UDL Connect

Online Community of Practice for UDL Implementors

In 2009, CAST staff featured a series of case studies of UDL in practice in its UDL Spotlight series using a Wordpress blog. Now in 2011, YOU can post your own material in UDL Connect! Consider putting together short blog entries that highlight your implementation of UDL.

  • Explain how UDL was valuable in addressing an educational issue.
  • Include an annotated UDL Checklist to highlight the critical UDL features of your example.
  • Make your blog as UDL as possible with multi-media, captioning and transcripts for media, and other supports for accessibility and comprehension.
  • Spark some interaction with a discussion prompt question and follow-up.
 

--------------------------------------

Here is an updated example from the UDL Spotlight archives:
VSA: Using the UDL Guidelines in Teacher Professional Learning Communities
Originally posted by on July 2, 2009
This Spotlight was nominated by Tracey Hall, Senior Research Scientist at CAST.

VSA and its affiliate VSA of Massachusetts are exploring Universal Design for Learning (UDL) and inclusive arts teaching and learning by using the UDL Guidelines as key content for their professional development institutes and professional learning communities.
The UDL Guidelines give the teaching artists a common language for discussing student learning. Below is an excerpt from an interview with Don Glass, former Director of Outcomes and Evaluation at VSA | Kennedy Center, where he discusses what drew VSA to Universal Design for Learning.

LisDon Glassten to what excites teachers about UDL.

Transcript of Don Glass Interview.

 

 

The VSA teaching artists and teachers are geographically dispersed across the United States and needed a way to share concerns and exchange best practices for working with students with a range of learning, emotional, and developmental disabilities. The VSA professional learning community program, the Communities of Practice, gave them this opportunity. Using online and tele-conferencing tools, teaching artists work with a coach to exchange feedback on the curriculum, assessment tools, and student work samples. One collaborative digital tool they are beginning to use is VoiceThread.
VoiceThread is a collaborative, multimedia album that holds images, documents and videos and allows users to leave comments in a variety of ways, via: microphone, telephone, typed text, audio file, video via web-cam. VoiceThread Universal provides another display of the information that is more accessible.

This VoiceThread shows segments from a lesson taught by Marsha Parilla, a VSA of Massachusetts Teaching Artist at the Ohrenberger School in Boston. She is using dance and movement to help students explore the main ideas in a book the students are reading.  At the end of the video you will also hear Kati Blair and Nicole Agois, Education Program Managers at VSA of MA, explain how Marsha and the teachers are using UDL strategies to get at their main learning goal of having the students understand the concepts in the storybook.
 

UDL checklist logoHow VSA teacher practice aligns with the UDL Guidelines: Many of the UDL Guidelines resonate with arts learning opportunities by providing multi-modal options for representing and engaging with the content, and by providing options for students to express or demonstrate their knowledge and skills. The arts are a wonderful forum to explore inclusive teaching and learning practices!
Multiple Means of Representation

 Checkpoint 2.5: Illustrate through multi-media.
The teaching artist increases students’ access to content through the use of different sensory modalities. For example, the teacher artist reads the story aloud and uses illustrations to build comprehension.
Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships.
In addition to the read-aloud and illustrations, the teaching artist uses guiding prompt questions to highlight the critical features of the curriculum: prediction and imagination.   

Multiple Means of Action and Expression

4.1: Vary methods for physical response and navigation. In the movement exercises, the teaching artist provides alternative options for the students to respond to the literature.
5.1: Use multiple media for communication. The teaching artist offers multiple ways for the students to compose – through speech, music, movement, and dance.  

Multiple Means of Engagement

7.1: Optimize individual choice and autonomy. The teaching artist gives students the choice in the kinds of movements to use for their collaborative machines and cool down.
8.3: Foster collaboration and community. The teaching artist has students work in small groups to build on each other’s movements. This requires collaboration and communication to make sure the machine parts integrate well as a whole and the meaning of the movements are aligned with the function of the machine.

Access the complete version of the UDL Guidelines: Version 2.0

Views: 541

Comment

You need to be a member of UDL Connect to add comments!

Join UDL Connect

Comment by Don Glass on October 11, 2011 at 10:09am
What are some ways that you use the UDL Guidelines to foster reflection on your curriculum design?

Stay Connected

Get archived issues of the e-newsletter: UDL Focus

 
Go to archive

 

Follow us!

Facebook LogoTwitter Logo Diigo logoGoogle+ icon

Visitor Map

Locations of visitors to this page

© 2017   Created by National Center on UDL.   Powered by

Badges  |  Report an Issue  |  Terms of Service