6 Principles of Universal Design

(Begins with the Curriculum)

Big Ideas
Activate Prior Knowledge
Strategic Integration of Learning Goals
Use Conspicuous Strategies
Apply mediated Scaffolding
Provide Judicious Review
Big Ideas

Students learn more with less

Teach a process or approach for learning

Make connections for the students in

Content

Standards

Real life examples/situations

Learning goals

Learning strategies

Assessment

Activate Prior Knowledge

Students need to be reminded of prior learning

Teachers need to access prior knowledge (KWL) and determine skill levels

Teacher needs to work around/eliminate roadblocks

Focus on important skills needed

Helpful techniques include:

Brainstorming

Cueing

Questioning

Telling a story

Creating semantic webs

Strategic Integration of Learning Goals

Purposefully blending old learning with new

Use authentic/real-world learning

Use project-based learning

Make culture an integral part of learning process

Use anchored instruction (narrative or case study)

Use technology to address student interests

Use Conspicuous Strategies

Clear, concise, explicit steps used to present and learn content

ALL students benefit from direct instruction of interventions and strategies

Using learning strategies emphasizes

Attainment of observable skills & behaviors

Cognitive strategies that extend beyond content areas

Learning Strategies Approach

Content Enhancements
Graphic organizers
Semantic mapping
Advance organizers
Study guides
Content diagrams
Guided notes
Word/letter mnemonics
Match-to-sample
Spellers dictionary
Times table
Number/object chart
Mathematical formulas
Commonly misspelled words
Flow lists
Category lists (months, weather words, ordinal numbers, etc)
Questioning strategies
Think Blooms Taxonomy
Socractic questioning

Think aloud

Apply Mediated Scaffolding

Personal guidance, assistance, support

From a teacher, peer, materials, or task
To bridge the gap between current level of performance to intended level of performance
Decreases over time (think training wheels on a bike)
Direct Instruction
Modeling
Task analysis (what are the parts of the skill?)
Shaping (from approximation to independence)
Forward & Backward Chaining
Cues/prompts (language or visuals: gestures, pictures)

Provide Judicious Review

Planned practice
Distributed over time
Cumulative with information integrated
Varied to increase application learning