UDL in Higher Education

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AN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING :

AN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING A Framework and Strategies for All Learners

Presentation Goals:

Presentation Goals Introduce the principles of UDL Provide examples, resources and take-away strategies on UDL that have been successfully applied at the postsecondary level to: Increased teaching effectiveness Improved student outcomes Meet the needs of diverse learners Examine how UDL can be successfully implemented in your own courses

Universal Design Is our physical environment welcoming?:

Universal Design Is our physical environment welcoming? DisWeb © 2000 Karen G. Stone Architectural term coined by R. Mace Physical environment design for access Stairs as access feature/barrier Physical Disabilities Elderly Children Strollers/Carts Retrofitting for physical access remains a design afterthought

Universal Design Solutions:

Universal Design Solutions Intentional approach to design Anticipates a variety of needs Broadens usability to public More economical Respects human diversity What kind of Universal Design solutions are located on your campus or facility?

Universal Design for Learning Is our pedagogical environment welcoming?:

Universal Design for Learning Is our pedagogical environment welcoming? UDL is the proactive design of our courses to ensure they are educationally accessible regardless of learning style, physical or sensory abilities. Just as physical barriers exist in our physical environment, curricular barriers exist in our instructional environment.

UDL Analogy for Higher Education:

UDL Analogy for Higher Education UD UDL Physical Environment Instructional Environment Physical barriers may exist in our architectural environment Learning barriers may exist in our curricular environment Proactive design of physical space Proactive design of curriculum and instruction Physical retrofitting can be costly and is often inelegant Instructional accommodations can be time consuming and difficult to implement 6

Educationally, Does One Size Fit All?:

Educationally, Does One Size Fit All?

PowerPoint Presentation:

Brain-based research indicates three distinct yet inter-related learning networks (Rose, Meyer, Hitchcock, 2005): Recognition Learning Network ( what ) How we make sense of presented information Affective Learning Network ( why ) How motivation & participation impacts learning Strategic Learning Network ( how ) How we demonstrate our learning or mastery http://lessonbuilder.cast.org/learn.php UDL Foundations: Brain-based Learning Networks

Brain Imaging Showing Individual Differences :

Brain Imaging Showing Individual Differences                                                                                        These three functional magnetic resonance images (fMRI) show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. Blue indicates a low to moderate level of activity, red indicates a high level of activity, and yellow indicates an extremely high level of activity. CAST: Teaching Every Student © 2002-2009

Making the Connection UDL Principles for Effective Instruction:

Making the Connection UDL Principles for Effective Instruction Faculty can offer various ways to REPRESENT (show) essential course concepts in support of recognition learning networks Faculty can offer various ways to encourage student ENGAGEMENT (participate) in support of affective learning networks Faculty can offer students various formats for EXPRESSION (demonstration) of what they have learned through strategic learning networks

Think – Pair - Share:

Think – Pair - Share Take a moment and recall an activity you offered in one of your classes where you noted that several students struggled. Identify one “ teaching ” and one “ student ” variable that may have impacted student success? Share your thoughts with a person sitting next to you.

What is REPRESENTATION?:

What is REPRESENTATION? “ How do I present essential course content to my students? ” Fundamentals in Practice: Knowing that students access information in a variety of formats (including auditory, visual and tactile), consider varying how you express essential course content. This increases the likelihood of information access and comprehension and, ultimately, the effectiveness of your instruction.

Representation Takeaway Strategy: Graphic Organizers (GO):

Representation Takeaway Strategy : Graphic Organizers (GO) What : Visual or graphic display depicting course content. Why : Positive effects on higher order knowledge but not on facts (Robinson & Kiewra, 1995); Quiz scores higher using partially complete GO (Robinson et al., 2006). How : Advanced organizers, Venn diagrams, concept/spider/story maps, flowcharts, hierarchies, etc. Ways: 1. Provide completed GO to students (Learn by viewing) 2. Students construct their own GO (Learn by doing) 3. Students finalize partially complete GO (scaffolding)

Sample Graphic Organizers:

Sample Graphic Organizers

What is ENGAGEMENT?:

What is ENGAGEMENT? “ How do I involve my students in the learning process? ” Fundamentals in Practice: Knowing that active participation is key to learning, consider adopting various ways that students can actively participate in class. Active participation strengthens learning and, ultimately, the effectiveness of your instruction.

Takeaway Engagement Strategy: The Pause Procedure (PP):

Takeaway Engagement Strategy: The Pause Procedure (PP) What: Short (4-minute) periodic breaks to review notes and/or discuss course content. Why: Increases accuracy of notes (Ruhl & Suritsky, 1995); higher exam scores and less need for sustained attention (Braun & Simpson, 2004). How: Pause at natural breaks (15 minutes). Provide clear instructions, signal beginning and ending of PP and include time for unresolved questions. Ways: Independent review of notes Short writing assignment (Quick write) Group (Think-Pair-Share) discussion of notes or material

Sample Pause Procedure:

Sample Pause Procedure With a colleague sitting next to you, discuss how the Pause Procedure has or could work in your classroom Allow each person 2 minutes to discuss: One potential benefit of this technique One potential drawback of this technique Be prepared to share your reflections if called upon

What is EXPRESSION?:

What is EXPRESSION? “ How do I ask my students to show what they know? ” Fundamentals in Practice : Knowing that students have preferences for how they express themselves (orally, written and visually), consider providing multiple ways for students to demonstrate their competency. This increases the likelihood of their success and, ultimately, the effectiveness of how you measure their learning.

