Universal Design for Learning FPLC

Who We Are: Kathy Lilly David Kaus Greta Holtackers Stephanie Quintero Marie Hughes Allison Bell Assefa Fisseha Geraldine King Kathryn Jones

Think Back… Think about a time you had difficulty learning a concept or procedure. What do you think made it difficult for you to learn? Can you think of any specific barriers?

Now Think About This…. Do all students learn the same way? Do students have different backgrounds/experiences? Do students have different ability levels or needs? Do students have different interests? How can we meet ALL these needs?

v.s. Universal Design

What is UDL? Universal Design for Learning Framework that guides the design of instruction to meet the diverse needs of ALL learners Helps minimize barriers and maximize learning Students have unique backgrounds, strengths, needs and interests Instruction is flexible – it can accommodate all types of learners

The Myth of Average UDL TEDx UDL Video

UDL’s Main Principles Based on neuroscience Our brain’s have three broad networks “Why” “What” “How” Recognition Strategic (skills and strategies) Affective (caring and prioritizing) Multiple Means of Representation Present info in different ways Multiple Means of Action and Expression Allow students options to express what they know Multiple Means of Engagement Find different ways to motivate students

UDL’s Main Principles Multiple Means of Representation Present info in different ways Multiple Means of Action and Expression Allow students options to express what they know Multiple Means of Engagement Find different ways to motivate students

Representation Representation strategies: Use a large font and consistent font style Use relevant graphics and animations during presentations Highlight critical features/concepts Activate background knowledge Provide alternatives for auditory information Provide alternatives for visual information Present content and information in multimedia formats

Action and Expression Action and Expression Strategies: Give students options to express what they know E.g., allow students to record themselves speaking instead of writing Provide models, feedback, and supports for different levels of proficiency Provide guides and checklists for goal-setting Provide models or examples of the product Allows students opportunities to “show and explain work” Reflection pieces Have students conduct reviews/critiques of work

Engagement Engagement strategies: Give students choices of topics Help students see relevance in the content Learning activities are authentic Vary activities and sources of information Provide activities that allow active participation Provide students opportunities for self-assessment Provide feedback that is timely, frequent, and specific

Faculty Reflection Here are some examples of how we are applying UDL in our classrooms!

UDL Wiki Our online repository for UDL strategies Strategy Practical application Examples Resources Suggested tools Link

Evidence Based Practice Research Evidence for UDL practices 10 year literature review Closing

Example Scenario A busy instructor has a habit of delivering important lectures via podcasts that are recorded in an environment with distracting background noise. This instructor usually records these podcasts the night before class or in her office while a janitor works nearby. Also, the lectures are each over twenty minutes in length with no pauses between sections. Solution Provide students with scripts of the recordings Record audio in a quieter space Chunk the audio Shorter audio clips

Example 2 Scenario Students submitted a research paper that required all the research paper elements (title page, abstract, etc.). The instructor is noticing that many of the students struggled with the abstract and references section of the paper. Also, the instructor overheard some of the students complaining that the research topic wasn’t interesting. Solution Break the research paper up into separate assignments Provide students with feedback throughout the writing process, rather than just at the end Provide a sample paper for students to view Allow students to pick their own research topic

Example 3 Scenario Students have been instructed to draw diagrams that demonstrate theoretical processes that they have covered in their course. While a majority of students understand the processes and draw them, there are a handful of students who feel stuck based on either their ability to draw or their understanding of the concepts they have been asked to draw. Solution Give students examples of the diagrams beforehand Vary ways students present the content Rather than drawing, students may take still photographs, do a collage, or create a digital poster

Thanks for Attending! Questions? Ideas on how to incorporate UDL in your own classrooms? hccfacultysupport.wikispaces.com