Universal Design for Learning Introduction and

Universal Design for Learning
1. Pick up the UDL handout
2. Review handout contents
3. Complete the following now:
-UDL Pre-Survey
-UDL Techniques Worksheet
4. My email: [email protected]
Universal Design for Learning
Introduction and Overview
• History of Universal Design (UD)
• Principles of Universal Design (UD)
• Application of UD Principles to Higher
• Universal Design for Learning (UDL)
• UDL Application and Strategies
History of Universal Design
• First developed in 1990’s for architectural
design (Ron Mace, North Carolina State
University’s Center for Universal Design).
• Accessibility features helped not only
disabled, but were beneficial to all.
• New conceptual framework – big picture
world view.
Universal Design Definition
• Universal Design is the design of products
and environments to be usable by all
people, to the greatest extent possible,
without the need for adaptation or
specialized design.
Principles of Universal Design
Equitable Use
Flexibility in Use
Simple and Intuitive
Perceptible Information
Tolerance for Error
Low Physical Effort
Size and Space for Approach and Use
Application of UD Principles to
Higher Education
• Application of UD to Higher Education
– Design of environments (buildings,
– Design of tools (documents, websites)
– Design of learning (courses, activities,
assignments, assessments)
• Provide all students fair access to
information and opportunities to learn.
Universal Design for Learning
(UDL) in Higher Education
• Design of classroom, materials and
instruction is usable by all students w/o
• Includes physical layout, lecture, print,
web, and all testing
• Meets universal needs of all students:
mutual respect, trust, clear expectations
and outcomes
Universal Design for Learning
(UDL) Key Principles
• Provide multiple representations of
– Give learners multiple means of acquiring information
and knowledge.
• Provide multiple means of expression.
– Provide learners alternatives for demonstrating what
they know.
• Provide multiple means of engagement.
– Tap learner’s interests, offer appropriate challenges,
and increase motivation
UDL Classroom Application and
• Overview and Objectives
– Course Syllabi
– Handouts/e-text
– Textbook
– Student Organization
– Communication
– Lecture
– Questioning Techniques
– Methods of Assessment
UDL Strategies
• Optimal Learning =
– Classroom with good seating, lighting, and
acoustics for listening
– Communication that is clear and
comprehensible in print or oral
– Monitor student learning via questioning
techniques, assignments, class activities,
and tests
Course Syllabi
Says “Syllabus
Linear Text
Comprehensible Language, No Jargon
Basics: Course Title, Instructor, Term, Days,
Times, Room, Phone, email, Office Hours
• Course Description, Objectives, SLOs, Textbook,
Materials, Grading
• College Policies/Student Responsibilities:
Attendance, Conduct, Plagiarism,
Accomodations, Academic Success Center
(Tutoring), Language Acquisition Lab
• Font: 12 or 14 in Arial or Tahoma
• No CAPITALS, Tabbing consistent
• Bobby Proof: Navigable by screen reader, linear,
picture captions
• Linear, Color coded
• Notes posted on web prior to lecture
• Context Embedded vs. Context Reduced:
comprehensible, context clues, student
experience, frame of reference, examples
• Scaffolds builds meaning in vocabulary &
concepts which leads to new V & C, etc.
• Tell Textbook representatives that you
must have:
– Available in e-text for assistive technology
– Logical order of chapters and information
– Bolded Key Vocabulary and Concepts
– User friendly Table of Contents, Glossary
and Index
– Supplemental CDs/Web is accessible
Student Organization
• Textbook Pre-reading: Cover info, Publisher,
Edition, ISBN, Table of Contents, Glossary,
Index, Bolding, etc.
• Web/Blackboard/Webadvisor
• Note-taking: Model on board, Course, Date,
Categorize by topic, details, use of bullets,
underline, highlighting, confer with peer or
• Planner: Students take out and write in
homework, identify daily times to study
• Monitor Grades: Student identifies where they
will record grades, take out for each grade
• Expectations: Collegiality, mutual respect,
diversity of learners/processing time, turn taking,
topic maintenance
• Send “I” messages (initially at least!)
• Repeat, paraphrase key points
• Preview and control vocabulary, define jargon
• Choral repetition of multisyllabic new terms
(weak readers/difficulty sequencing sounds)
• Less is more, use precise language
• Body language and tone of voice support
• Increase self-insight
Provide class objectives, emphasize critical info
Visual Cues: use board, Tablet PC, PowerPoint
Give time for information processing
Connect with experiences/frame of reference
Move around room, monitor notes and
participation, use clickers
• Vary with student exploration, activity
• During activity develop questions based on
student outcomes
• Post accessible notes on web
UDL Questioning Techniques
Ensures active learning environment
Monitors real-time learning
Keeps students ready to learn/participate
Confirms student comprehension
Tests quality of instruction
Allows for repetition, paraphrasing
Assesses working memory (critical skill)
Assesses critical thinking
? Techniques
• Start with review questions to connect old learning to
new and overall objectives of class.
• Have student make the connections of old with new and
identify why this is important.
• Wait…give the gift of processing time
• Wrong answer? Praise attempt. Research shows that
best learning occurs from mistakes!
• Repetition = memory. Repetition (5X) of key points by
multiple students enhances memory, automaticity, and
enforces importance of information.
• Vary who answers:
1. “Raise your hand if you can tell me…”, then wait
2. Call on specific student. Incorrect answer? Call on
another; return to first, so they can answer correctly
Traditional Methods of Assessment
True and False
Multiple Choice
Fill in blank, short answer
Take home test
College Paper,
Project, portfolio
UDL Methods of Assessment
Student choice from multiple options
Test in same manner you teach
Untimed tests
Vary Test Format
Oral Exam
Assignment Instructions are Oral/Written
Quick Surveys: electronic or print
Writing Assignments
Provide Consistent Grading Rubrics
Allow for Drafts and Revisions
Provide Work Examples: A, B, C, D, F
Reflection Papers
One Minutes Papers
Testing Tips
Relaxation Techniques
• 4-5 deep cleansing breaths
• Positive mantra
• Body tapping
Weird Research
• Chew gum, sip water
Email me for electronic version of Workshop
[email protected]