2. Universal Learning for the 21 st Century Damian Gordon Dublin Institute of Technology Centre for Excellence In Universal Design

3. Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

4. “90% of errors in thinking are errors in perception not judgement” David Perkins, Harvard

5. What do you see ?

6. The new chief executive, one of the youngest in his nation’s history, is being sworn into office on a bleak, cold, cloudy day in January. Standing beside him is his predecessor, a military leader who had led his nation through a world war. The new chief executive was raised as a Catholic and rose to his new position in part because of his vibrant charisma. He is revered by people and will play a crucial role in a military crisis that will face his nation. His name will become legendary.

8. How Students Learn

10. Universities

11. Behaviourism

12. Cognitivism

13. Constructivism Lev Semenovich Vygotsky John Dewey

14. POP QUIZ

15. 1. On average do students prefer to work alone or in groups? a) in groups b) alone c) dunno

16. POP QUIZ 1. On average do students prefer to work alone or in groups? a) in groups +1 b) alone -1 c) dunno 0

17. POP QUIZ 2. Is it better for students to work collaboratively or competitively? a) collaboratively b) competitively c) Equally good for their learning

18. POP QUIZ 2. Is it better for students to work collaboratively or competitively? a) collaboratively +1 b) competitively -1 c) Equally good for their learning 0

19. POP QUIZ 3. Do students learn better if you offer a small reward? a) Yes b) No c) dunno

20. POP QUIZ 3. Do students learn better if you offer a small reward? a) Yes -1 b) No +1 c) dunno 0

21. POP QUIZ 4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later? a) Feedback b) Percentage c) dunno

22. POP QUIZ 4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later? a) Feedback -1 b) Percentage +1 c) dunno 0

23. POP QUIZ 5. How soon after a lecture starts will a student’s attention tend to drift? a) 10 mins b) 20 mins c) 40 mins

24. POP QUIZ 5. How soon after a lecture starts will a student’s attention tend to drift? a) 10 mins +1 b) 20 mins 0 c) 40 mins -1

25. Universal Design 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. –Ron Mace

26. Seven Principles of UD 1.Equitable use 2.Flexibility in use 3.Simple and intuitive 4.Perceptible information 5.Tolerance for error 6.Low physical effort 7.Size and space for approach and use http://www.design.ncsu.edu/cud/about_ud/udprinciples.htm

27. 1. Equitable Use The design is useful and marketable to people with diverse abilities. For example, a website that is designed so that it is accessible to everyone, including students who are blind and using text-to- speech software, employs this principle.

28. 2. Flexibility in Use The design accommodates a wide range of individual preferences and abilities. An example is a museum that allows a visitor to choose to read or listen to the description of the contents of a display case.

29. 3. Simple and Intuitive Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Science lab equipment with control buttons that are clear and intuitive is a good example of an application of this principle

30. 4. Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. An example of this principle being employed is when multimedia projected in a noisy academic conference exhibit includes captioning.

31. 5. Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is educational software that provides guidance when the student makes an inappropriate selection.

32. 6. Low Physical Effort The design can be used efficiently and comfortably, and with a minimum of fatigue. Classroom doors that are easy to open by people with a wide variety of physical characteristics demonstrate the application of this principle.

33. 7. Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. A science lab work area designed for use by students with a wide variety of physical characteristics and abilities is an example of employing this principle.

34. What is Universal Design for Learning? Universal Design for Learning (UDL) is a research-based framework for designing curricula—that is, educational goals, methods, materials, and assessments—that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students.

35. Universal Design for Learning… Multiple means of representation, to give learners various ways of acquiring information and knowledge, Multiple means of expression, to provide learners alternatives for demonstrating what they know, Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

36. Multiple Methods of Presentation Content could be presented using multiple media, such as oral lectures, textbooks, charts or diagrams, audio tapes, and videos. The same content could be changed from one medium to another, such as oral output for students with reading difficulties or pictures and illustrations for students who need a visual image. Materials would have adjustable presentation characteristics — changeable font style and size, highlighting of main concepts, or variable volume and speed controls. Material could be adjusted to match students' cognitive styles. For example, students who prefer sequential, factual information might learn a history lesson from a timeline-style presentation.

