0:00:01.056,0:00:03.639 (upbeat music) 0:00:09.169,0:00:11.575 - [Instructor] This teacher[br]needs to meet a curriculum goal 0:00:11.575,0:00:15.181 and she's got a very[br]diverse group of students, 0:00:15.181,0:00:17.264 and so does this teacher, 0:00:18.842,0:00:19.925 and this one. 0:00:21.984,0:00:23.636 Most do. 0:00:23.636,0:00:26.744 In fact, research shows[br]that the way people learn 0:00:26.744,0:00:30.145 is as unique as their fingerprints. 0:00:30.145,0:00:33.609 What does this mean for teachers of today? 0:00:33.609,0:00:35.131 Classrooms are highly diverse 0:00:35.131,0:00:37.452 and curriculum needs to[br]be designed from the start 0:00:37.452,0:00:39.369 to meet this diversity. 0:00:40.977,0:00:44.011 Universal Design for Learning[br]is an approach to curriculum 0:00:44.011,0:00:47.502 that minimizes barriers[br]and maximizes learning 0:00:47.502,0:00:48.919 for all students. 0:00:50.938,0:00:52.955 Whoa, that's a fancy term, 0:00:52.955,0:00:55.206 Universal Design for Learning. 0:00:55.206,0:00:57.039 Let's unpack it a bit. 0:00:58.237,0:01:01.417 Let's think about the word universal. 0:01:01.417,0:01:03.959 By universal, we mean[br]curriculum that can be used 0:01:03.959,0:01:06.479 and understood by everyone. 0:01:06.479,0:01:09.681 Each learner in the classroom[br]brings her own background, 0:01:09.681,0:01:12.348 strengths, needs, and interests. 0:01:16.578,0:01:19.104 Curriculum should provide[br]genuine learning opportunities 0:01:19.104,0:01:21.354 for each and every student. 0:01:22.353,0:01:24.736 Now let's think about the word learning. 0:01:24.736,0:01:26.875 Learning is not one thing. 0:01:26.875,0:01:28.688 Neuroscience tells us that our brains 0:01:28.688,0:01:30.749 have three broad networks. 0:01:30.749,0:01:34.085 One for recognition, the what of learning, 0:01:34.085,0:01:37.401 one for skills and strategies,[br]the how of learning, 0:01:37.401,0:01:41.362 and one for caring and[br]prioritizing, the why of learning. 0:01:41.362,0:01:43.269 Students need to gain knowledge, skills, 0:01:43.269,0:01:45.167 and enthusiasm for learning, 0:01:45.167,0:01:48.344 and a curriculum needs to[br]help them do all three. 0:01:48.344,0:01:52.049 But every learner is unique[br]and one size does not fit all. 0:01:52.049,0:01:54.093 So, how do we make a[br]curriculum that challenges 0:01:54.093,0:01:57.019 and engages diverse learners? 0:01:57.019,0:01:59.888 This is where the word design comes in. 0:01:59.888,0:02:02.884 A universally designed building[br]is planned to be flexible 0:02:02.884,0:02:05.287 and to accommodate all kinds of users, 0:02:05.287,0:02:07.324 with and without disabilities. 0:02:07.324,0:02:10.478 It turns out, that if you[br]design for those in the margins, 0:02:10.478,0:02:12.803 your building works better for everyone. 0:02:12.803,0:02:15.668 Curb cuts and ramps are used[br]by people in wheelchairs, 0:02:15.668,0:02:19.960 people with strollers,[br]and people on bikes. 0:02:19.960,0:02:22.768 Captioning on TV serves[br]people who are deaf, 0:02:22.768,0:02:25.459 people learning English, people in gyms, 0:02:25.459,0:02:29.067 and spouses who get to[br]sleep at different times. 0:02:29.067,0:02:31.410 UDL takes this idea and applies it 0:02:31.410,0:02:34.010 to the design of flexible curriculum. 0:02:34.010,0:02:35.769 UDL goes beyond access, 0:02:35.769,0:02:38.770 because we need to build[br]and support and challenge. 0:02:38.770,0:02:40.691 So, how do we use the UDL framework 0:02:40.691,0:02:43.571 to make learning goals,[br]methods, materials, 0:02:43.571,0:02:46.522 and assessments that work for everyone? 0:02:46.522,0:02:49.379 First, ask yourself, what is my goal, 0:02:49.379,0:02:53.159 what do I want my students[br]to know, do, and care about? 0:02:53.159,0:02:56.434 Then ask, what barriers in[br]the classroom might interfere 0:02:56.434,0:02:59.052 with my diverse students[br]reaching these goals? 0:02:59.052,0:03:02.539 To eliminate the barriers,[br]use the three UDL principles 0:03:02.539,0:03:04.763 to create flexible paths to learning 0:03:04.763,0:03:07.245 so that each student can progress. 0:03:07.245,0:03:11.129 Number one, provide multiple[br]means of representation. 0:03:11.129,0:03:14.029 Present content and[br]information in multiple media 0:03:14.029,0:03:16.220 and provide varied supports. 0:03:16.220,0:03:19.980 Use graphics and animation,[br]highlight the critical features, 0:03:19.980,0:03:23.178 activate background knowledge,[br]and support vocabulary 0:03:23.178,0:03:26.786 so that students can acquire[br]the knowledge being taught. 0:03:26.786,0:03:31.125 Number two, provide multiple[br]means of action and expression. 0:03:31.125,0:03:32.727 Give students plenty of options 0:03:32.727,0:03:34.374 for expressing what they know 0:03:34.374,0:03:37.296 and provide models, feedback, and supports 0:03:37.296,0:03:40.458 for their different levels of proficiency. 0:03:40.458,0:03:44.206 Number three, provide[br]multiple means of engagement. 0:03:44.206,0:03:47.309 What fires up one student[br]won't fire up another. 0:03:47.309,0:03:50.815 Give students choices to fuel[br]their interests and autonomy. 0:03:50.815,0:03:53.308 Help them risk mistakes[br]and learn from them. 0:03:53.308,0:03:56.728 If they love learning, they'll[br]persist through challenges. 0:03:56.728,0:03:59.872 And remember, always keep[br]in mind the learning goal. 0:03:59.872,0:04:02.084 Get rid of barriers[br]caused by the curriculum 0:04:02.084,0:04:04.592 and keep the challenge where it belongs. 0:04:04.592,0:04:07.310 And that's it. Okay, quick recap. 0:04:07.310,0:04:09.712 Show the information in different ways, 0:04:09.712,0:04:12.102 allow your students to[br]approach learning tasks 0:04:12.102,0:04:14.534 and demonstrate what they[br]know in different ways, 0:04:14.534,0:04:16.875 and offer options that engage students 0:04:16.875,0:04:19.522 and keep their interest. 0:04:19.522,0:04:21.040 Universal Design for Learning 0:04:21.040,0:04:24.207 equals learning opportunities for all. 0:04:25.161,0:04:29.161 For more information on[br]UDL, go to www.cast.org.