Takeaway UDL Strategy: Course Rubrics:

Takeaway UDL Strategy: Course Rubrics What: Scoring tool that explicitly represents the performance expectations for an assignment. Divides the assignment into component parts and provides clear descriptions of each component, at varying levels of mastery. Why: Enhanced achievement and student satisfaction (Roblyer & Wiencke, 2003); Reliable formative and summative assessment tool (Montgomery, 2002). How: Consider major elements embedded in any given assignment. Define components and evaluation parameters. Ways: Individual paper, project, or participation grading rubrics Alternative pathway rubrics

PowerPoint Presentation:

Dimension Sophisticated Competent Needs Work Introduction Position and exceptions, if any, are clearly stated. Organization of the argument is completely and clearly outlined and implemented. 4-5 pts Position is clearly stated. Organization of argument is clear in parts or only partially described and mostly implemented. 2-3 pts Position is vague. Organization of argument is missing, vague, or not consistently maintained. 0-1 pts Research Research selected is highly relevant to the argument, is presented accurately and completely – the method, results, and implications are all presented accurately; Theory is relevant, accurately described and all relevant components are included; relationship between research and theory is clearly articulated and accurate. 8– 10 pts Research is relevant to the argument and is mostly accurate and complete – there are some unclear components or some minor errors in the method, results or implications. Theory is relevant and accurately described, some components may not be present or are unclear. Connection to theory is mostly clear and complete, or has some minor errors. 5 – 7 pts Research selected is not relevant to the argument or is vague and incomplete – components are missing or inaccurate or unclear. Theory is not relevant or only relevant for some aspects; theory is not clearly articulated and/or has incorrect or incomplete components. Relationship between theory and research is unclear or inaccurate, major errors in the logic are present. 0 – 4 pts Conclusions Conclusion is clearly stated and connections to the research and position are clear and relevant. The underlying logic is explicit. 4-5 pts Conclusion is clearly stated and connections to research and position are mostly clear, some aspects may not be connected or minor errors in logic are present. 2-3 pts Conclusion may not be clear and the connections to the research are incorrect or unclear or just a repetition of the findings without explanation. Underlying logic has major flaws; connection to position is not clear. Writing Paper is coherently organized and the logic is easy to follow. There are no spelling or grammatical errors and terminology is clearly defined. Writing is clear and concise and persuasive. 4-5 pts Paper is generally well organized and most of the argument is easy to follow. There are only a few minor spelling or grammatical errors, or terms are not clearly defined. Writing is mostly clear but may lack conciseness. 2-3 pts Paper is poorly organized and difficult to read – does not flow logically from one part to another. There are several spelling and/or grammatical errors; technical terms may not be defined or are poorly defined. Writing lacks clarity and conciseness. 0-1 pts

Rubric Resources:

Rubric Resources Stevens, D. & Levi, A. (2005). Introduction to rubrics: an assessment tool to save grading time, convey effective feedback, and promote student learning (Stylus Publishing) WikiPODia: http://goo.gl/lHNnX Free online Authentic Assessment Toolbox, http://goo.gl/8xIL Good overview and examples across grade levels: http://edtech.kennesaw.edu/intech/rubrics.htm Rubistar: http://rubistar.4teachers.org/index.php Rubric for Online Discussion: http://goo.gl/FJcj4

Engaging in Reflective Teaching through UDL:

Engaging in Reflective Teaching through UDL 24 CAST Guidelines 9 Common Elements QOLT for online/hybrid Faculty Learning Community udluniverse.com UDL Syllabus Rubric

UDL is not…:

UDL is not… Specialized privileges for a few students It is not about special accommodations Watering down your academic expectations It is not about making courses easier – school is supposed to be challenging if learning occurs A “ magic bullet ” or “ fix ” for all students It is not going to solve all your curricular or pedagogical problems A prescriptive formula No checklist will offer the “ UDL solution ”

Benefits of UDL Practices:

Benefits of UDL Practices Enables you to reach a diverse student population without necessarily modifying your course requirements or academic expectations. Provides you the tools to consider what and how you teach in a structured and systematic manner. Increases student participation, achievement, and satisfaction.

Resources for Implementing UDL in Your Classes:

Resources for Implementing UDL in Your Classes CAST UDL Guidelines (handout) Nine Common Elements of UDL (handout) Postsecondary UDL Examples (handout) UDL Universe at http://udluniverse.com/

Closing/Discussion:

Closing/Discussion

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