Universal Design for Learning in PE PDF

Universal Design for Learning in PE Ja Youn Kwon [email protected] Universal Design for Learning (UDL) UDL is a framework to help educators provide options that proactively address learner variability. Not one size fits all – but alternatives. Designed from the beginning, not added on later...

Universal Design for Learning in PE Ja Youn Kwon [email protected] Universal Design for Learning (UDL) UDL is a framework to help educators provide options that proactively address learner variability. Not one size fits all – but alternatives. Designed from the beginning, not added on later. Increases access opportunities for everyone. Syracuse University 2 A Shift in Perspective From ability and disability to Variability – Variability in language – Variability in perception – Variability in attention – Variability in social-emotional comfort – Variability in background knowledge – Variability in … Syracuse University 3 Variability is the Norm We design for physical variability because we can see it. How do you design for variability that you can’t see? Syracuse University 4 UD Examples in Daily Life Curb cuts Electric doors Captions on TV Easy-grip tools E-books Echo devices What else? Syracuse University 5 Ability depends on context Syracuse University 6 Universal Design for Learning Definition: Instructional planning and delivery framework intended to increase meaningful access and reduce barriers to learning for all students, including those with diverse learning needs Syracuse University 7 Universal Design for Learning The thoughtful design of planning the learning environment, consideration of instructional practices and the development of assessments that accurately reflect students learning throughout the entire class. Consideration of the variability in learning of students. Starts at the lesson planning phase. Includes the traditional rules as well as the various necessary to ensure all students are included. Syracuse University 8 Discussion Accessible curriculum to all students? Various ways of demonstrating their learning? Various delivering the information to meet a diverse range of student needs? Utilizing peer supports, various instructional methods and assistive technology including equipment? Syracuse University 9 Universal Design for Learning Guidelines UDL focuses on the WHY, WHAT, and HOW of learning Affective Networks: Recognition Networks: Strategic Networks: The “Why” of Learning The “What” of Learning The “How” of Learning Evaluate and set Identify and interpret Plan, execute, and priorities patterns of sound, light, monitor actions and taste, smell, and touch skills Syracuse University 10 UDL has 3 overarching principles. There are 9 guidelines. Each guideline is made up of checkpoints. There are 29 checkpoints The goal of UDL is to support expert learning. Syracuse University 11 Provide Multiple Means of Engagement The affective network helps learners to become engaged and stay motivated. Emotions are why students are interested in, challenged by, or excited for learning experiences. Syracuse University 12 Engagement Principle Recruit learners interests with relevance, choice, and removing distractions. Sustain learners effort and persistence by providing feedback, heightening salience of goals, and collaborating. Support self-regulated learners with self-assessment, reflection, coping skills Syracuse University 13 Multiple Means of Engagement How do you motivate your students? Challenges Preferences, rewards Music, pop culture Other? Syracuse University 14 Provide Multiple Means of Representation The recognition network is where sensory information is processed. As students perceive information in the environment, they are able to construct knowledge. Syracuse University 15 Representation Principle Provide multiple ways for learners to access information including visual and auditory. Provide ways to clarify language, vocabulary and symbols that can be a barrier to understanding content. Support comprehension by allowing the learner to develop background knowledge, highlight patterns, and generalize content. Syracuse University 16 Multiple Means of Representation How do you teach and provide materials to your students? Learning platforms in the school Zoom Images Students for demonstration Posters Song with cues SUPER MARIO games Others? Syracuse University 17 Provide Multiple Means of Action + Expression The strategic network or the “CEO” of the brain supports the development of expertise in executive functions. Strategic expertise includes setting goals, effectively monitoring progress, and adjusting approaches as needed. Syracuse University 18 Action and Expression Principle Provide options for physical response and navigation, including access to tools and Assistive Technologies. Offer multiple means of expression and communication to support practice and performance. Guide development of executive function skills, including goal setting planning, managing, and monitoring. Syracuse University 19 Multiple Means Action and Expression How do you assess what students know? Computer Verbal/sign description Physical demonstration Photo choices Variations in performance (distance, equipment, speed, skill) Syracuse University 20 Outcome of a UDL approach A Universal Design for Learning approach has had – Safer and more welcoming environment – Understanding of course competency and elements – Better understanding of course material and assignments – Improved grades – Improved accessibility digitally – Decrease in student stress Syracuse University 21 Universal Design for Learning examples in PE Engagement Representation Action and Principle 1 Principle 2 expression Principle 3 Presenting information Stimulating students’ and course content in Understanding that there interests and motivation multiple formats so that are multiple avenues for for learning in a variety all students can access students to perform the of ways it GLO’s Examples: Examples: Examples: Teacher distributes as Audio, visual, Allow for a variety of much equipment as kinesthetic, and skills that meet possible to maximize. approaches specific to particular learning opportunities to the needs of the child outcomes. Recognize respond. such as tactile modeling. that students’ abilities Games and rules are Utilize a variety of will be different! modified to address teaching strategies. multiple learning domains. Syracuse University 22 Syracuse University 23 Guidelines and Checkpoints Provide multiple means of Engagement – Provide options for recruiting interest – Provide options for sustaining effort and persistence – Provide options for self-regulation Provide multiple means of Representation – Provide options for perception – Provide options for describing terminology, and elements of physical action and expression – Provide options for comprehension Provide multiple means of Action and Expression – Provide options for physical action – Provide options for expression and communication – Provide options for executive functions Syracuse University 24 Five steps to teach UDL in PE 1. Identify and set your goals 2. Teaching the content 3. Identify motivational strategies 4. Measure learning 5. Identify stakeholders. Reflect and respond. Syracuse University 25 1. Identify and set your goals Determine the objective of your lesson Is everyone able to access the learning environment and the content you want to teach? What are some of the ways you will measure success? What are some potential outcomes? Are there variables in the outcomes that reflect what students know? Syracuse University 26 2. Teaching the content Learn the various ways students lean – Differentiation of instruction Prepare for the instructional approaches such as demonstrations, posters, videos, diagrams, etc. Use assistive technologies that support all learners. Is everyone a part of the learning environment? Is there a way to utilize supports (peers and paraprofessionals) to engage and enlist student participation? Check for understanding Syracuse University 27 3. Identify motivational strategies What will help them continue to be engaged? Music Equipment Rewards Positive feedback Role models Other? Syracuse University 28 4. Measure learning How can students show you what they know? When will it happen? How will you record their improvement? How will you share their successes with them? Other? Syracuse University 29 5. Identify stakeholders. Reflect and respond. Checks and balances – What should you changes? Observe students progress and motivation Are they meeting your goals and objectives? Ask a peer to observe you and give feedback Utilize a rating scale – The Lieberman-Brian Inclusion Rating Scale for Physical Education Syracuse University 30 UDL lesson plan UDL checklist for lesson planning Infuse UDL concepts at the beginning of lesson planning Include variations in equipment Include variations in rules Include variations in instruction Include variations in environment Offer all variations to all students Ensure that all variations are discussed and shared with all students from the start of each lesson Syracuse University 31 Throwing and Tossing lesson in K-5 National Standards Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Grade-Level Outcomes S1.E13.K. Throws underhand with opposite foot forward. S1.E13.1. Throws underhand, demonstrating 2 of the 5 critical elements of a mature pattern. S1.E13.2. Throws underhand using a mature pattern. S1.E13.3. Throws underhand to a partner or target with reasonable accuracy. S1.E13.5. Throws underhand using a mature pattern in nondynamic environments (closed skills), with different sizes and types of objects. Throws underhand to a large target with accuracy. S1.E14.2. Throws overhand, demonstrating 2 of the 5 critical elements of a mature pattern. S1.E14.3. Throws overhand, demonstrating 3 of the 5 critical elements of a mature pattern, in nondynamic environments (closed skills), for distance and/or force. S1.E14.4. Throws overhand using a mature pattern in nondynamic environments (closed skills). Throws overhand to a partner or at a target with accuracy at a reasonable distance. S1.E14.5. Throws overhand using a mature pattern in nondynamic environments (closed skills), with different sizes and types of balls. Throws overhand to a large target with accuracy. Syracuse University 32 ACTIVITY 1: THROWING AND TOSSING TO A TARGET Time: 