[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:01.06,0:00:03.64,Default,,0000,0000,0000,,(upbeat music)
Dialogue: 0,0:00:09.17,0:00:11.58,Default,,0000,0000,0000,,- [Instructor] This teacher\Nneeds to meet a curriculum goal
Dialogue: 0,0:00:11.58,0:00:15.18,Default,,0000,0000,0000,,and she's got a very\Ndiverse group of students,
Dialogue: 0,0:00:15.18,0:00:17.26,Default,,0000,0000,0000,,and so does this teacher,
Dialogue: 0,0:00:18.84,0:00:19.92,Default,,0000,0000,0000,,and this one.
Dialogue: 0,0:00:21.98,0:00:23.64,Default,,0000,0000,0000,,Most do.
Dialogue: 0,0:00:23.64,0:00:26.74,Default,,0000,0000,0000,,In fact, research shows\Nthat the way people learn
Dialogue: 0,0:00:26.74,0:00:30.14,Default,,0000,0000,0000,,is as unique as their fingerprints.
Dialogue: 0,0:00:30.14,0:00:33.61,Default,,0000,0000,0000,,What does this mean for teachers of today?
Dialogue: 0,0:00:33.61,0:00:35.13,Default,,0000,0000,0000,,Classrooms are highly diverse
Dialogue: 0,0:00:35.13,0:00:37.45,Default,,0000,0000,0000,,and curriculum needs to\Nbe designed from the start
Dialogue: 0,0:00:37.45,0:00:39.37,Default,,0000,0000,0000,,to meet this diversity.
Dialogue: 0,0:00:40.98,0:00:44.01,Default,,0000,0000,0000,,Universal Design for Learning\Nis an approach to curriculum
Dialogue: 0,0:00:44.01,0:00:47.50,Default,,0000,0000,0000,,that minimizes barriers\Nand maximizes learning
Dialogue: 0,0:00:47.50,0:00:48.92,Default,,0000,0000,0000,,for all students.
Dialogue: 0,0:00:50.94,0:00:52.96,Default,,0000,0000,0000,,Whoa, that's a fancy term,
Dialogue: 0,0:00:52.96,0:00:55.21,Default,,0000,0000,0000,,Universal Design for Learning.
Dialogue: 0,0:00:55.21,0:00:57.04,Default,,0000,0000,0000,,Let's unpack it a bit.
Dialogue: 0,0:00:58.24,0:01:01.42,Default,,0000,0000,0000,,Let's think about the word universal.
Dialogue: 0,0:01:01.42,0:01:03.96,Default,,0000,0000,0000,,By universal, we mean\Ncurriculum that can be used
Dialogue: 0,0:01:03.96,0:01:06.48,Default,,0000,0000,0000,,and understood by everyone.
Dialogue: 0,0:01:06.48,0:01:09.68,Default,,0000,0000,0000,,Each learner in the classroom\Nbrings her own background,
Dialogue: 0,0:01:09.68,0:01:12.35,Default,,0000,0000,0000,,strengths, needs, and interests.
Dialogue: 0,0:01:16.58,0:01:19.10,Default,,0000,0000,0000,,Curriculum should provide\Ngenuine learning opportunities
Dialogue: 0,0:01:19.10,0:01:21.35,Default,,0000,0000,0000,,for each and every student.
Dialogue: 0,0:01:22.35,0:01:24.74,Default,,0000,0000,0000,,Now let's think about the word learning.
Dialogue: 0,0:01:24.74,0:01:26.88,Default,,0000,0000,0000,,Learning is not one thing.
Dialogue: 0,0:01:26.88,0:01:28.69,Default,,0000,0000,0000,,Neuroscience tells us that our brains
Dialogue: 0,0:01:28.69,0:01:30.75,Default,,0000,0000,0000,,have three broad networks.
Dialogue: 0,0:01:30.75,0:01:34.08,Default,,0000,0000,0000,,One for recognition, the what of learning,
Dialogue: 0,0:01:34.08,0:01:37.40,Default,,0000,0000,0000,,one for skills and strategies,\Nthe how of learning,
Dialogue: 0,0:01:37.40,0:01:41.36,Default,,0000,0000,0000,,and one for caring and\Nprioritizing, the why of learning.
