Universal Design for Learning

1. Universal Design for Learning Welcome • Pick up the UDL handout • Review handout contents • Complete the following now: -UDL Pre-Survey -UDL Techniques Worksheet 4. My email: pflores@swccd.edu

2. Universal Design for Learning Introduction and Overview Objectives: • History of Universal Design (UD) • Principles of Universal Design (UD) • Application of UD Principles to Higher Education • Universal Design for Learning (UDL) • UDL Application and Strategies

3. 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.

4. 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.

5. 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

6. Application of UD Principles to Higher Education • Application of UD to Higher Education through: • Design of environments (buildings, classrooms) • Design of tools (documents, websites) • Design of learning (courses, activities, assignments, assessments) • Provide all students fair access to information and opportunities to learn.

7. Universal Design for Learning (UDL) in Higher Education • Design of classroom, materials and instruction is usable by all students w/o adaptation • Includes physical layout, lecture, print, web, and all testing • Meets universal needs of all students: mutual respect, trust, clear expectations and outcomes

8. Universal Design for Learning (UDL) Key Principles • Provide multiple representations of information. • 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

9. UDL Classroom Application and Strategies • Overview and Objectives • Course Syllabi • Handouts/e-text • Textbook • Student Organization • Communication • Lecture • Questioning Techniques • Methods of Assessment

10. 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

11. 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

12. Handouts/e-text • 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.

13. Textbook • 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

14. 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 instructor • 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

15. Communication • 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 meaning • Increase self-insight

16. Lecture • Provide class objectives, emphasize critical info • Visual Cues: use board, Tablet PC, PowerPoint • Give time for information processing • Linear/repetitive/paraphrase • 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

17. 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

18. ? 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: • “Raise your hand if you can tell me…”, then wait • Call on specific student. Incorrect answer? Call on another; return to first, so they can answer correctly

19. Traditional Methods of Assessment Traditional: • True and False • Multiple Choice • Fill in blank, short answer • Essay • Take home test • College Paper, • Project, portfolio

20. UDL Methods of Assessment • Student choice from multiple options • Test in same manner you teach • Untimed tests • Vary Test Format • Oral Exam • Test-Study-Retest • Assignment Instructions are Oral/Written • Clickers • Quick Surveys: electronic or print

21. Writing Assignments • Provide Consistent Grading Rubrics • Allow for Drafts and Revisions • Provide Work Examples: A, B, C, D, F • Reflection Papers • One Minutes Papers

22. 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 pflores@swccd.edu