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U niversal D esign for L earning and Learning challenges. Cathy Jenner cjenner@RTC.edu 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

cjenner@RTC.edu

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

425-235-2352



Who are our students
Who are our students? exist in your classes.

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 Analysis for CC

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 Analysis for CC

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 Analysis for CC

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 Analysis for CC

  • 72 % low income

  • 41 % minority

  • 40% new to college

  • 30 % over 30 years old

  • 20% single parents

  • 9% disabled—(more like 20%)


U niversal d esign for l earning and learning challenges

What is Universal Design for Learning Analysis for CC

And Where Did It Come From?


U niversal d esign for l earning and learning challenges

" Analysis for CC 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 Analysis for CC

  • 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.


U niversal d esign for l earning and learning challenges

“A computer on every desk in every home” Analysis for CC

Computers: theultimateinuniversaldesign?


U niversal d esign for l earning and learning challenges

Universally designed Analysis for CC


Udl uid principles
UDL/ UID Principles Analysis for CC

  • Accessible

  • Consistent

  • Flexible

  • Explicit

  • Supportive

  • Minimizing Physical Effort

  • Effective Learning Space

University of Guelph


U niversal d esign for l earning and learning challenges

Is the following website ACCESSIBLE? Analysis for CC

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

Activity: Take the Pre-Test


Accessibility
Accessibility Analysis for CC

  • 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? Analysis for CC

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


Consistent and straightforward
Consistent and Straightforward Analysis for CC

  • 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? Analysis for CC

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


Flexible
Flexible Analysis for CC

  • 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? Analysis for CC

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


Explicit and readily perceived
Explicit and Readily Perceived Analysis for CC

  • 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? Analysis for CC

“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? Analysis for CC

“All assessments will be scantron tests.”



Learning space accommodates students and methods
Learning Space Accommodates Students and Methods Analysis for CC

  • “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: Analysis for CC 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.


U niversal d esign for l earning and learning challenges

Activity: Quick Learning Assessment Analysis for CC

Name 3 of the 7 principles


Making it explicit half the info strategy
Making it Explicit: Analysis for CC Half the Info Strategy

  • Supportive—doesn’t necessarily call on the “smartest” or fastest

    person

  • Prize bag increases fun element, engagement.


U niversal d esign for l earning and learning challenges

www.CAST.org Analysis for CC

Multiple means of:

  • Representation

  • Engagement

  • Expression


Representation multi modal teaching
REPRESENTATION: Analysis for CC Multi-modal Teaching

visual

auditory

kinesthetic


Representation
Representation Analysis for CC

Do your students understand?

  • Abbreviations

  • Acronyms

  • Mathematical symbols


U niversal d esign for l earning and learning challenges

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 engaged in

Multiple ways of finding out what students know:

Tests

Projects

Demonstrations


Engagement
Engagement engaged in

Motivation

Meaning

Appropriate level(s) of challenge

Assistance to become more independent


U niversal d esign for l earning and learning challenges

Representation engaged in

Expression

Engagement

Flashcards:

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

Flashcards:

may

be enjoyable

for some

students


U niversal d esign for l earning and learning challenges

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 Expression

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 Expressionwww. CAST.org

Affective Network: Why?

Strategic Network: How?

Recognition Network: What?


Recognition
RECOGNITION Expression

STRATEGIC

AFFECTIVE


Making it explicit what networks did we use so far today
Making it Explicit: Expression 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 Expression

Document Camera

Interactive Whiteboard

Tablet PC-VIDEO

Mimio

Interactive Panel Display


Low tech strategies
Low Tech Strategies Expression

  • BINGO (video)

  • Guided Notes

  • Organizing Skills

  • Cornell Notetaking


Learning toolkit
Learning Toolkit Expression

ENGAGING

EXPLICIT


U niversal d esign for l earning and learning challenges

Activity: Pair and Share Expression

With a “buddy”, share 1 high tech

and

1 low tech strategy


Making it explicit pair and share
Making it Explicit: Expression Pair and Share

  • Good repetition strategy

  • Good for getting students up and moving

  • Good for getting students to meet others

  • Good for increasing comprehension


U niversal d esign for l earning and learning challenges

Traditional ExpressionModelofResources

Classroom

IndividualCounseling

AccommodationforFew


Udl service delivery design
UDL ExpressionServiceDeliveryDesign

ServicesintheClassroom

IndividualizedIntervention

Accommodation



Goal increase number of disabled students identified
Goal: increase number of disabled students identified classrooms

From Washington State Board data


Student satisfaction
Student Satisfaction classrooms

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


Udl can help you

Udl classrooms 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? classrooms

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


U niversal d esign for l earning and learning challenges

Activity: Vote classrooms

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


Ld prevalence
LD Prevalence classrooms

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.


U niversal d esign for l earning and learning challenges

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

National Joint Committee on Learning Disabilities Definition (1990)


U niversal d esign for l earning and learning challenges

Activity: Simulations classrooms

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


Ld manifestations
LD Manifestations classrooms

Attention

Reasoning

Auditory Processing

Visual Processing

Memory

Communicating

Reading

Writing

Spelling

Time management

Calculation

Coordination

Social competency

Emotional maturity


U niversal d esign for l earning and learning challenges

Activity: Pair and Share classrooms

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 classrooms

What’s it like to have Dyslexia-video


Trouble with reading dyslexia
Trouble with Reading--Dyslexia classrooms

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? classrooms

  • 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 classrooms

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


U niversal d esign for l earning and learning challenges


What is the impact of adhd
What is the Impact of everything!!”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 everything!!”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 everything!!”

  • 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



Differences con t t
Differences con’t everything!!”t


Traumatic brain injury tbi
Traumatic Brain Injury (TBI) everything!!”

Treatment for TBI video


Traumatic brain injury tbi symptoms
Traumatic Brain Injury (TBI) Symptoms everything!!”

  • 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? everything!!”

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!


Https webs rtc edu udl
https://webs.RTC.edu/UDL everything!!”