Deck 2: Introducing Universal Design for Learning

Question 1

Following passage of the Americans with Disabilities Act (ADA)in 1990:​

A)many existing schools were retrofitted to meet the ADA requirements.
B)new buildings were designed to meet ADA requirements, but existing ones were exempt.​
C)discrimination against individuals with disabilities ended.​
D)legislators worked to amend the law to include the private sector.​

Answer 1

A

Question 2

A learner's use of strategic systems increases when the task is active, interesting, and paired with both positive and corrective feedback.

Answer 2

False

Question 3

The term universal design originally came from the field of:​

A)medicine.
B)architecture.
C)education.
D)business.

Answer 3

B

Question 4

Although it might take some students longer and some may need more support, EVERY student can make gains.​

Question 5

UDL research has suggested that _________ formats increase our options to access the text.​

A)paper and pencil
B)digital​
C)colorful print
D)large print

Question 6

Many classrooms today limit the full participation of many students who learn differently by relying on only one way to plan, deliver, engage in, and assess learning.

Question 7

In order to think about how the brain works, CAST suggests using the following three-part framework.​

A)Recognition, strategic, and effective systems
B)Recognition, random, and affective systems​
C)Recognition, strategic, and affective systems​
D)Recognition, strategic, and objective systems​

Question 8

Although little evidence exists to support the effectiveness of teaching to learning styles, many researchers still think the notion can be helpful in an informal way.​

Question 9

Multiple means of expression accommodates the strategic and motor systems by reflecting on different ways students respond to information they have received.​

Question 10

The seven principles of universal design can only be applied to buildings and objects, not to teaching and learning.

Question 11

__________ systems are located in the frontal lobes in the anterior of the brain and are used to construct meaning as well as sort and classify information that is received.​

A)Recognition
B)Sensory​
C)Affective​
D)Strategic​

Question 12

Research has shown that the fewer modalities that are activated to receive information, the better the chance that meaningful learning will occur.​

Question 13

When an object is sold encased in plastic that is extremely hard to open, there are no instructions on how to open it easily, and it eventually requires the use of a sharp object to pry the plastic apart, it is apparent that the designer of the packaging has failed to adhere to most of the seven principles of universal design.​

Question 14

When a water fountain is installed in a building at a height that can be accessed by persons of all ages, including those who may use a wheelchair, walker, etc., they have adhered to which of the seven principles of universal design?​

A)Equitable use
B)Complex use
C)Perceptible information
D)Tolerance for individuals with disabilities

Question 15

If we visualize the brain as a filing cabinet, the information stored there must first be received through ____________ before we can file it.​

A)an affective channel
B)an intellectual channel​
C)the frontal lobe​
D)a sensory channel​

Question 16

The part of CAST's three-part framework for understanding how the brain works, referred to as the what of learning, is:

A)the strategic system.
B)the recognition system.​
C)the affective system.​
D)metacognition.​

Question 17

Principles of universal design can benefit students with a wide variety of needs in the classroom. For example, recorded books designed for students who are blind may also benefit students who:​

A)are struggling readers.
B)have difficulty attending to what they read.​
C)"read" while they are outside walking or riding their bikes.
D)All of the answer choices are correct.​

Question 18

Universal design for learning (UDL)can best be defined as a method for ensuring that all school buildings become wheelchair accessible.​

Question 19

Brain-based research, studies on multiple intelligences, learning styles, and differentiated instruction tell us that there are no "regular" students.​

Question 20

Ron Mace, who created the term universal design, promoted the idea that if an accessible design is created and implemented right from the start:

A)the ADA would become unnecessary and could be repealed.
B)no one would need to use assistive technology.
C)individuals who use wheelchairs would no longer need assistance.​
D)time and money would be saved in the long run, and individuals with disabilities would benefit.​

Question 21

Universal Design for Learning (UDL):​

A)results in the curriculum being "watered down."
B)is an instructional source that offers flexibility to maximize the number of students who successfully engage in meaningful learning in any course of study.​
C)only holds the brightest students to a the same high standard.​
D)offers a "one size fits all" approach to instruction and evaluation.​

Question 22

The part of CAST's three-part framework for understanding how the brain works referred to as the how of learning is the _______________system.​