37. Variations in presentation Can be read aloud using screen reading software (useful for students with reading problems) Can include dialogue, music, sound effects, and video clips (helpful to students who learn through more sensory involvement) Can be changed to different print sizes, colors, spacing, or highlighting (helpful for students to see and remember) Can be printed as a personalized copy (helpful for most students) Can be copied and pasted into outlining or graphic organizers (particularly useful for students who find organizing information difficult)

38. Universal Instructional Design Universal Instructional Design (UID) is a method of designing course materials, content, and instruction to benefit all learning styles. The principles of Universal Instructional Design promote equal access to learning for students from a variety of backgrounds, abilities, and learning styles. UID encourages a range of instructional methods, evaluation methods, and technology to remove barriers to education while maintaining high academic standards. Students who can benefit from UID include students with disabilities, students who speak English as a second language, older students, and students whose learning style may be inconsistent with a professor’s teaching style. In short, all students may benefit from UID.

39. Systematic Approach to Curriculum Development

40. Why Lecture ???

41. Reasons 1. To Enthuse Students

42. Reasons 1. To Enthuse Students –How? Put yourself in their shoes, –Consider, if you’ve taught the topic for years... –Consider, if new to you to do...

43. Reasons 1. To Enthuse Students –How? Put yourself in their shoes, –Consider, if you’ve taught the topic for years... –Consider, if new to you to do... 2. To give students the info they need

44. Reasons 1. To Enthuse Students –How? Put yourself in their shoes, –Consider, if you’ve taught the topic for years... –Consider, if new to you to do... 2. To give students the info they need –How? Handouts can give 10 times more material, but must mix info with other materials (Make sure handout has lots of free space)

45. Reasons 3. To cover the syllabus

46. Reasons 3. To cover the syllabus –How? In a meaningfully manner. Give the students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.

47. Reasons 3. To cover the syllabus –How? In a meaningfully manner. Give the students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise. 4. Give the student group a sense of identity

48. Reasons 3. To cover the syllabus –How? In a meaningfully manner. Give the students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise. 4. Give the student group a sense of identity –How? Group work is vital

49. Reasons 5. Because it’s cost-effective - large groups

50. Reasons 5. Because it’s cost-effective - large groups –How? Instead of throwing out questions to students (as some may be intimidated) ask student to spend next 3 minutes writing down 3 most important ideas we’ve been talking about, and spend a minute comparing you’ve with your neighbour…look for 5 volunteers. –Rather than getting student to asks questions; at end of class collect on slips of paper and answer at start of next class or on-line on discussion board.

51. Reasons 6. To help map curriculum

52. Reasons 6. To help map curriculum –How? Signpost the course. Show the students the syllabus, included learning outcomes. Number the topics instead of bullet pointing them

53. Reasons 6. To help map curriculum –How? Signpost the course. Show the students the syllabus, included learning outcomes. Number the topics instead of bullet pointing them 7. To see how the students are doing

54. Reasons 6. To help map curriculum –How? Signpost the course. Show the students the syllabus, included learning outcomes. Number the topics instead of bullet pointing them 7. To see how the students are doing –How? Look at their faces –How? Handout your slides, with first slide having questions about previous lecture - spend 5 minutes of lecture getting student to answer.

55. Reasons 8. To change student beliefs

56. Reasons 8. To change student beliefs –How? By sharing your experience + Expert views + Existing Theories + Other students ideas. –Make the student’s learning active, when students apply their ideas, it becomes their knowledge.

57. Reasons 9. To help students learn

58. Reasons 9. To help students learn –How? For a few minutes ask the students to reflect on HOW they are learning. Share with others their approaches, their triumphs and disasters. –How? Stop class for a few minutes and discuss their note-making techniques. –How? Ask student to write down 3 things they don’t yet know about a topic and want to learn…amalgamate lists and hand to lecturer

59. Reasons 10. To help students figure out what the lecturer is going to ask in the exam

60. Reasons 10. To help students figure out what the lecturer is going to ask in the exam –How? Students need to be more strategic about assessment, it is an intelligent response to their situation. But you just need to help them figure out your culture of assessment, not every little facet of it.