8 minutes Description – The teacher places hula hoops on the gym floor with various types of balls in each hula hoop. In front of the hula hoops are staggered lines of tape at different distances from the wall (red = 3 to 5 feet from wall; blue = 6 to 8 feet from wall; green = 9 to 10 feet from wall). On the wall, the teacher places different-sized hula hoops at high, medium, and low levels. Teachers can use floor tape or hula hoop holders to hang each of these items. Teacher can randomly place various-sized poly spots in some hoops for additional targets. – Students choose from which distance to throw or toss to the target. Students then go to a chosen spot on the line. When the teacher says go, students choose a ball from the hula hoop, return to the line, and throw or toss at any target in front of their line. After a student throws a ball, they return to the hula hoop to select another ball and repeat until all balls are gone from each hula hoop. – Any student may ask for assistance or feedback from any peer tutor or teacher throughout the lesson to increase performance. Each round lasts approximately three minutes. After each round, students retrieve all balls and place them back in the designated hula hoops. Then the teacher can start another round of the activity. Students keep a tally of how many targets they hit. At the end of the game, students record the largest number of targets hit in a single round and the total number of targets hit throughout the task. Cues: – Throw: “Step” - “Step with other foot,” “Point” - “Point to the target,” “Pocket” -“Put your hand in your pocket – make sure child’s throwing arm crosses the midline to the opposite hip” – Toss: “Step with other foot,” “Point to the target,” “Follow to shoulder” Organization: Students placed around gym in a square facing the walls. Syracuse University 33 UDL principles in the Activity 1 Syracuse University 34 ACTIVITY 2: SINKING SHIPS Time: 12 minutes Description: – The teacher divides the class into teams (two or four teams are recommended). Each sector of the gym (two or four, depending on teams) contains gymnastics mats with various targets. Each mat has a different number of targets (targets may be a variety of equipment) based on the size of the “ship.” – On the floor are three different colored lines around each mat (red = 1 to 3 feet from the mat; blue = 4 to 6 feet from the mat; green = 6 to 8 feet from the mat). Students throw or toss a ball at the target, and once the target is hit, the student places a red dot on a poly spot aligned with the target to show other teammates that target has been hit. Once a student has hit three targets on a ship, they must assist a teammate to sink a target on a different ship. Both students must pick a distance and a target, and both must hit the same target before moving on to hit more targets by themselves. – Any student may ask for assistance or feedback from any peer tutor or teacher throughout the lesson to increase performance. Each round lasts approximately five minutes. The teacher rotates through teams offering verbal cues and corrective feedback of throwing and tossing techniques. At the end of the game students record the largest number of targets hit in a single round and the total number of targets hit throughout the task. Cues: – Throw: “Step with other foot,” “Point to the target,” “Put your hand in your pocket” – Toss: “Step with other foot,” “Point to the target,” “Follow to shoulder” Syracuse University 35 UDL principles in the Activity 2 Syracuse University 36 Universally Designed Components Multiple Means of Engagement – Challenge by choice: Students choose distance to hit target and type of target to hit, and rounds are determined by time so students can set the number of trial goals to accomplish in each round for self-improvement. Multiple Means of Representation – The teacher may show a video demonstration of all poses and skills, use task or sequence cards, or use brightly colored tape or textured lines to develop pathways for students to move. Multiple Means of Action and Expression – Students can choose between throwing or tossing; students can choose to engage with partner through words, communication cards, or actions. Syracuse University 37 Applying UDL in PE Starts with – Defining appropriate goals – Assessing learner needs – Evaluating barriers Syracuse University 38 Philosophy Behind Adapting Activities Must consider the class BEFORE planning Units in the curriculum must be FLUID in their make-up, instruction, implementation and planning. Plan and prepare to modify equipment, rules and instruction. Syracuse University 39 Pre-Planning Questions What can the student see? What can the student hear? Does the student have additional disabilities? How does the student ambulate? Are any activities contraindicated (not recommended)? What is the student’s previous experience in physical activity? What can the student do? How does the student perform? What does the student like? Syracuse University 40 Ways to Vary a Lesson in PE Equipment/Materials Rules Environment Instruction Syracuse University 41 Equipment/Material Modification Any change that would make the participant more successful than he