UNIVERSAL DESIGN FOR LEARNING Cathy Jenner cathyjennercomcast net

UNIVERSAL DESIGN FOR LEARNING Cathy Jenner cathy-jenner@comcast. net Connects. Counseling. 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 2 nd year Center for Community College Student Engagement , 2010

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

UNIVERSAL DESIGN 1. 2. 3. 4. 5. 6. 7. 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.

Activity “A computer on every desk in every home” e t a m i t l u e h t : ? s n r g e i t s u e p d m l a o s C r e v i n u n i

Universally designed

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?

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

How do we do it? Multiple means of: �Representation �Engagement �Expression

Representation Do your students recognize and understand? Abbreviations Acronyms Mathematical symbols What else? ?

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

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

Representatio n Expression Flashcard s: A way to represent connection of words and meanings Flashcard s: Students can use them to self quiz and show what they know Engageme nt Flashcard s: may be enjoyable for some Students, can be physical

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

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

Recognition Strategic Affective 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 Cornell Skills Notetaking

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

Activity: Take the Pre-Test Is 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? “Assignment s 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. 2. 3. 4. 5. 6. 7. Effective Learning Space (physical or online) Accessible Flexible Consistent Explicit Supportive Minimize unnecessary physical effort

M 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%20 Project. htm

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

Find Lots of Information! www. CAST. org www. UDLcenter. org www. access- ed. r 2 d 2. uwm. edu/Learn_UDE/ http: //webs. rtc. edu/ii/dsdp. html http: //www. tacomacc. edu/cms/One. asp x? portal. Id=43428&page. Id=66310

Videos on UDL http: //www. youtube. com/user/Seattle. Ce ntral. SCCC -created by a Washington State UDL users group http: //www. youtube. com/watch? v=7 SG 1 Iwz. Hh i. U-- shows how a college uses assistive technology to improve learning http: //www. washington. edu/doit/Video/index. p hp? 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?

How we learn 1. Encoding 2. Storage 3. Retrieval

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

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

Brain Rules on Repetition • Within 30 seconds • Again 1 -3 hours • Again 24 hours Dr. John Medina, Director of Seattle Pacific University’s Brain Center for Applied Learning Research • Repeat over and over!

Repetition alone is very difficult! Or… Why Flashcards Fail:

Memorizing/Repetition Strategies The BIG THREE Elaboration (keywords, pictures) �Example: Perinatology Using Stories Mnemonics

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

ACTIVITY 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?

Improving students’ ENCODING Teach how encoding works and encourage practice Pay attention to brain networks Recognition, Strategic and Affective Use multiple means of Representation, Engagement and Expression

2. Storage Ability to manipulate information in your brain Improving Storage : Teach students that Practicing or Repeating is necessary for continued Storage.

3. 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 Prime-time-1 Degree of Retention Prime-time-2 Down-time 0 10 20 Time in Minutes 30 Reference David 40