U niversal D esign for L earning and Learning challenges

1. Universal Design for Learning and Learning challenges Cathy Jenner cjenner@RTC.edu http://www.linkedin.com/pub/cathy-jenner/4/787/93 425-235-2352

2. Name some of the barriers and student learning concerns that exist in your classes.

3. 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

4. National Center for Education Statistics 2008, Special Analysis for CC

5. Community College Students 50 % completion rate Start college older Tend to be part-timers Likely to interrupt college Work full time

6. 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)

7. 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

8. 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%)

9. What is Universal Design for Learning And Where Did It Come From?

11. "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.

12. 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.

14. “A computer on every desk in every home” Computers: theultimateinuniversaldesign?

15. Universally designed

16. UDL/ UID Principles • Accessible • Consistent • Flexible • Explicit • Supportive • Minimizing Physical Effort • Effective Learning Space University of Guelph

17. Is the following website ACCESSIBLE? Hint: Remember “Accessible” doesn’t always imply mobilityattributes. Activity: Take the Pre-Test

20. 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

21. Is it CONSISTENT? An instructor uses a rubric that has very similar structure for all assignments.

22. 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

23. Is it FLEXIBLE? “Students must purchase the following 3 texts books, current edition. All readings will be from these 3 texts.”

24. Flexible • Providing choice in materials, assignments • Resources that can be accessed in class, at home, at library. • Variety of strategies for teaching

25. Is it EXPLICIT? The instructor goes over the syllabus at the beginning of class and then reviews it frequently.

26. Explicit and Readily Perceived • Rules clearly explained more than once • Help students with “College Knowledge” • Face class and make eye contact • Use a microphone

27. 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.”

28. Does it MINIMIZE PHYSICAL EFFORT? “All assessments will be scantron tests.”

29. Does the Learning Space Work?

30. Learning Space Accommodates Students and Methods • “Pod seating” versus theatre seating • Lab or “Cluster” classes –lecturing amid distractions or to different levels • Seating for left handers

31. Making it Explicit: Pre Test Strategy Research shows that it is the THINKING about the topic that encodes it into the brain. A pre test discussion is a good way to get students to start to make connections.

32. Activity: Quick Learning Assessment Name 3 of the 7 principles

33. Making it Explicit: Half the Info Strategy • Supportive—doesn’t necessarily call on the “smartest” or fastest person • Prize bag increases fun element, engagement.

34. www.CAST.org Multiple means of: • Representation • Engagement • Expression

35. REPRESENTATION: Multi-modal Teaching visual auditory kinesthetic

36. Representation Do your students understand? • Abbreviations • Acronyms • Mathematical symbols

37. When learning basic skills, the effect is greatest when engaged in non interactive multimodal learning (using text with visual input, text with audio input, or watching and listening to animations or lectures that effectively use visuals). From “Analysis: How multimedia can improve instruction, MerisStansbury, 2008

38. Expression Multiple ways of finding out what students know: Tests Projects Demonstrations

39. Engagement Motivation Meaning Appropriate level(s) of challenge Assistance to become more independent

40. Representation Expression Engagement Flashcards: A way to represent connection of words and meanings, for example Flashcards: may be enjoyable for some students

41. Activity: Multiple Means of Representation, Engagement and Expression In small groups, share some of your favorite strategies and name the UDL components.

42. UDL Video Developed by a UDL Faculty Learning Community. Sponsored by the Washington State Board of Community and Technical Colleges. Find it on Youtube at SCCC’s channel.

43. BRAIN NETWORKS www. CAST.org Affective Network: Why? Strategic Network: How? Recognition Network: What?

44. RECOGNITION STRATEGIC AFFECTIVE

45. Making it Explicit: What networks did we use so far today? • Recognition—pointed out familiar concepts (doorknob) • Strategic—use SCAFFOLDING: attached new info to something known • Affective—meaningful

46. High Tech UDL Strategies Document Camera Interactive Whiteboard Tablet PC-VIDEO Mimio Interactive Panel Display

47. Low Tech Strategies • BINGO (video) • Guided Notes • Organizing Skills • Cornell Notetaking

48. Learning Toolkit ENGAGING EXPLICIT

49. Activity: Pair and Share With a “buddy”, share 1 high tech and 1 low tech strategy

50. Making it Explicit: Pair and Share • Good repetition strategy • Good for getting students up and moving • Good for getting students to meet others • Good for increasing comprehension