or she would be if using the unmodified equipment. Includes a variety of materials, media, and formats Student Needs: – Limited mobility – Limited grip strength – Lack of vision or hearing – Decreased cognitive function – Inability to attend for long periods Syracuse University 42 Examples of Modifications Use of beeper balls Guide wires Velcro mitts Longer rackets Softer balls AND MORE! Syracuse University 43 How would you Modify this... Tennis Unit Tamiqua is a 9th grader with spinal cord injury that has resulted in impairment of all 4 of her limbs. Syracuse University 44 Rule Modifications Any deviation from the original or culturally accepted rules of the game. The instructor must create an atmosphere of flexibility among all participants. There are many ways to play a game, and with the wide variety of diversity in classes today, all players must be open-minded and willing to try new things. Syracuse University 45 Examples in PE Slowing the pace of the game Allowing more chances Taking away rules Allowing for no defender Limiting or adding responsibility Throw a ball instead of striking it Making sure all players are involved before a team can score Syracuse University 46 How would you modify this... Softball Unit Jane is a 5th grader with low-level spina bifida. She can run, but is slower than her peers Syracuse University 47 Environmental Modifications Often not considered until a problem arises It’s never too late to increase success Sometimes, PE teachers simply need access to the set of keys that control the lights on the gym Closing folding doors Covering windows that create glare Syracuse University 48 Examples Decreasing distractions Increasing visual clues Limiting noise Changing lighting Increasing accessibility of playing area AND MORE! Syracuse University 49 Instructional Modification Before modifying instruction ask yourself: 1. Is the adaptation safe? 2. Does this modification maintain the concept of the game? Syracuse University 50 Examples Verbal cues Modeling through actions or pictures Physical Assistance Tactile Modeling where student needs to touch the teacher or peer in order to understand Direct Instruction Task teaching (stations with cards) Guided Discovery Problem Solving Syracuse University 51 How would you modify this... Swimming unit Charlie is a 3rd grader who is new to the school at midyear. He has autism and limited communication skills. Syracuse University 52 Instructional methods employing UDL 1. Inclusiveness 2. Physical Access 3. Delivery Modes 4. Interaction 5. Feedback 6. Assessment Syracuse University 53 Instructional methods employing UDL 1. Inclusiveness – Create a classroom environment that respects and values diversity 2. Physical Access – Ensure that classrooms, gymnasiums, fields, pools, and courts are accessible to individuals with a wide range of physical abilities and disabilities. – Make sure to provide a wide range of options for equipment use (e.g., a variety of racquets, balls, bats, flotation devices, and mats). Syracuse University 54 Instructional methods employing UDL 3. Delivery Modes – Use multiple modes to deliver content. – Alternate your methods of delivering instruction by using demonstrations, posters, discussions, explanations, videos, and hands-on activities. – Make sure that each mode is accessible to students with a wide range of abilities, disabilities, interests, and previous experiences. Syracuse University 55 Instructional methods employing UDL 4. Interaction – Encourage various ways for students to interact with each other and with you. – Possibilities include class questions and discussions, group work, individual demonstrations, routines, station work, and group dances and demonstrations. Syracuse University 56 Instructional methods employing UDL 5. Feedback – Provide effective prompting during an activity – Provide feedback after an assignment is complete. 6. Assessment – Provide multiple ways for students to demonstrate knowledge, understanding, and skills. – Besides traditional tests, consider group work, demonstrations, routines, station work, portfolios, and presentations. Syracuse University 57 Benefits of UDL Full access to the content for all Increased motivation in all learners Increased active participation by all learners Increased learning of curricular content Increased acceptance of students with disabilities by their peers Reduced time spent in trying to figure out how to accommodate various learners once the unit has started Reduced frustration for all parties Syracuse University 58 Obstacles within Physical Education Student presence and participation Non- typical classroom Wide level of student experience/knowledge of course material/subject Student backgrounds Mobility issues Medical issues Limited time (30hrs over 15 weeks) Types of learners Assessment tools Syracuse University 59 UDL in Physical Education The strategy uses many of the established strategies of APE and applies them broadly to the whole class. Instead of bringing a student into a class and determining what needs to be adapted, the teacher includes these strategies for the whole class, and that benefits everyone as well as the student with a disability. Syracuse University 60