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Intro to udl_2_hour

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Assessment for Learning I
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Intro to udl_2_hour

  1. 1. AN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING A Framework and Strategies for All Learners
  2. 2. 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
  3. 3. Universal Design Is o ur physicale nviro nm e nt we lco m ing ? 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
  4. 4. 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?
  5. 5. Universal Design for Learning Is o ur pe dag o g icale nviro nm e nt we lco m ing ? UDL is the pro active de sig n o f o ur co urse s to e nsure the y are e ducatio nally acce ssible re g ardle ss o f le arning style , physicalo r se nso ry abilitie s. Just as physical barriers exist in our physical environment, curricular barriers exist in our instructional environment.
  6. 6. 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
  7. 7. Educationally, Does One Size Fit All?
  8. 8. Brain-based research indicates three distinct yet inter-related learning networks (Rose, Meyer, Hitchcock, 2005): 1. Recognition Learning Network (what)  How we make sense of presented information 2. Affective Learning Network (why)  How motivation & participation impacts learning 3. Strategic Learning Network (how)  How we demonstrate our learning or mastery http://lessonbuilder.cast.org/learn.php UDL Foundations: Brain-based Learning Networks
  9. 9. 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
  10. 10. 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
  11. 11. 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.
  12. 12. What is REPRESENTATION? “Ho w do Ipre se nt e sse ntialco urse co nte nt to m y stude nts? ” 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.
  13. 13. 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)
  14. 14. Sample Graphic Organizers
  15. 15. What is ENGAGEMENT? “Ho w do Iinvo lve m y stude nts in the le arning pro ce ss? ” 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.
  16. 16. 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
  17. 17. Sample Pause Procedure  With a colleague sitting next to you, discuss how the Pause Procedure has o r co uld work in your classroom  Allow each person 2 minutes to discuss:  O ne po te ntialbe ne fit o f this te chniq ue  O ne po te ntialdrawback o f this te chniq ue  Be prepared to share your reflections if called upon
  18. 18. What is EXPRESSION? “Ho w do Iask m y stude nts to sho w what the y kno w? ” 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.
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. Engaging in Reflective Teaching through UDL 24 CAST Guideline s CAST Guideline s 9 Common Elements 9 Common Elements QOLT for online/hyb rid QOLT for online/hyb rid Faculty Learning Community Faculty Learning Communityudluniverse.com UDL Syllabus Rubric
  23. 23. UDL is not…  Specialized privileges fora few students  It is not about special accommodations  Watering down youracademic expectations  It is not about making courses easier – school is supposed to be challenging if learning occurs  A “magic bullet” or“fix” forall students  It is not going to solve all your curricular or pedagogical problems  A prescriptive formula  No checklist will offer the “UDL solution”
  24. 24. Benefits of UDL Practices  Enables you to re ach a dive rse stude nt po pulatio n without necessarily modifying your course requirements or academic expectations.  Provides you the to o ls to co nside r what and ho w yo u te ach in a structured and systematic manner.  Increases student participation, achievement, and satisfaction.
  25. 25. 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/
  26. 26. Closing/Discussion

