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UDL As Framework For Professional Development Charles Rathbone, Universal Design for Learning Grant, UVM Ellen McShane, Director, Academic Support Program,

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Presentation on theme: "UDL As Framework For Professional Development Charles Rathbone, Universal Design for Learning Grant, UVM Ellen McShane, Director, Academic Support Program,"— Presentation transcript:

1 UDL As Framework For Professional Development Charles Rathbone, Universal Design for Learning Grant, UVM Ellen McShane, Director, Academic Support Program, UVM Judith Christensen, Woodside Juvenile Rehabilitation Center, SOV Date: June 1 st, 2011 1Better Learning by Design 2011

2 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 2Better Learning by Design 2011

3 A way of thinking about teaching and learning in classroom settings 3Better Learning by Design 2011

4 Learning Systems Linked to UDL Principles Recognition Strategic Affective/Emotional 4Better Learning by Design 2011

5 Part One Working With University Faculty C. Rathbone 5Better Learning by Design 2011

6 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 6Better Learning by Design 2011

7 The UVM UDL Model 7Better Learning by Design 2011

8 Representation Rating sheet showing principle subcategories and dimensions of practice (Intentionality and Weight) 8Better Learning by Design 2011

9 Action Plan Document showing how UDL modification occurs during consult 9Better Learning by Design 2011

10 UDL Wheel Course Analysis Relative presence of each UDL Principle for a set of reviewed documents for a given course 10Better Learning by Design 2011

11 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 11Better Learning by Design 2011

12 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 201112

13 Part Two Woodside Juvenile Rehabilitation Center Putting UDL to Work Judith Christensen 13Better Learning by Design 2011

14 14Better Learning by Design 2011

15 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) 15Better Learning by Design 2011

16 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 16Better Learning by Design 2011

17 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: 17Better Learning by Design 2011

18 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? 18Better Learning by Design 2011

19 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…. 19Better Learning by Design 2011

20 Woodside – so far Representation –Find images that work – Relate to real life 20Better Learning by Design 2011

21 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 21Better Learning by Design 2011

22 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 22Better Learning by Design 2011

23 Part Three Improving university academic support systems for all students E. McShane 23Better Learning by Design 2011

24 Academic Support Services ASP Services Learning Co-op TRIO/SS S ACCESS Student ACCESS: Students with disabilities TRIO/SSS: First generation, limited income, and students with disabilities LEARNING COOPERATIVE: tutoring etc. 24Better Learning by Design 2011

25 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 25Better Learning by Design 2011

26 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 26Better Learning by Design 2011

27 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 27Better Learning by Design 2011

28 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 28Better Learning by Design 2011

29 How to Reduce Student Stress? Executive Functions –Study Skills –Time Management –Online access Learning and Motivation Strategies Course Transition from High School to College 29Better Learning by Design 2011

30 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 30Better Learning by Design 2011

31 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 31Better Learning by Design 2011

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