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UDL As Framework For Professional Development
Date: June 1st, 2011 Alternative Text: 1. UDL at UVM logo appears in center of slide. This graphic will be on every slide and will not be noted in subsequent slides. Charles Rathbone, Universal Design for Learning Grant, UVM Ellen McShane, Director, Academic Support Program, UVM Judith Christensen, Woodside Juvenile Rehabilitation Center, SOV Better Learning by Design 2011
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Better Learning by Design 2011
UDL as framework for Part One: Improving university teaching / learning for students with disabilities Part Two: Improving residential treatment for adjudicated youth Part Three: Improving university academic support programs for all students Better Learning by Design 2011
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A way of thinking about teaching and learning in classroom settings
recent research in cognition and neuroscience of learning knowledge, skills, and enthusiasm for learning for all individuals rich supports for learning reduces barriers to the curriculum high standards Better Learning by Design 2011
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Learning Systems Linked to UDL Principles
Recognition Strategic Affective/Emotional Alternative Text: Graphic shows three intersecting circles, one for each UDL principle. At the center of the intersection of the three circles is the word “learn.” Better Learning by Design 2011
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Working With University Faculty C. Rathbone
Part One Working With University Faculty C. Rathbone Better Learning by Design 2011
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Better Learning by Design 2011
Consultation Process Collaborative Staged Referral Process / Intake UDL Review, Reflection, Recommendations Action Plan Development, Implementation, Evaluation Follow-Up Responsive Expert knowledge in faculty Strategic knowledge in team Data Based Open Ended Multiple Options Better Learning by Design 2011
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Better Learning by Design 2011
The UVM UDL Model Alternative Text: Images shows UVM Model Wheel. The wheel contains five concentric circles radiating out from the center of the wheel. The wheel has three sections to it, each section representing one of the UDL principles. At the center of the wheel, the first circle, is the UDL logo. The second circle is divided into three sections. Each section lists one of the brain networks to which a UDL principle is attached. Each principle is noted in the forth circle. The fifth circle breaks each principle down into a number of sub categories of what the principle looks like in teaching practice. In summary, the wheel is a holistic representation of how the project focuses the review of a course. We look at where each UDL principle is reflected in the course syllabus and documents. Better Learning by Design 2011
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(Intentionality and Weight)
Alternative Text: This image is an actual picture of the sheet we use to review and assess course syllabi and documents for the UDL principle of representation. Representation Rating sheet showing principle subcategories and dimensions of practice (Intentionality and Weight) Better Learning by Design 2011
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Alternative Text This image is of an actual action plan showing the tasks and outcomes necessary to modify a course to be more accessible for students with multiple abilities. Action Plan Document showing how UDL modification occurs during consult Better Learning by Design 2011
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UDL Wheel Course Analysis
Alternative Text: There are two images on this slide. The first is the UDL Model wheel, already described on a former slide. The second image is how we use the wheel to show how universally designed a course has been assessed by a consultation team. The image shows the sub categories of each principle color coded with respect to their intensity of inclusion in the course: dark orange represents practices that are strongly present, light yellow represents practices that are minimally present, light orange represents practices that are present at moderate levels. UDL Wheel Course Analysis Relative presence of each UDL Principle for a set of reviewed documents for a given course Better Learning by Design 2011
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Better Learning by Design 2011
To Date UVM faculty attitude data show (N=108) Most faculty know little about UDL Most faculty acknowledge the need Most faculty would like to improve Twenty+ consultees across five units including one teamed course Preliminary data Shifts in practice Faculty like the process Student data “in process” Anecdotal student data positive Better Learning by Design 2011
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Examples of shifts for faculty
Clearer syllabi – organization, alignment Connecting course content with student information about selves More choices for students in completing assignments More modeling by faculty of what they expect in terms of student work Clearer assessment guidelines by faculty Increased group work with clearer directions about how to do groupwork: roles, presenting Surge in faculty awareness of why students don’t get it Enhanced passion for teaching Better Learning by Design 2011
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Part Two Woodside Juvenile Rehabilitation Center Putting UDL to Work
Judith Christensen Better Learning by Design 2011
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Better Learning by Design 2011
Slide shows a photograph of Woodside Juvenile Rehabilitation Center. Better Learning by Design 2011
