Universal Design for Learning Strategies You Can Use!

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Cathy Jenner
[email protected]
ConnectsCounseling.com
Introductions
Pre Survey
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?
Take a moment to write
down some of the
challenging behaviors or
problems that students
bring to the classroom or
to your environment.
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
"Universal design
seeks to encourage
attractive,
marketable
products that are
more usable by
everyone. It is
1941-1998
Ron Mace, founder and program
director of The Center for
Universal Design, N.C.
design for the built
environment and
consumer products
for a very broad
definition of user."
- Ron Mace
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
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?







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
Do your students recognize
and understand?
 Abbreviations
 Acronyms
 Mathematical symbols
 What else??
Multiple ways
of finding out
what students
know:
Tests
Projects
Demonstrations
Motivation
Meaning
Appropriate level(s) of
challenge
Assistance to become
more independent
Representation
Expression
Engagement
Flashcards:
A way to
represent
connection
of words
and
meanings
Flashcards:
Students
can use
them to
self quiz
and show
what they
know
Flashcards:
may
be
enjoyable
for some
Students,
can be
physical
 Think
of a strategy that you
use.
 How
does it offer “multiple
means”?
Affective Network:
Why?
Strategic Network:
How?
Recognition
Network: What?
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

BINGO (video)

Guided Notes

Organizing Skills

Cornell Notetaking
Document Camera
Interactive Whiteboard
http://www.cmu.edu/teaching/technology/
http://4teachers.org:
http://www.teachingwithtech.net/
http://larryferlazzo.edublogs.org/about/my-bestof-series/
Activity: Take the Pre-Test
Is the following website
ACCESSIBLE?
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

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

An
instructor
uses a rubric
that has very
similar
structure for
all
assignments.
“Students must
purchase the following
3 texts books, current
edition. All readings
will be from these 3
texts.”
Providing choice in materials,
assignments
 Resources that can be accessed
in class, at home, at Library
 Variety of strategies for
teaching

The instructor
goes over the
syllabus at the
beginning of class
and then reviews
it again about a
week later.
Rules clearly explained more
than once
 Help students with “College
Knowledge”
 Face class and make eye
contact
 Use a microphone

“You will be graded
on two papers.
One paper is due
at midterm and
one paper is due
at the end of the
class.”
“Assignments
MUST be
handwritten
in black
ink.”
Activity: Quick Learning Assessment
Name
3 of the 7 principles
Making it Explicit:
Half the Info
Strategy
Why does it work?
1.
2.
3.
4.
5.
6.
7.
Effective Learning Space (physical
or online)
Accessible
Flexible
Consistent
Explicit
Supportive
Minimize unnecessary physical
effort
Classroom
Individual Counseling
Accommodation for Few
Services in the Classroom
Individualized Intervention
Accommodation
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%20Project.htm
350
300
250
200
150
100
50
0
Disabled
students
registered
From Washington
State Board data
2000-01 2003-04 2005-06 2006-07
http://webs.rtc.edu/ii/UDL%20Project.htm

www.CAST.org

www.UDLcenter.org



www.accessed.r2d2.uwm.edu/Learn_UDE/
http://webs.rtc.edu/ii/dsdp.html
http://www.tacomacc.edu/cms/One.asp
x?portalId=43428&pageId=66310

http://www.youtube.com/user/SeattleCe
ntralSCCC -created by a Washington State UDL
users group


http://www.youtube.com/watch?v=7SG1IwzHhi
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
How does knowing how
learners learn impact how
teachers teach?
1.
Encoding
2.
Storage
3.
Retrieval
Getting it in
-attention
-attaching
-repeating
Two main ways to encode into
longer term memory:
1. Repetition
2. Rehearsal
• 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!

Elaboration (keywords,
pictures)
 Example:

Using Stories

Mnemonics
Perinatology
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
Ability to manipulate
information in your brain
:
Teach students that
Practicing or Repeating
is necessary for continued
Storage.
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!
Divided
Alternating
Prime-time-1
Degree of Retention
Prime-time-2
Down-time
0
10
20
30
Time in Minutes
40
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Reference David
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