Presentation on theme: "Easily Adaptable UDL Approaches for any Class"— Presentation transcript:
1 Easily Adaptable UDL Approaches for any Class by Dawn A. Tamarkin, Ph.D.Springfield Technical Community CollegeAs you come in, grab 3 cards and # them
2 Abstract:A number of universal design for learning (UDL) approaches will be shared that can be readily incorporated into other classes. Some simple options as well as more complex ones will be offered. These UDL approaches have been developed over the past 15 years by the presenter and other STCC faculty.
3 Get a comic squareFind the people with the other squares that match yoursGet your squares into orderIntroduce yourselves to each otherBe ready to read your comic aloud and introduce your partners
5 What is Universal Design for Learning? 1I am quite familiar with UDL I am only a little bit familiar with UDL I know relatively little about UDL23
6 No Worries! It’s easy It’s fun Even UDL-pros are always learning about itI use a more applied approach, so even if you are very familiar with it, I may get you thinking about it differently
7 About UDL… It helps you address more learners, like: students with physical/learning disabilitiesstudents with diverse learning stylesstudents who learn differently than you dostudents who feel like they don’t fit innon-native English speakersIt’s a method to have a more inclusive classIt prevents singling out particular learnersIt tends to be more active and flexible
8 How do you do it? An oversimplification is to: Consider one particular type of learner and consider what they couldn’t do in your class (e.g., a blind student)Conversely, consider a challenging topic and come up with a new way to teach it to a student who should have been able to master itCreate a more inclusive / active atmospheresee UDLcenter.org
10 Example: How can a student who cannot take notes get notes? Introduce yourself to the person next to youAsk each other to answer the topic questionConsider ways you have done or seen/heard of doneCome up with new waysYou have 2 minutesGo!
18 Create Class Community May seem “touchy-feely” to some of youThe stronger the inherent support, the more accepted and comfortable students are; this promotes learningLeads to more study groups and outside supportIncludes professor as part of the teamReduces student anxietyGives students a sense of belonging (to the learning environment)
19 Methods for Community Development Ice breakers (e.g., Comic Strip Chaos)Group work, especially where groups changeFirst day of class activities (Linda Meccouri at HCC has an excellent one)Valuing individual contributions and diversityCritical Incident Questionnaires with revealed feedbackQuick discussion with classmates on topic (e.g., after a 1,2,3 card question)Teaching studying/learning methodsUDL activities, where everyone is included
20 Another ice breaker-type activity This one is good for introducing new topicsToss the papers around until I say “stop”People with papers come up front (or hand off to a neighbor if uncomfortable)With the help of everyone sitting down, rearrange yourselves to form an appropriate sentence related to today’s topicGo!
22 Making group / discussion more UDL Consider defining roles within a group, like:moderators (to make sure everyone gets to participate)note-takerstime keepersreportersAsk for all students to contribute to a discussionanonymous note papers and random choicesinclude an individual step, like write down a thought first, before talking
24 Some answers:1: • I feel engaged when you ask questions and we respond with the cards. I also prefer your drawings and explanations over the books diagrams.4: • the only reason why things are puzzling and confusing is because i really haven’t had the time to study the material and learn it.• I find some of your quizzes to be a bit confusing for me at times, I guess the way you word your questions2: • I feel distance on Fridays and every other Monday when I come to class after working 12hrs. I have a very hard time focusing.• When I get stuck out of my preferred seat• when you are going thru the text book pictures quickly5: • how little people study and expect to get into a program with a C-• What surprised me the most is that I actually pricked my finger for a lab, and it wasn't even that bad!3: • I love the fact that your lectures are always recorded & your board drawings or information are always recorded as well right along with your lectures, so it's like being in class all over again.• The more pictures you draw in notes, the better. This is the only class where notes are available in several forms and by other students; it's helpful to compare what they found important during lecture to my notes and add theirs.6: • On a side note, I feel that Dr. Tamarkin is generally a good dresser and has nice teeth.• I like the studying ideas you suggest they are helpful. I never really found a way that really helps me to study but some of your ideas seem useful.
26 Preparing for tests Many students lack study/organization skills No teachers enjoy providing “review sheets”You can have them practice (model) building their own study sheets and reviewingHow is this UDL? You areguiding appropriate goal settingoptimizing individual autonomyfacilitating their management of information and resources
27 Detailed Table of Contents First have them cross off anything they are not responsible forThen have them explain what is in each heading & subheadingDetailed Table of ContentsAs they go through, they are self-testingThey are also learning how to spend their time on what they have not yet mastereddeveloped with Vanessa Hill
28 Fitting in this exercise… 1… would take too much class time …is something I can squeeze in …is not my responsibility (they should know this already)23
29 developed by Diane O’Hearn at GCC Peer support roundsPost Major Topics around the roomHave students identify their comfort level with the topics (from 1 to 5, for example)Assign a student who wrote a 1 to each Major Topic locationUnassigned students roam around to get help where they most need itSwitch assigned students to a second setdeveloped by Diane O’Hearn at GCC
35 Sequencing, sorting, organizing Get students to sequence relevant informationHave students sort information into similar/different pilesUse that to get students to make concept mapsProvide concept maps for challenging topicsProvide an outline for your lecture / lab
36 Sequencing MitosisI developed Mitosis Sequencing Kits, but this could be done with any imagesBy putting the images in order, the process becomes clearStudents speak the language of mitosis aloud while trying to sequence
39 Analogies & Applications Optimizing relevance, value, and authenticity is an important UDL guidelineThese are alternative options for representationRather than repeating the information you offered, provide it alternatively using an analogy or applicationNow you come up with an analogy or application you used this week in class… You have 1 minute!
40 Time to share1Pick me! Pick me if no one holds up a 1 Please don’t pick me23
42 Final ThoughtsAny time you try to include everyone, you are attempting a UDL approachActive and interactive approaches are often UDLI chose not to discuss changing our own ways of presenting material (day in / day out), since that is hardest to changeMy students are much more appreciative of me and assume more responsibility for their work
43 I can use some of these ideas in my classroom! 1Definitely Maybe Not really23
45 People at STCC who have contributed: Vanessa Hill (math)Carol Roberts (psychology)Cathy Beals (biology)Connie Hackett (disability services)Michele Nash (biology)Others who have contributed:Philomena D'Alessandro (math at QCC)Diane O’Hearn (college success at GCC)Mary Moriarty (at NSF / Smith College)