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Universal Design for Teaching & Learning
Tiffany BaileySimon Bloor
Accessibility Resources & Service
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To make this test fair,
everyone has to climb
the same tree…
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In plain English… UDL says to
• Present content to students in multiple ways
• Encourage students to engage with new ideas and information in multiple ways
• Assess students in multiple ways
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UDL Principles for Effective Instruction
1. Teaching materials available – use various ways to REPRESENT essential class material
2. Instructional delivery used - offer students various ways to ENGAGE and participate in support of affective learning network in the brain
3. Assessment options - Offer students various ways in which to EXPRESS or demonstrate what they have learned
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Materials
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The syllabus
• Give clear course objectives and learning outcomes – essential components
• Include your attendance, participation andgrading policy
• Give examples of assignments + rubrics• Provide ‘assessment schedule’
• Choose digital textbooks that provide additional supports – make reading list available early
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In class
• Powerpoints– Use contrasting colors
…but not too much!!!
– Include images / videos– Make the notes/outline view of the PPT
available in advance, in class, after class
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Different ways to represent essential course content
Also…use:-• Videos, podcasts, websites– …and use
• Graphical Representations (GRs)
– Especially - mind-maps, flowcharts
– Provide completed GRs - learn by viewing example
– Collaborative completion of GRs - scaffolding
– Students construct their own GRs – consolidation
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GRs
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Example GR Tools
•Popplet
•X-Mind
•Freemind
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Handouts
• Accessibility… of handouts• Actual / physical handouts – font, size,
justification, layout• Electronic handouts – font, size, justification,
layout + format…Word / PDF, html
• Make handouts available before class via Sakai or other means
• Outline notes…to provide framework for students’ own notes in-class or use after class
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Engagement
&
Involvement
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Offer varied ways to involve students
• Classes to involve…– Small group work, whole-class discussion, hands-on activities
• Stop…Reflect…Think…– Opportunities for students to review own notes every 10-15 minutes
• Think…Pair…Share…– Discussion of questions, notes, content
• Short assignments – One-minute paper, Ticket out the door, students develop own graphical
representations
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More dramatically…
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Out of class
1. Record / video classes and/or post lecture notes / further reading / resources electronically
2. Podcasts – see http://podacre.blogspot.com/
3. Encourage Google Docs as means of post class collaboration / support – even facilitate this by identifying class notetaker(s)
4. Offer to Skype or use Google hangouts for meetings, advising, and to offer feedback
5. Encourage study buddy, partner work, study groups, etc. in and outside of class.
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Assessment
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Offer options… different ways assignments can be completed
Oral presentation, video, project, traditional paper, test, multiple choice, performance, create a game, etc.
Activities using different number combos …individual, partner, small group
Model processes and suggest timescales – especially early on in a class
Offer opportunities to refine a submission or allow re-submission following feedback
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A word about…
‘Testing accommodations’
•Extended testing time
•Low distraction environment
•Stopped clock
•But…one of the biggest challenges…
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Quizzes!
Quizzes can be (are!) problematic!
– What is the intent of the quiz?
– What other ways you can assess student learning?
– Could you administer quizzes via Sakai?
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Universal
Design
Supportive
Materials – pre
class / in class
Instructional
Delivery
Assessment
options
3 Main Areas
Detailed
syllabus,
electronic course
materials,,
rubrics,
captioned
videos, etc.
Lecture, small
group work, in
class untimed
writings,
designate a
class note
taker, etc.
Combination of
tests, papers,
projects (video,
oral
presentation),
resubmission
for extra
points, etc.
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Summarizing …the benefits of UDL
For Faculty:-
• Enables you to reach a diverse group of students
• Provides a frameworkto design a class
• Can increase student participation, achievement, and satisfaction
For Students:-
• Provide students with better access to course content
• Encourages active engagement and participation
• Allows students to show what they have learned
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Turn and talk …
about….• 3 things you think you can change
immediately in your setting:-– 1 x materials– 1 x engagement– 1 x assessment
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UNC Campus Resources
•Accessibility Resources
•Captioning / multi-media - Winifred Metz -
•Alternative format books –
– https://accessibility.unc.edu/students/registered-
students/alternative-format-e-text-request
•Web content - http://identity.unc.edu/accessibility-
technical-standards/
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Accessible Instructional Materials
•Captioned Videos
–http://marylandlearninglinks.org/data/ck/sites/121/files
/AIM_Sources%20of%20Accessible%20Media.pdf
•Commercial Audio
–http://marylandlearninglinks.org/data/ck/sites/121/files
/AIM_Sources%20of%20Commercial%20Audio.pdf
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Resources / more information
• For more case studies
– http://elixr.merlot.org/
– http://ctfd.sfsu.edu/best-practices-in-teaching.htm
• Learn more about UDL:
– http://marylandlearninglinks.org/950
– http://www.cast.org/teachingeverystudent/
• For more on UDL in Higher Education
– http://www.washington.edu/doit/
– http://connect.csumb.edu/udl1
– http://enact.sonoma.edu
– http://udluniverse.com/