cathy jenner cathy-jenner@comcast.net connectscounseling.com

UNIVERSAL DESIGN FOR LEARNING

Cathy Jennercathy-jenner@comcast.netConnectsCounseling.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?

Understanding the “typical learner”. How does knowing how learners learn impact how teachers teach?

How do we apply what we know?

Why?

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

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

"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

1. Equitable in use 2. Flexibility in use 3. Simple and intuitive 4. Perceptible

information 5. Tolerance for error 6. Low physical effort 7. Right size and space

for approach and use

1941-1998 Ron Mace, founder and program director of The Center for Universal Design, N.C.

“A computer on every desk in every home”

Computers: the

ultimate in

universal design?

Activity

Universally designed

Questions to Ponder:

How are you impacted by learner variability?

Does variability make your job more complex or more fulfilling?

Variability Matters Video, Dr. Todd Rose of CAST

UDL/ UID Principles

Accessible Consistent Flexible Explicit Supportive Minimizing

Physical Effort Effective

Learning Spacehttp://www.uoguelph.ca/tss/projects/uid/index.html

Multiple means of: Representation

EngagementExpression

How do we do it?

Do your students recognize and understand?

Abbreviations Acronyms Mathematical

symbols What else??

Multiple Means of…

Representation

Multiple means of …Expression

Multiple ways of finding out what students know:

Tests

Projects

Demonstrations

Multiple Means of… Engagement

MotivationMeaning

Appropriate level(s) of challenge

Assistance to become more independent

Representation

Expression Engagement

Flashcards:A way to represent connection of words and meanings

Flashcards: maybe enjoyablefor some Students, can be physical

Flashcards: Students can use them to self quiz and show what they know

Think of a strategy

that you use.

How does it offer

“multiple means”?

BRAIN NETWORKS

Affective Network: Why?

Strategic Network: How?

Recognition Network: What?

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?

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?

UDL Users Group Video

Low Tech Strategies

BINGO (video)

Guided Notes

Organizing Skills

Cornell Notetaking

High Tech Strategies

Interactive Whiteboard

Document Camera

http://4teachers.org:

http://www.teachingwithtech.net/

http://www.cmu.edu/teaching/technology/

http://larryferlazzo.edublogs.org/about/my-best-of-series/

Activity: Take the Pre-

TestIs the following website

ACCESSIBLE?

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

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

Is it FLEXIBLE?

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

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?

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

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?

“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?

“Assignments MUST be handwritten in black ink.”

Does the Learning Space Work?

Activity: Quick Learning Assessment

Name 3 of the 7 principles

Making it Explicit:

Half the Info Strategy

Why does it work?

Activity: Share the Challenges You Noted Earlier. How can UDL help?

1. Effective Learning Space (physical or online)

2. Accessible3. Flexible4. Consistent5. Explicit6. Supportive7. Minimize unnecessary physical

effort

Traditional Model of Student Services Resources

Classroom

Individual Counseling

Accommodation for Few

UDL Service Delivery Design

Services in the Classroom

Individualized Intervention

Accommodation

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

Renton Tech College UDL Project. Goal to increase number of disabled students

identified

050100150

200250300

350

2000-012003-042005-062006-07

Disabledstudentsregistered

From Washington State Board data

http://webs.rtc.edu/ii/UDL%20Project.htm

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

Videos on UDL http://www.youtube.com/user/Se

attleCentralSCCC -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

Big Idea Question

How does knowing how learners learn impact how teachers teach?

The Novice Learner

How we learn

1. Encoding

2. Storage

3. Retrieval

1. Encoding

Getting it in -attention-attaching -repeating

1. Repetition

2. Rehearsal

Two main ways to encode into longer term memory:

Brain Rules on Repetition

Dr. John Medina, Director of Seattle Pacific University’s Brain Center for Applied Learning Research

• Within 30 seconds

• Again 1-3 hours

• Again 24 hours

• Repeat over and over!

Repetition alone is very difficult!

Or… Why Flashcards Fail:

Memorizing/Repetition StrategiesThe BIG THREE

Elaboration (keywords, pictures)

Example: Perinatology

Using Stories

Mnemonics

2. Rehearsal (attaching in multiple ways) promotes deeper learning but not

necessarily memorization

Take a minute to think of a lesson that

requires both memorizing

(repetition) and deeper

understanding (rehearsal). Are you

teaching students to use both kinds

of strategies? If not, what can you

change?

ACTIVITY

Teach how encoding works and encourage practice

Pay attention to brain networks Recognition, Strategic and Affective

Use multiple means ofRepresentation, Engagement and Expression

Improving students’ ENCODING

2. Storage

Ability to manipulate information in your

brain

Improving Storage : Teach students that Practicing or Repeating is necessary for continued Storage.

3. Retrieval

Retrieval + Expression demonstrate learning

Self-Testing enhances long term memory more than

studying

Teach students that they have to practice retrieval, using how

they will be assessed!

Multi tasking vs. Attention

Divided Alternating

Discovery is like crack for our brains !

Or …the Pros and Cons

of Project Based

Learning and

Flipped Classrooms

Prime Time-Down Time

Reference David Sousa

Deg

ree

of R

eten

tion

Prime-time-2

Down-time

Prime-time-1

0 10 20 30 40 Time in Minutes