Hinweis der Redaktion

  • Introduce Workshop Speaker(s) Participant Self-introductions Frame session as a 2-hour workshop that only serves as an introductory overview of the major ideas and concepts of UDL.
  • Let me begin by setting a framework for what I hope we can accomplish within this workshop. First, I would like to introduce you to the principles of Universal Design for Learning. Second, I would like to help you understand how Universal Design for Learning applies at the postsecondary level. Finally, we will examine how UDL training can be successfully implemented in your own courses. 10-18-09
  • In order to fully understand the concept of Universal Design for Learning, we need to go back and first understand the origins of the concept of Universal Design. Universal Design is an architectural term that was originally coined by Ron Mace from North Carolina State University in the 1970 ’s. Universal Design, quite simply, is the design of our environment to be usable by all people, to the greatest extent possible, without the need for adaptations or specialized design. The intent of Universal Design is to simplify life for everyone by proactively designing our physical environment to be “barrier free” thus more accessible to as many people as possible at little or no extra cost. Take for example the building pictured on the left side of this slide. The picture depicts the entrance of a building with a series of steps leading to the front entrance. The original architectural design included stairs as an access feature, that is, stairs serve as the primary entry point or way to access this building. However for many individuals including some individuals with physical disabilities, the elderly, younger children, and those carrying heavy equipment or materials, stairs become an access barrier. For centuries stairs have always been built in a similar fashion, but only recently as a society, we began to recognize that stairs don ’t always work the same for everyone. Within the field of architecture, the solution to stairs as an access problem was the retrofitting of buildings with wheel chair lifts or ramps in order to increase the accessibility of buildings such as these. However, according to Ron Mace, the idea of retrofitting still remains a design afterthought and indeed often created other unexpected drawbacks. 10-18-09
  • In developing the concept of Universal Design, Ron Mace offered the premise that perhaps we should teach architects to design buildings from the start that would work for everyone. In this fashion, we would adopt an intentional approach to design, one that anticipates a variety of physical or sensory needs, broadens usability to the public, would be more economical, and finally one that respects human diversity by not asking someone to come in through a different door. The picture on the right shows a classic example of a Universal Design solution. In considering access, the architect of this home realized that stairs were not an essential access feature yet the design could remain aesthetically pleasing manner. More importantly, it does not ask individuals who prefer non-stair access to have a separate entry point for this home thus respecting the diversity within our population. It ’s not just individuals in wheelchairs that benefit from this design feature but also the elderly, moms and dads pushing baby strollers and individuals who have to manage wheeled luggage or other wheeled equipment to this home. Consider for a moment what kind of Universal Design solutions have you seen on your campus? At [Name your Institution/Agency] we have curb cuts, universally designed ramps, automatic sliding doors, water fountains set a two height levels, easy access door handles and even bathrooms that accommodate individuals with varied height and physical needs. 10-18-09
  • UDL is framed via asking the question: Is our pedagogical environment welcoming? 10-18-09
  • Perhaps it's useful to consider an analogy between Universal Design and Universal Design for Learning in higher education. On the left-hand column of this table we can see that Universal Design primarily focuses on the physical environment. Universal Design for Learning, located in the right column, focuses primarily on our instructional environment. Barriers may exist in our curricular environment. We have already seen that physical barriers may exist in our architectural environment, we also need to recognize that learning barriers may exist in our curricular environment. Whereas Universal Design is the proactive design of our physical space, Universal Design for Learning is that proactive design of our curriculum and instructional strategies. Finally while retrofitting is often a costly and inelegant approach to modifying our physical environment, faculty comment that curricular modifications or accommodations can also be time-consuming and difficult to implement within their classroom setting. In essence Universal Design for Learning asks faculty to consider how to create curricular curb cuts within their courses. Consider for a moment if you have ever been asked to provide a challenging accommodation for a student in your classroom. Before implementing this accommodation, Universal Design for Learning would ask you to first consider the proactive design or re-design of your curriculum and teaching strategies in such a way that may reduce or eliminate the need for this accommodation and more importantly, one that respected the diversity of learning styles within your classroom. 10-18-09
  • Discuss cartoon 10-18-09
  • So, what is UDL? Discuss connections to brain-based research by CAST 10-18-09
  • Differences in brain activity on same task clearly demonstrate that we are not all “wired” the same for learning. 10-18-09
  • Linking brain-based research to UDL principles. Fingerprint re-emphasizes that we all learn differently – we are as different as our fingerprints 10-18-09
  • ACTIVITY 1. Describe the activity. 2. Have each pair do T-P-S for 5 minutes on their own. 3. Have moderator circulate to take some simple notes for discussion. 4. Elicit 1 or 2 volunteers to share discussion. 5. Emphasize the point that student success relies not only on student-related variables but also teaching-related variables. 10-18-09
  • What is Representation? 10-18-09
  • Takeaway Strategy: Graphic Organizers
  • Sample Graphic Organizers Fully completed Partially completed (scaffold) Blank or minimal (student-completed which also serves as evidence of student learning) 10-18-09
  • Option 1: Offer screenshot of Video Case Story for future reference Option 2: Link to Video Case Story and show Interest in UDL and Diagramming within Suzanne ’s Story as an example of Representation http://elixr.merlot.org/case-stories/understanding--meeting-students-needs/universal-design-for-learning-udl/teaching-computer-science2 10-18-09
  • What is Engagement? 10-18-09
  • Takeaway Strategy: Pause Procedure 10-18-09
  • Activity: Sample Pause Procedure 10-18-09
  • Option 1: Offer screenshot of Video Case Story for future reference Option 2: Link to Video Case Story and show Case Story Overview as exemplar of Engagement http://elixr.merlot.org/case-stories/teaching-strategies/active-learning-in-large-lectures/cooperative-learning-groups3 10-18-09
  • What is Expression? 10-18-09
  • Takeaway Strategy: Course Rubrics 10-18-09
  • Sample Course Rubric 10-18-09
  • Sample resources for rubric building 10-18-09
  • Graphic depicts the reflective cycle that individual faculty or Faculty Learning Community participants can engage in to incorporate UDL into their teaching. Call-out boxes indicate available resources, materials or reference points. 10-18-09
  • In further clarifying the principles of Universal Design for Learning (UDL), it is also important to consider what UDL is not. Universal Design for Learning is not about specialized privileges for a few students, that is, it's not about providing special accommodations for a select few. Universal Design for Learning is not about watering down your academic expectations, that is, it is not about making your courses easier; school is supposed to be challenging if learning occurs. Also, Universal Design for Learning is not a “magic bullet” or “fix” for all students. It is not going to solve all of your curricular or pedagogical problems. Finally, Universal Design for Learning is not based on a prescriptive formula. Therefore, no checklist will offer the ideal "UDL solution." 10-18-09
  • UDL benefits for faculty 10-18-09
  • Resources for implementing UDL in your classes (handouts and website) 10-18-09
  • Enter any closing prompts you desire here. Also, enter your contact information so participants will know how to obtain further information or support. 10-18-09