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U niversal D esign for L earning and Learning challenges. Cathy Jenner [email protected] http://www.linkedin.com/pub/cathy-jenner/4/787/93 425-235-2352. Name some of the barriers and student learning concerns that exist in your classes. Who are our students?.

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u niversal d esign for l earning and learning challenges

Universal Design for Learning and Learning challenges

Cathy Jenner

[email protected]

http://www.linkedin.com/pub/cathy-jenner/4/787/93

425-235-2352

who are our students
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

community college students

Community College Students

50 % completion rate

Start college older

Tend to be part-timers

Likely to interrupt college

Work full time

community college students cont d

Have families to support

More first generation

Limited English skills

Lower income

More with disabilities

Community College Students cont’D…

Bailey, Jenkins, and Leinbach (2005)

2005 rtc computer science class n 26
2005 RTC Computer Science Class n=26

9 -problems with time management

8 -recent major loss

6 - history of absenteeism in school

5 -vision problems

3 -hearing problems

2 -had LD in their families

1 -diagnosed LD

1 -had been in Special Education

rtc medical assistant class 2009
RTC Medical Assistant Class-2009
  • 72 % low income
  • 41 % minority
  • 40% new to college
  • 30 % over 30 years old
  • 20% single parents
  • 9% disabled—(more like 20%)
slide9

What is Universal Design for Learning

And Where Did It Come From?

slide11

"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.

universal design
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.

slide14

“A computer on every desk in every home”

Computers: theultimateinuniversaldesign?

udl uid principles
UDL/ UID Principles
  • Accessible
  • Consistent
  • Flexible
  • Explicit
  • Supportive
  • Minimizing Physical Effort
  • Effective Learning Space

University of Guelph

slide17

Is the following website ACCESSIBLE?

Hint: Remember “Accessible” doesn’t always imply mobilityattributes.

Activity: Take the Pre-Test

accessibility
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
is it consistent
Is it CONSISTENT?

An instructor uses a rubric that has very similar structure for all assignments.

consistent and straightforward
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
is it flexible
Is it FLEXIBLE?

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

flexible
Flexible
  • Providing choice in materials, assignments
  • Resources that can be accessed in class, at home, at library.
  • Variety of strategies for teaching
is it explicit
Is it EXPLICIT?

The instructor goes over the syllabus at the beginning of class and then reviews it frequently.

explicit and readily perceived
Explicit and Readily Perceived
  • Rules clearly explained more than once
  • Help students with “College Knowledge”
  • Face class and make eye contact
  • Use a microphone
is it supportive
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.”

does it minimize physical effort
Does it MINIMIZE PHYSICAL EFFORT?

“All assessments will be scantron tests.”

learning space accommodates students and methods
Learning Space Accommodates Students and Methods
  • “Pod seating” versus theatre seating
  • Lab or “Cluster” classes –lecturing amid distractions or to different levels
  • Seating for left handers
making it explicit pre test strategy
Making it Explicit: Pre Test Strategy

Research shows that it is

the THINKING about

the topic that encodes it

into the brain.

A pre test discussion is a good way

to get students to start to make connections.

slide32

Activity: Quick Learning Assessment

Name 3 of the 7 principles

making it explicit half the info strategy
Making it Explicit: Half the Info Strategy
  • Supportive—doesn’t necessarily call on the “smartest” or fastest

person

  • Prize bag increases fun element, engagement.
slide34

www.CAST.org

Multiple means of:

  • Representation
  • Engagement
  • Expression
representation multi modal teaching
REPRESENTATION: Multi-modal Teaching

visual

auditory

kinesthetic

representation
Representation

Do your students understand?

  • Abbreviations
  • Acronyms
  • Mathematical symbols
slide37

When learning basic skills, the effect is greatest when engaged in

non interactive multimodal learning (using text with visual input, text with audio input, or watching and listening to animations or lectures that effectively use visuals).

From “Analysis: How multimedia can improve instruction, MerisStansbury, 2008

expression
Expression

Multiple ways of finding out what students know:

Tests

Projects

Demonstrations

engagement
Engagement

Motivation

Meaning

Appropriate level(s) of challenge

Assistance to become more independent

slide40

Representation

Expression

Engagement

Flashcards:

A way to represent connection of words and meanings, for example

Flashcards:

may

be enjoyable

for some

students

slide41

Activity: Multiple Means of Representation, Engagement and Expression

In small groups, share some of your favorite strategies and name the UDL components.

udl video
UDL Video

Developed by a UDL Faculty Learning Community.

Sponsored by the Washington State Board of Community and Technical Colleges.

Find it on Youtube at SCCC’s channel.

brain networks www cast org
BRAIN NETWORKS www. CAST.org

Affective Network: Why?

Strategic Network: How?