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Better Learning by Design 2011
What is Woodside? Operated by Dept. for Children & Families Serves male & female adolescents from all over Vermont Vermont’s only secure program Legislature recently “repurposed” as a psychiatric, mental health and substance abuse treatment program Still limited to 10 up to 18 youth in the juvenile justice system Can serve up to 28 (30 with CO approval) Better Learning by Design 2011
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Better Learning by Design 2011
Woodside School Serves all youth regardless of length of stay 504/special education eligibility is common, but varies drastically in the population Common Student Characteristics: Significant history of academic challenges Increasing documentation of behavioral and academic problems over time Decreasing motivation: What good is it? Increasing marginalization: I can’t be successful anyway Each student is a “class” = 28 different lesson plans Some “group” lessons are possible Better Learning by Design 2011
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Better Learning by Design 2011
UDL at Woodside Gaining Teacher commitment: Completed module 1 as a group Group discussion at monthly teacher’s meeting Supposed to take 4 to 6 hours per person Took from June through September to do this Each teacher would then do the “Final Assignment: Better Learning by Design 2011
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Better Learning by Design 2011
UDL at Woodside Teacher commitment was OK at that point Liked what they saw as a group… but the module still did not relate closely enough to their own work The final assignment relied on using a lesson plan of their own or an example and the Educator Checklist Problem: Teachers thought they were already doing it “naturally” – why formalize it? Better Learning by Design 2011
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UDL at Woodside – More to come…
Teachers are working on Module 2 individually OR Can use a newer UDL website based on Guidelines 2.0 Or other related websites such as Plan is to “show and tell” successes and learning from experience…. Better Learning by Design 2011
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Better Learning by Design 2011
Woodside – so far Representation Find images that work Relate to real life Slide shows a picture of a scale-like balance that shows algebraic equations graphically. Better Learning by Design 2011
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Better Learning by Design 2011
Woodside – so far Expression – choice! Student posters on “How can we protect essential water?” unit – see example Each one took a piece of the question Invasive species Phosphorus Other toxins Sorry – couldn’t get pictures in time! Better Learning by Design 2011
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Better Learning by Design 2011
Woodside – so far Engagement – choice again! Student choice on project Student choice on how to convey information Poster Speech Paper Any combination… Variable “deadlines” There is no end in sight!!! This is a PROCESS, not a PRODUCT Better Learning by Design 2011
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Part Three Improving university academic support systems for all students E. McShane Better Learning by Design 2011
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Academic Support Services
ACCESS: Students with disabilities TRIO/SSS: First generation, limited income, and students with disabilities LEARNING COOPERATIVE: tutoring etc. ASP Services Learning Co-op TRIO/SSS ACCESS Student Alternative Text: This image is a representation of the three divisions of services within the Academic Support Services office at UVM: ACCESS services, TRIO programs, and the Learning Cooperative. Better Learning by Design 2011
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ASP Professional Development
Trained ASP staff on the principles of UDL Brainstormed use of the principles Developed a list of projects Train new staff on UDL for a common language Better Learning by Design 2011
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Stress Emerged as an Issue
How can we minimize stress for students? Could we infuse play? Looked at our offices Lighting Artwork Plants Comfortable chairs Service dog Better Learning by Design 2011
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How to Reduce Student Stress?
Printed Materials and Web Site User-centered Utilize images Call to action Use concept maps when appropriate Create “how to” brochures Exam Proctoring Center, Notes, Captioning, Tutoring Better Learning by Design 2011
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How to Reduce Student Stress?
ELL supports Provide notes Extended time on tests Captioning of videos Peer mentoring: Cultural Cats Tutoring: Learning Skills Web supports: Balabolka; Word Web; Read, Write, Gold Better Learning by Design 2011
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How to Reduce Student Stress?
Executive Functions Study Skills Time Management Online access Learning and Motivation Strategies Course Transition from High School to College Better Learning by Design 2011
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How to Reduce Staff Stress?
Workshop on food, nutrition, and health Create a safe space as a team Restorative Practices Use of circles Talking piece Understanding of the impact of shame Norms that allow all to participate Better Learning by Design 2011
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Better Learning by Design 2011
Outcomes Served over 2,500 students a year ASP had over 14,000 contacts for a year Satisfaction surveys are positive UVM support continues to grow Focusing on retention as an ASP effort Better Learning by Design 2011
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