61. Differentiated Instruction

62.  No two students are alike.  No two students learn in the identical way.  An enriched environment for one student is not necessarily enriched for another.  In the classroom we should teach students to think for themselves.

63. Although essential curricula goals may be similar for all students, methodologies employed in a classroom must be varied to suit to the individual needs of all students : ie. learning must be differentiated to be effective. Differentiated Instruction

64. Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning. Differentiated Instruction

65. Differentiation can occur in four ways; the content, process, product or environment in the classroom Differentiated Instruction

66. 1. Differentiating the Content/Topic Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem.

67. 2. Differentiating Process/Activities Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept.

68. 3. Differentiating the Product Differentiating the product means varying the complexity of the product. Students do assignments to demonstrate mastery of the concepts. Weaker students may have reduced performance expectations, while advanced students may be asked to produce work that requires more complex or more advanced thinking.

69. 4. Differentiating By Manipulating The Environment or Through Accommodating Individual Learning Preferences There has been a great deal of work on learning styles over the last 2 decades. Dunn and Dunn focuses on manipulating the school environment Howard Gardner identifies individual talents or aptitudes in his Multiple Intelligences theories. Based on Jung’s work, the MBTI and Kiersey focuses on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment

70. "Here you are in Slytherin, Where you'll make your real friends, Those cunning folk use any means To achieve their ends." "You might belong in Gryffindor, Where dwell the brave at heart, There daring, nerve, and chivalry Set Gryffindors apart” "Here in wise old Ravenclaw, If you've a ready mind, Those of wit and learning, Will always find their kind." "You belong in Hufflepuff, Where they are just and loyal, Those patient Hufflepuffs are true And unafraid to toil"

71. Dunn and Dunn

72. Multiple Intelligences

73. V.A.R.K. Visual Auditory Read/Write Kinaesthetic V A R K

74. Jung’s Model Judgement Perception FeelingThinking Perception Sensing Intuiting Carry out different teaching for different students - Ancient Chinese Proverb

75. Ability rather than disability Teachers who focus on students learning styles tend to forget about the disabilities. They group students according to learning preference rather than disability.

81. Plus Minus Interesting PMI THE TREATMENT OF IDEAS Instead of just deciding whether or not you like an idea, make an effort to find –the good points (P=Plus) –the bad points (M=Minus) –the interesting points (I=lnteresting)

82. Plus Minus Interesting PMI P = Plus –The good things about an idea - why you like it M = Minus –The bad things about an idea - why you don't like it I = Interest –What you find interesting about an idea

83. PMI - Example Windows should be made of transparent plastic instead of glass P: –They wouldn’t break as easily –They would not be as dangerous when broken M: –Plastic would be more expensive than glass –Plastic would get scratched very easily I: –Perhaps windows could be of all colours if plastic –Perhaps we take it for granted that glass is best since we are used to it

84. PMI - Exercise All seats should be taken out of buses P: –3 minutes M: –3 minutes I: –3 minutes

85. PMI - Exercise All seats should be taken out of buses P: –More people would be able to get into buses –It would be easier to get in and out –Buses would be cheaper to make and to repair M: –Passengers would fall over if sudden stops –Old people and the disabled might not be able to use buses –It would be harder to carry shopping bags and babies I: –Might be two types of bus; one with seats, one without –The same bus might do more work –Comfort is less important on a bus ??

86. PMI - Exercise In Groups with your own LS Aer Lingus’ move to Belfast P: –2 minutes M: –2 minutes I: –2 minutes

87. PMI - Exercise In Groups with different LS Aer Lingus pulling out of Shannon P: –2 minutes M: –2 minutes I: –2 minutes

89. Six-Hats Technique

90. Instruction Design A range of models exist –The Elaboration Theory –Component Display Theory –Gange “Nine events of Instruction” We have a new one based on the Six Thinking Hats Technique

91. BLUE:Introduction and overview of topic WHITE:Facts and Figures about the Topic YELLOW:Positive outcomes of Topic BLACK:Negative outcomes of Topic GREEN:Interesting outcomes of Topic RED:Personal, emotional and people-oriented aspects of topic WHITE:Review of new facts uncovered BLUE:Summary and finish up 6-Hats Instruction Design