Recognition Network: What?

recognition
RECOGNITION

STRATEGIC

AFFECTIVE

making it explicit what networks did we use so far today
Making it Explicit: What networks did we use so far today?
  • Recognition—pointed out familiar concepts (doorknob)
  • Strategic—use SCAFFOLDING: attached new info to something known
  • Affective—meaningful
high tech udl strategies
High Tech UDL Strategies

Document Camera

Interactive Whiteboard

Tablet PC-VIDEO

Mimio

Interactive Panel Display

low tech strategies
Low Tech Strategies
  • BINGO (video)
  • Guided Notes
  • Organizing Skills
  • Cornell Notetaking
learning toolkit
Learning Toolkit

ENGAGING

EXPLICIT

slide49

Activity: Pair and Share

With a “buddy”, share 1 high tech

and

1 low tech strategy

making it explicit pair and share
Making it Explicit: Pair and Share
  • Good repetition strategy
  • Good for getting students up and moving
  • Good for getting students to meet others
  • Good for increasing comprehension
slide51

TraditionalModelofResources

Classroom

IndividualCounseling

AccommodationforFew

udl service delivery design
UDLServiceDeliveryDesign

ServicesintheClassroom

IndividualizedIntervention

Accommodation

student satisfaction
Student Satisfaction

2006-07 survey of students in UDL classrooms -98% reported that UDL positively affected their ability to learn.

udl can help you

Udl Can help you

Meet the needs of diverse learners

Be MINDFUL about removing barriers to learning

Reduce the need for individual accommodations

how many people have ld
How many people have LD?

Fifteen percent of the U.S. population, or one in seven Americans, has some type of learning disability, according to the National Institutes of Health

slide58

Activity: Vote

Write down your estimate of how many students in ABE/ESL classes have learning disabilities.

ld prevalence
LD Prevalence

In community colleges: _10__%

In ABE/ESL classrooms: ______ %

  • U.S. Dep’t of ED, National Center for Education Statistics. (2003).
  • Community College Students Goals, Academic Preparation, and Outcomes:
  • Postsecondary Education Descriptive Analysis Reports.
  • Corley & Taymans, 2002; Mellard & Patterson, 2008; Sparks & Lovett, 2009;
  • U.S. Department of Labor, 1991.
slide60

Learning Disability- significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities.

National Joint Committee on Learning Disabilities Definition (1990)

slide61

Activity: Simulations

Find a buddy and decide who will take the test first. We’ll switch roles shortly.

ld manifestations
LD Manifestations

Attention

Reasoning

Auditory Processing

Visual Processing

Memory

Communicating

Reading

Writing

Spelling

Time management

Calculation

Coordination

Social competency

Emotional maturity

slide63

Activity: Pair and Share

With a “buddy”, share a strategy that you can use in a UDL format (meaning with the whole class) that will help a student with LD.

dyslexia
Dyslexia

What’s it like to have Dyslexia-video

trouble with reading dyslexia
Trouble with Reading--Dyslexia

As many as 80% of students with learning disabilities

have

reading problems.

20 %of prison population has diagnosed or undiagnosed LD.

50 % has literacy issues.

Dyslexia Institute, March 2005.

what happens to kids with ld
What happens to kids with LD?
  • 35% drop out of school
  • 30% of adolescents will be

arrested 3 - 5 years out of HS

  • Previously undetected LD has been found in 50% of juvenile delinquents - Once treated their recidivism drops to just 2%

www.jamesmessina.com

attention deficit hyperactivity disorder
Attention Deficit Hyperactivity Disorder

Distractibility

Impulsivity

Hyperactivity

Adult ADHD-Solving the Mystery Video

how students with adhd learn or focus impacts everything
How Students with ADHD Learn or “Focus impacts everything!!”

Threshold when learned

Time

NORMAL

ADD/ADHD

Steve Becker, PhD

slide71

7.5 % of children and adolescents have ADHD

  • If one person in a family is diagnosed there is a 25% - 35% probability that another one has.

--National Institute of Health

what is the impact of adhd
What is the Impact of ADHD?
  • 32-40% of students drop out of school
  • Only 5-10% will complete college
  • 50-70% have few or no friends
  • 70-80% under-perform at work
  • 40-50% engage in antisocial activities
  • More likely to experience teen pregnancy & sexually transmitted diseases
  • Have more accidents & speed excessively
  • Experience depression & personality disorders

(Barkley, 2002)

what positive attributes do ld and adhd students have
What positive attributes do LD and ADHD students have?
  • Persistence
  • Patience
  • Creativity
  • Empathy
  • Humility
  • Hard working
  • Good social skills
  • Artistic
  • Deep thinkers
  • Independent workers
  • Entrepreneurial
asperger s syndrome
Asperger’s Syndrome
  • Sometimes called “High-Functioning Autism” (“HFA”)
  • Main dysfunction is trouble with social skills

Dr. Temple Grandin, world famous doctor of animal science and author.

Asperger’s Doc. Video

traumatic brain injury tbi
Traumatic Brain Injury (TBI)

Treatment for TBI video

traumatic brain injury tbi symptoms
Traumatic Brain Injury (TBI) Symptoms
  • Fatigue
  • Headaches
  • Visual disturbances
  • Memory loss
  • Poor concentration
  • Sleep disturbances
  • Dizziness/loss of balance
  • Irritability-emotional disturbances
  • Feelings of depression
  • Seizures
why do it
Why Do It?

Does it take more work?

Is it hard to do?

Is it worth it?

Yes, up front to design takes time.

It depends on what you do!

You decide!

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