Dialogue: 0,0:01:41.36,0:01:43.27,Default,,0000,0000,0000,,Students need to gain knowledge, skills,
Dialogue: 0,0:01:43.27,0:01:45.17,Default,,0000,0000,0000,,and enthusiasm for learning,
Dialogue: 0,0:01:45.17,0:01:48.34,Default,,0000,0000,0000,,and a curriculum needs to\Nhelp them do all three.
Dialogue: 0,0:01:48.34,0:01:52.05,Default,,0000,0000,0000,,But every learner is unique\Nand one size does not fit all.
Dialogue: 0,0:01:52.05,0:01:54.09,Default,,0000,0000,0000,,So, how do we make a\Ncurriculum that challenges
Dialogue: 0,0:01:54.09,0:01:57.02,Default,,0000,0000,0000,,and engages diverse learners?
Dialogue: 0,0:01:57.02,0:01:59.89,Default,,0000,0000,0000,,This is where the word design comes in.
Dialogue: 0,0:01:59.89,0:02:02.88,Default,,0000,0000,0000,,A universally designed building\Nis planned to be flexible
Dialogue: 0,0:02:02.88,0:02:05.29,Default,,0000,0000,0000,,and to accommodate all kinds of users,
Dialogue: 0,0:02:05.29,0:02:07.32,Default,,0000,0000,0000,,with and without disabilities.
Dialogue: 0,0:02:07.32,0:02:10.48,Default,,0000,0000,0000,,It turns out, that if you\Ndesign for those in the margins,
Dialogue: 0,0:02:10.48,0:02:12.80,Default,,0000,0000,0000,,your building works better for everyone.
Dialogue: 0,0:02:12.80,0:02:15.67,Default,,0000,0000,0000,,Curb cuts and ramps are used\Nby people in wheelchairs,
Dialogue: 0,0:02:15.67,0:02:19.96,Default,,0000,0000,0000,,people with strollers,\Nand people on bikes.
Dialogue: 0,0:02:19.96,0:02:22.77,Default,,0000,0000,0000,,Captioning on TV serves\Npeople who are deaf,
Dialogue: 0,0:02:22.77,0:02:25.46,Default,,0000,0000,0000,,people learning English, people in gyms,
Dialogue: 0,0:02:25.46,0:02:29.07,Default,,0000,0000,0000,,and spouses who get to\Nsleep at different times.
Dialogue: 0,0:02:29.07,0:02:31.41,Default,,0000,0000,0000,,UDL takes this idea and applies it
Dialogue: 0,0:02:31.41,0:02:34.01,Default,,0000,0000,0000,,to the design of flexible curriculum.
Dialogue: 0,0:02:34.01,0:02:35.77,Default,,0000,0000,0000,,UDL goes beyond access,
Dialogue: 0,0:02:35.77,0:02:38.77,Default,,0000,0000,0000,,because we need to build\Nand support and challenge.
Dialogue: 0,0:02:38.77,0:02:40.69,Default,,0000,0000,0000,,So, how do we use the UDL framework
Dialogue: 0,0:02:40.69,0:02:43.57,Default,,0000,0000,0000,,to make learning goals,\Nmethods, materials,
Dialogue: 0,0:02:43.57,0:02:46.52,Default,,0000,0000,0000,,and assessments that work for everyone?
Dialogue: 0,0:02:46.52,0:02:49.38,Default,,0000,0000,0000,,First, ask yourself, what is my goal,
Dialogue: 0,0:02:49.38,0:02:53.16,Default,,0000,0000,0000,,what do I want my students\Nto know, do, and care about?
Dialogue: 0,0:02:53.16,0:02:56.43,Default,,0000,0000,0000,,Then ask, what barriers in\Nthe classroom might interfere
Dialogue: 0,0:02:56.43,0:02:59.05,Default,,0000,0000,0000,,with my diverse students\Nreaching these goals?
