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Universal Design for Learning

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Universal Design for Learning

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  1. Universal Design for Learning Cathy Jenner cjenner@RTC.edu 425-235-2352

  2. Learning Objectives • Learn basics about UDL • Discover and share strategies • Be able to identify UDL elements • Design with UDL principles

  3. Who are our students and WHY do we use UDL to help them?

  4. Name some of the barriers and student learning concerns that exist in your classes.

  5. 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

  6. National Center for Education Statistics 2008, Special Analysis for CC

  7. Community College Students 50 % completion rate Start college older Tend to be part-timers Likely to interrupt college Work full time

  8. 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)

  9. 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

  10. 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%)

  11. What is Universal Design for Learning And Where Did It Come From?

  12. "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.

  13. 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.

  14. “A computer on every desk in every home” Computers: theultimateinuniversaldesign?

  15. Universally designed

  16. UDL Project_1.wmv

  17. UDL/ UID Principles • Accessible • Consistent • Flexible • Explicit • Supportive • Minimizing Physical Effort • Effective Learning Space University of Guelph

  18. Activity: Take the Pre-Test Is the following website ACCESSIBLE?

  19. 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

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

  21. 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

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

  23. Flexible • Providing choice in materials, assignments • Resources that can be accessed in class, at home, at Library • Variety of strategies for teaching

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

  25. Explicit and Readily Perceived • Rules clearly explained more than once • Help students with “College Knowledge” • Face class and make eye contact • Use a microphone

  26. 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.”

  27. Does it MINIMIZE PHYSICAL EFFORT? “Assignments MUST be handwritten in black ink.”

  28. Does the Learning Space Work?

  29. Learning Space Accommodates Students and Methods • “Pod seating” versus theatre seating • Lab or Cluster classes –how to lecture • Seating for left handers

  30. PRE –test STRATEGY Making it EXPLICIT: Pre -THINKING Increases Learning The Pluses of Getting it Wrong, Scientific American Mind, March/April 2010

  31. Activity: Quick Learning Assessment Name 3 of the 7 principles

  32. Making it Explicit: Half the Info Strategy • Supportive—doesn’t necessarily call on the “smartest” person • What other elements? • Encourages active learning • Engagement

  33. www.CAST.org Multiple means of: • Representation • Engagement • Expression

  34. REPRESENTATION: Multi-modal Teaching visual auditory kinesthetic Video Clip: empowering the next generation

  35. Representation Do your students understand? • Abbreviations • Acronyms • Mathematical symbols

  36. Expression Multiple ways of finding out what students know: Tests Projects Demonstrations

  37. Engagement Motivation Meaning Appropriate level(s) of challenge Assistance to become more independent

  38. Learning Toolkit ENGAGING EXPLICIT

  39. Representation Expression Engagement Flashcards: A way to represent connection of words and meanings, for example Flashcards: may be enjoyable for some students

  40. Multiple Means of Representation, Engagement and Expression • Write out a strategy • Make it as detailed as possible • Include your name • Please post your strategy on the chart.

  41. BREAK GALLERY WALK Read the strategies

  42. BRAIN NETWORKS www. CAST.org Affective Network: Why? Strategic Network: How? Recognition Network: What?

  43. RECOGNITION STRATEGIC AFFECTIVE

  44. Activity: Pair and Share Make it explicit: REPETITION STRATEGY -engagement -expression

  45. What did we do? • Recognition—something • you already knew • Strategic—Scaffolding- • attaching new to previous information • Affective-used personal information