1 / 61

Universal Design for Learning

Universal Design for Learning. Cathy Jenner cathy-jenner@comcast.net ConnectsCounseling.com. Introductions Pre Survey. Big Idea Learning Objectives. Understanding the need for UDL. Why learn a new teaching paradigm like UDL? Basics of UDL. What is UDL and how does it work?

len-hill
Download Presentation

Universal Design for Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Universal Design for Learning Cathy Jenner cathy-jenner@comcast.net ConnectsCounseling.com

  2. Introductions Pre Survey

  3. Big Idea Learning Objectives Understanding the need for UDL. Why learn a new teaching paradigm like UDL? Basics of UDL. What is UDL and how does it work? Understanding the “typical learner”. How does knowing how learners learn impact how teachers teach? How do we apply what we know?

  4. Why? Take a moment to write down some of the challenging behaviors or problems that students bring to the classroom or to your environment.

  5. Who are our students? 28% of first-time, FT, associate degree-seeking CC students graduate with a certificate /associate degree within 3 years Only 52% of first-time full-time college students in public CCs return for their 2nd year Center for Community College Student Engagement , 2010

  6. "Universal design seeks to encourage attractive, marketable products that are more usable by everyone. It is design for the built environment and consumer products for a very broad definition of user."- Ron Mace 1941-1998 Ron Mace, founder and program director of The Center for Universal Design, N.C.

  7. Universal Design • Equitable in use • Flexibility in use • Simple and intuitive • Perceptible information • Tolerance for error • Low physical effort • Right size and space for approach and use 1941-1998 Ron Mace, founder and program director of The Center for Universal Design, N.C.

  8. Activity “A computer on every desk in every home” Computers: theultimateinuniversaldesign?

  9. Universally designed

  10. Variability Matters Video, Dr. Todd Rose of CAST Questions to Ponder: How are you impacted by learner variability? Does variability make your job more complex or more fulfilling?

  11. UDL/ UID Principles • Accessible • Consistent • Flexible • Explicit • Supportive • Minimizing Physical Effort • Effective Learning Space http://www.uoguelph.ca/tss/projects/uid/index.html

  12. How do we do it? Multiple means of: • Representation • Engagement • Expression

  13. Multiple Means of…Representation Do your students recognize and understand? • Abbreviations • Acronyms • Mathematical symbols • What else??

  14. Multiple means of …Expression Multiple ways of finding out what students know: Tests Projects Demonstrations

  15. Multiple Means of… Engagement Motivation Meaning Appropriate level(s) of challenge Assistance to become more independent

  16. Representation Expression Engagement Flashcards: A way to represent connection of words and meanings Flashcards: may be enjoyable for some Students, can be physical Flashcards: Students can use them to self quiz and show what they know

  17. Think of a strategy that you use. • How does it offer “multiple means”?

  18. BRAIN NETWORKS Affective Network: Why? Strategic Network: How? Recognition Network: What?

  19. RecognitionStrategicAffective Activity: Suppose you gave this picture to your students and asked them to write a paragraph on their opinion of it. How do the networks come in to play? What if a student had a deficit in one of the networks?

  20. Think about your main form of teaching or presenting information. Which networks are called on most? What might go wrong for students who have barriers in some of the networks?

  21. UDL Users Group Video

  22. Low Tech Strategies • BINGO (video) • Guided Notes • Organizing Skills • Cornell Notetaking

  23. High Tech Strategies Document Camera Interactive Whiteboard http://www.cmu.edu/teaching/technology/ http://4teachers.org: http://www.teachingwithtech.net/ http://larryferlazzo.edublogs.org/about/my-best-of-series/

  24. Activity: Take the Pre-Test Is the following website ACCESSIBLE?

  25. Accessibility • Not too “busy” websites • Material that can be read by screen readers • Able to move in the classroom to hear and see • 13 point font minimum

  26. Consistent and Straightforward • Structure class for no surprises • Differentiate between Required and Optional in lectures, assignments, etc. • Materials organized in a way that make them easy to navigate

  27. Is it CONSISTENT? An instructor uses a rubric that has very similar structure for all assignments.

  28. Is it FLEXIBLE? “Students must purchase the following 3 texts books, current edition. All readings will be from these 3 texts.”

  29. Flexible • Providing choice in materials, assignments • Resources that can be accessed in class, at home, at Library • Variety of strategies for teaching

  30. Is it EXPLICIT? The instructor goes over the syllabus at the beginning of class and then reviews it again about a week later.

  31. Explicit and Readily Perceived • Rules clearly explained more than once • Help students with “College Knowledge” • Face class and make eye contact • Use a microphone

  32. Is it SUPPORTIVE? “You will be graded on two papers. One paper is due at midterm and one paper is due at the end of the class.”

  33. Does it MINIMIZE PHYSICAL EFFORT? “Assignments MUST be handwritten in black ink.”

  34. Does the Learning Space Work?

  35. Activity: Quick Learning Assessment Name 3 of the 7 principles

  36. Making it Explicit: Half the Info Strategy Why does it work?

  37. Activity: Share the Challenges You Noted Earlier. How can UDL help? • Effective Learning Space (physical or online) • Accessible • Flexible • Consistent • Explicit • Supportive • Minimize unnecessary physical effort

  38. TraditionalModelofStudent Services Resources Classroom IndividualCounseling AccommodationforFew

  39. UDLServiceDeliveryDesign ServicesintheClassroom IndividualizedIntervention Accommodation

  40. Student Satisfaction 2006-07 survey of students in UDL classrooms -98% reported that UDL positively affected their ability to learn. Data from Renton Technical College UDL Project: http://webs.rtc.edu/ii/UDL%20Project.htm

  41. Renton Tech College UDL Project. Goal to increase number of disabled students identified From Washington State Board data http://webs.rtc.edu/ii/UDL%20Project.htm

  42. Find Lots of Information! • www.CAST.org • www.UDLcenter.org • www.access-ed.r2d2.uwm.edu/Learn_UDE/ • http://webs.rtc.edu/ii/dsdp.html • http://www.tacomacc.edu/cms/One.aspx?portalId=43428&pageId=66310

  43. Videos on UDL • http://www.youtube.com/user/SeattleCentralSCCC -created by a Washington State UDL users group • http://www.youtube.com/watch?v=7SG1IwzHhiU-- shows how a college uses assistive technology to improve learning • http://www.washington.edu/doit/Video/index.php?vid=13 By DO-IT program of UW, Equal Access through UDL

  44. Big Idea Question How does knowing how learners learn impact how teachers teach? The Novice Learner

  45. How we learn • Encoding • Storage • Retrieval

  46. 1. Encoding Getting it in -attention -attaching -repeating

  47. Two main ways to encode into longer term memory: 1. Repetition 2. Rehearsal

More Related