Dialogue: 0,0:02:59.05,0:03:02.54,Default,,0000,0000,0000,,To eliminate the barriers,\Nuse the three UDL principles
Dialogue: 0,0:03:02.54,0:03:04.76,Default,,0000,0000,0000,,to create flexible paths to learning
Dialogue: 0,0:03:04.76,0:03:07.24,Default,,0000,0000,0000,,so that each student can progress.
Dialogue: 0,0:03:07.24,0:03:11.13,Default,,0000,0000,0000,,Number one, provide multiple\Nmeans of representation.
Dialogue: 0,0:03:11.13,0:03:14.03,Default,,0000,0000,0000,,Present content and\Ninformation in multiple media
Dialogue: 0,0:03:14.03,0:03:16.22,Default,,0000,0000,0000,,and provide varied supports.
Dialogue: 0,0:03:16.22,0:03:19.98,Default,,0000,0000,0000,,Use graphics and animation,\Nhighlight the critical features,
Dialogue: 0,0:03:19.98,0:03:23.18,Default,,0000,0000,0000,,activate background knowledge,\Nand support vocabulary
Dialogue: 0,0:03:23.18,0:03:26.79,Default,,0000,0000,0000,,so that students can acquire\Nthe knowledge being taught.
Dialogue: 0,0:03:26.79,0:03:31.12,Default,,0000,0000,0000,,Number two, provide multiple\Nmeans of action and expression.
Dialogue: 0,0:03:31.12,0:03:32.73,Default,,0000,0000,0000,,Give students plenty of options
Dialogue: 0,0:03:32.73,0:03:34.37,Default,,0000,0000,0000,,for expressing what they know
Dialogue: 0,0:03:34.37,0:03:37.30,Default,,0000,0000,0000,,and provide models, feedback, and supports
Dialogue: 0,0:03:37.30,0:03:40.46,Default,,0000,0000,0000,,for their different levels of proficiency.
Dialogue: 0,0:03:40.46,0:03:44.21,Default,,0000,0000,0000,,Number three, provide\Nmultiple means of engagement.
Dialogue: 0,0:03:44.21,0:03:47.31,Default,,0000,0000,0000,,What fires up one student\Nwon't fire up another.
Dialogue: 0,0:03:47.31,0:03:50.82,Default,,0000,0000,0000,,Give students choices to fuel\Ntheir interests and autonomy.
Dialogue: 0,0:03:50.82,0:03:53.31,Default,,0000,0000,0000,,Help them risk mistakes\Nand learn from them.
Dialogue: 0,0:03:53.31,0:03:56.73,Default,,0000,0000,0000,,If they love learning, they'll\Npersist through challenges.
Dialogue: 0,0:03:56.73,0:03:59.87,Default,,0000,0000,0000,,And remember, always keep\Nin mind the learning goal.
Dialogue: 0,0:03:59.87,0:04:02.08,Default,,0000,0000,0000,,Get rid of barriers\Ncaused by the curriculum
Dialogue: 0,0:04:02.08,0:04:04.59,Default,,0000,0000,0000,,and keep the challenge where it belongs.
Dialogue: 0,0:04:04.59,0:04:07.31,Default,,0000,0000,0000,,And that's it. Okay, quick recap.
Dialogue: 0,0:04:07.31,0:04:09.71,Default,,0000,0000,0000,,Show the information in different ways,
Dialogue: 0,0:04:09.71,0:04:12.10,Default,,0000,0000,0000,,allow your students to\Napproach learning tasks
Dialogue: 0,0:04:12.10,0:04:14.53,Default,,0000,0000,0000,,and demonstrate what they\Nknow in different ways,
Dialogue: 0,0:04:14.53,0:04:16.88,Default,,0000,0000,0000,,and offer options that engage students
Dialogue: 0,0:04:16.88,0:04:19.52,Default,,0000,0000,0000,,and keep their interest.
Dialogue: 0,0:04:19.52,0:04:21.04,Default,,0000,0000,0000,,Universal Design for Learning
Dialogue: 0,0:04:21.04,0:04:24.21,Default,,0000,0000,0000,,equals learning opportunities for all.
Dialogue: 0,0:04:25.16,0:04:29.16,Default,,0000,0000,0000,,For more information on\NUDL, go to www.cast.org.