A)affective
B)recognition​
C)reflective
D)strategic

Question 23

Which of the following is NOT one of the three basic components of differentiated instruction?​

A)Content or what the teacher plans to teach
B)Process or how the students will learn the content/skills​
C)Product or how the students will be assessed
D)Research or what evidence exists to validate the lesson planning​

Question 24

How do the various cognitive-social learning theories relate to the concept of UDL?​

Question 25

When an individual can start to think abstractly and is capable of reasoning and asking "what if" type questions, Piaget would say they are in the _____________ stage of development.​

A)sensorimotor
B)preoperational​
C)concrete operational
D)formal operational

Question 26

The teacher who provides an outline of the lecture in advance and uses PowerPoint during the lecture has infused multiple means of  ___________________ into the instruction.​

A)representation
B)engagement​
C)expression​
D)reflection​

Question 27

When Bloom's taxonomy is applied within universally designed learning environments,​

A)students must sequentially go through each stage of Bloom's taxonomy.
B)most students will benefit from working on only one level, particularly high achieving students.​
C)only students at the highest stages of development will have the ability to solve problems.
D)students do not need to progress sequentially from the lowest to highest stage.

Question 28

The three essential qualities of UDL include all of the following EXCEPT multiple means of:​

A)representation.
B)engagement.​
C)expression.​
D)reflection.​

Question 29

Although Piaget implies that students must go through one stage before advancing to another, it may be possible, and in some cases desirable, to skip or bypass a step and take an alternative route when the student is not able to master that step. Give an example of circumstances under which this would be a good strategy to employ.

Question 30

The theory of multiple intelligences was developed by:​

A)Vygotsky.
B)Piaget.​
C)Bruner.​
D)Gardner.

Question 31

Recent studies suggest that as many as 90% of students today are likely to have a learning preference for the _________ mode, indicating that the percentage of students with this learning preference has nearly doubled over the past 10 years.​

A)auditory
B)kinesthetic​
C)visual​
D)tactile​

Question 32

Cognitive psychologist _____________ is credited with the idea of a spiral curriculum, which provides the basic ideas of a subject that students revisit frequently and use as a springboard for more advanced learning.​

A)Howard Gardner
B)Lev Vygotsky​
C)Jerome Bruner​
D)Benjamin Bloom​

Question 33

According to Vygotsky, the skilled teacher will find a level at which to teach a child that is not too hard, nor too easy, but is just right for engaging the student in meaningful learning. When students are engaged within this zone, motivation tends to:

A)decrease.
B)increase.​
C)remain constant.​
D)vanish.​

Question 34

Proponents of using learning preferences as assessment and teaching tools suggest that students who tend to be logical thinkers and work best in a sequential manner are more _________ learners.​

A)tactile-kinesthetic
B)visual-verbal
C)auditory-verbal
D)visual-nonverbal

Question 35

What implications for UDL did the theories of Bruner and Bloom contribute?​

Question 36

The work of Vygotsky not only supports CAST's framework on how the brain works, but his zone of __________ theory has relevance to universal design as well.​

A)learning development
B)proximal development​
C)developmental learning​
D)approximate learning​

Question 37

Which of the following is NOT an example of a student putting their brain's strategic system into practice?​

A)A student giving a speech
B)A student recalling how proud his grandmother was when he made the Honor Roll last year​
C)A student solving a geometry problem​
D)A quarterback completing a pass at the Friday night game​

Question 38

Describe how we can apply CAST's three-part framework of how the brain works to creating instruction and assessment that are based on the principles of UDL.

Question 39

What products do you routinely use that reflect the concepts of universal design? In what environmental settings do you encounter universal design?

Question 40

Offering students alternative approaches to responding to information they receive encourages them to think about their thinking, or to engage in _________________.​

A)meta-analysis
B)multimedia​
C)metacognition
D)multiplication

Question 41

Which two theorists to you think have had the biggest impact on the concept of UDL? Be sure to include a rationale for your choice as well as describe how they contributed to essential elements that underpin the concepts that make up UDL.

Question 42

Describe the ways in which schools/classrooms can embrace the principles of universal design to make learning more accessible.​