Universal Design for Learning Cathy Jenner cjenner@RTC.edu 425-235-2352
Learning Objectives • Learn basics about UDL • Discover and share strategies • Be able to identify UDL elements • Design with UDL principles
Name some of the barriers and student learning concerns that exist in your classes.
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
National Center for Education Statistics 2008, Special Analysis for CC
Community College Students 50 % completion rate Start college older Tend to be part-timers Likely to interrupt college Work full time
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)
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
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%)
What is Universal Design for Learning And Where Did It Come From?
"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 • 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.
“A computer on every desk in every home” Computers: theultimateinuniversaldesign?
UDL/ UID Principles • Accessible • Consistent • Flexible • Explicit • Supportive • Minimizing Physical Effort • Effective Learning Space University of Guelph
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
Is it CONSISTENT? An instructor uses a rubric that has very similar structure for all assignments.
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 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.”
Learning Space Accommodates Students and Methods • “Pod seating” versus theatre seating • Lab or Cluster classes –how to lecture • Seating for left handers
PRE –test STRATEGY Making it EXPLICIT: Pre -THINKING Increases Learning The Pluses of Getting it Wrong, Scientific American Mind, March/April 2010
Activity: Quick Learning Assessment Name 3 of the 7 principles
Making it Explicit: Half the Info Strategy • Supportive—doesn’t necessarily call on the “smartest” person • What other elements? • Encourages active learning • Engagement
www.CAST.org Multiple means of: • Representation • Engagement • Expression
REPRESENTATION: Multi-modal Teaching visual auditory kinesthetic Video Clip: empowering the next generation
Representation Do your students understand? • Abbreviations • Acronyms • Mathematical symbols
Expression Multiple ways of finding out what students know: Tests Projects Demonstrations
Engagement Motivation Meaning Appropriate level(s) of challenge Assistance to become more independent
Learning Toolkit ENGAGING EXPLICIT
Representation Expression Engagement Flashcards: A way to represent connection of words and meanings, for example Flashcards: may be enjoyable for some students
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.
BREAK GALLERY WALK Read the strategies
BRAIN NETWORKS www. CAST.org Affective Network: Why? Strategic Network: How? Recognition Network: What?
RECOGNITION STRATEGIC AFFECTIVE
Activity: Pair and Share Make it explicit: REPETITION STRATEGY -engagement -expression
What did we do? • Recognition—something • you already knew • Strategic—Scaffolding- • attaching new to previous information • Affective-used personal information