universal design for learning fplc. who we are: kathy lilly david kaus greta holtackers stephanie...
TRANSCRIPT
Universal Design for LearningFPLC
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
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)
UDLMultiple 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
UDLMultiple 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
http://www.udlcenter.org/research/researchevidence
Closing
Example
ScenarioA 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
ScenarioStudents 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
ScenarioStudents 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