Appropriate goal-setting, supporting strategy development, manage resources
6.1:

Guide appropriate goal-setting
embeds graduated scaffolds for learning to set personal goals that are both challenging and realistic.

Provide prompts and scaffolds to estimate effort, resources, and difficulty

Provide models or examples of the process and product of goal-setting

Provide guides and checklists for scaffolding goal-setting

Post goals, objectives, and schedules in an obvious place

Checkpoint 6.2 Support planning and strategy development
planning a strategy, including the tools they will use, for reaching that goal.

Embed prompts to “stop and think” before acting as well as adequate space

Embed prompts to “show and explain your work” (e.g., portfolio review, art critiques)

Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps

Embed coaches or mentors that model think-alouds of the process

Provide guides for breaking long-term goals into reachable short-term objectives

Checkpoint 6.3 Facilitate managing information and resources
Providing graphic organizers and templates for data collection and organizing information, Embed prompts for categorizing and systematizing, providing checklists and guides for note-taking

Provide graphic organizers and templates for data collection and organizing information

Embed prompts for categorizing and systematizing

Provide checklists and guides for note-taking

6.4  Enhance capacity for monitoring progress
Provide feedback that is more explicit, timely, informative, and accessible.

Executive capacity is sharply reduced when: 1) executive functioning capacity must be devoted to managing “lower level” skills and responses which are not automatic or fluent thus the capacity for “higher level” functions is taken; and 2) executive capacity itself is reduced due to some sort of higher level disability or to lack of fluency with executive strategies.

To help learners become more plan-full and strategic a variety of options are needed, such as cognitive “speed bumps” that prompt them to “stop and think;” graduated scaffolds that help them actually implement strategies; or engagement in decision-making with competent mentors.

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A structure that guides and supports the transfer of abstract research findings to practical applications in the relevant domain.

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Drawing

speaking

dance

drama

humor

videography

PowerPoint

Keynote

iMovie

constructing

composing

expressing knowledge

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Example of Providing Multiple Means of Action and Expression

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Example of Providing Multiple Means of Action and Expression

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In his course on UDL at the Harvard Graduate School of Education, David Rose asks four different students to take notes during class and to post those notes where all can view them. The differing media and style of notes illustrate the very diverse ways that students express what they are learning. The diverse presentations provide other members of the class an opportunity to expand their understanding. The examples in figures 4.18, 4.19, and 4.20 are actual notes taken during David's lecture about perfect pitch.

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setting a goal at an appropriate level of difficulty and being flexible with strategies (trying a different approach when one method is not working)

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Gaining the confidence (i.e., self-efficacy) to learn challenging tasks builds when learners have multiple examples of how to become competent and a sense that there is more than one pathway to competence.

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Studies in education indicate that confidence (i.e., self-efficacy) to learn challenging tasks builds when learners have alternative examples of how to become competent and a sense that there is more than one pathway to competence.

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Executive Functions are mediated largely by the Pre-Frontal Cortex

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Understanding is dependent on the means for which it is presented

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Understanding is dependent on the means for which it is presented

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options for perception

options for language, mathematical expressions, and symbols

options for comprehension

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Expertise requires much more than just engagement

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Expertise requires much more than just engagement

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It requires constructing knowledge by:

perceiving information in the environment

recognizing predictive patterns in that information

understanding and integrating new information

interpreting and manipulating a wide variety of symbolic representations of information

and developing fluency in the skills for assimilating and remembering that information.

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Intentional, purposeful, and planned

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To make sure everybody has the opportunity to develop into an expert learner.

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"No single medium works for every learner, nor does it for every subject....To promote understanding of information, concepts, relationships, and ideas, it is critical to provide multiple ways for learners to approach them."

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Multiple Means of.......

1. Engagement

2. Representation

3. Action/Expression

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Not just the brain that you were born with, it's the brain you learn with!

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at the “bottom” of the heterarchy—they may have difficulty with the motor demands of reaching and grasping

if they have trouble at the “top” of the heterarchy—they have difficulty inhibiting the reach for the first marshmallow in order to wait for the second one

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From Columbia University, researches presented students with a dilemma. A synthesis of the three networks.

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Every student has different effects on the strategic networks based on her/his own makeup.

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Every student has different effects on the strategic networks based on her/his own makeup.

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Identify a goal

Design a suitable plan

Execute the plan

Self monitor

Correct or adjust actions

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Strategic Networks are variable among students

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Strategic Networks are variable among students

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The lowest level is the networks that actually stimulate muscles to action.
At a slightly higher level are the areas that coordinate the simple muscle movements into more complex and skillful actions.
At the highest level you have the networks for executive functions for setting goals , making plans, monitoring progress, and making course corrections.

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The proportion of any motor cortex activity is dependent on learning (notion of plasticity of the brain).

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The proportion of any motor cortex activity is dependent on learning (notion of plasticity of the brain).

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An individual student's deficits and strengths can affect very specific aspects of strategic skills

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An individual student's deficits and strengths can affect very specific aspects of strategic skills

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Strategic networks are highly specialized.

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Strategic networks are highly specialized.

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Strategic networks allow us to plan, execute, and monitor all kinds of purposeful acts in our environment.

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Strategic networks allow us to plan, execute, and monitor all kinds of purposeful acts in our environment.

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These can be:
Elementary motor acts
Complex skill
Acts of enormous planfulness

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The brain's ultimate specialization depends not only on genetic factors—the brain you were born with—but also very much on experiential factors—the brain you learned with.

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The brain's ultimate specialization depends not only on genetic factors—the brain you were born with—but also very much on experiential factors—the brain you learned with.

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Strategic networks:  How we decide to carry acts.

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Strategic networks:  How we decide to carry acts.

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Being able to set long term goals.

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Highest level of Heterarchical Network

broad longer term goals

making plans

effective strategies

self monitoring