U niversal D esign for L earning and Learning challenges

UNIVERSAL

DESIGN FOR

LEARNING AND LEARNING

CHALLENGES

Cathy Jenner cjenner@RTC.edu

http://www.linkedin.com/pub/cathy-jenner/4/787/93

425-235-2352

Name some of the barriers and student learning concerns that exist in your classes.

Who are our students?

28% of first-time, FT, associate degree-seeking CC students graduate with a certificate /associate degree within 3 years

Only 52% of first-time full-time college students in public CCs return for their 2nd year

Center for Community College Student Engagement , 2010

National Center for Education Statistics 2008, Special Analysis for CC

COMMUNITY COLLEGE STUDENTS

50 % completion rate

Start college older

Tend to be part-timers

Likely to interrupt college

Work full time

COMMUNITY COLLEGE STUDENTS CONT’D…

Have families to support

More first generation

Limited English skills

Lower income

More with disabilities Bailey, Jenkins, and Leinbach (2005)

2005 RTC Computer Science Class n=26

9 -problems with time management

8 -recent major loss6 - history of absenteeism in

school5 -vision problems3 -hearing problems2 -had LD in their families1 -diagnosed LD1 -had been in Special

Education

RTC Medical Assistant Class-2009

72 % low income 41 % minority 40% new to college 30 % over 30 years old 20% single parents 9% disabled—(more like

20%)

And Where Did It Come From?

What is Universal Design for Learning

"Universal design seeks to encourage attractive, marketable products that are more usable by everyone. It is design for the built environment and consumer products for a very broad definition of user."- Ron Mace

1941-1998 Ron Mace, founder and program director of The

Center for Universal Design, N.C.

UNIVERSAL DESIGN

1. Equitable in use 2. Flexibility in use 3. Simple and intuitive 4. Perceptible

information 5. Tolerance for error 6. Low physical effort 7. Right size and space

for approach and use

1941-1998 Ron Mace, founder and program director of The Center for Universal Design, N.C.

“A computer on every desk in every home”

Computers: the

ultimate in

universal design?

Universally designed

UDL/ UID Principles

Accessible Consistent Flexible Explicit Supportive Minimizing

Physical Effort Effective

Learning SpaceUniversity of Guelph

Activity: Take the Pre-

TestIs the following website

ACCESSIBLE?

Hint: Remember “Accessible”

doesn’t always imply mobility

attributes.

Accessibility

Not too “busy” websites Material that can be read

by screen readers Able to move in the

classroom to hear and see

13 point font minimum

Is it CONSISTENT?An instructor uses a rubric that has very similar structure for all assignments.

Consistent and Straightforward

Structure class for no surprises

Differentiate between Required and Optional in lectures, assignments, etc.

Materials organized in a way that make them easy to navigate

Is it FLEXIBLE?

“Students must purchase the following 3 texts books, current edition. All readings will be from these 3 texts.”

Flexible

Providing choice in materials, assignments

Resources that can be accessed in class, at home, at library.

Variety of strategies for teaching

Is it EXPLICIT?

The instructor goes over the syllabus at the beginning of class and then reviews it frequently.

Explicit and Readily Perceived

Rules clearly explained more than once

Help students with “College Knowledge”

Face class and make eye contact

Use a microphone

Is it SUPPORTIVE?

“You will be graded on two papers. One paper is due at midterm and one paper is due at the end of the class.”

Does it MINIMIZE PHYSICAL EFFORT?

“All assessments will be scantron tests.”

Does the Learning Space Work?

Learning Space Accommodates Students and Methods

“Pod seating” versus theatre seating

Lab or “Cluster” classes –lecturing amid distractions or to different levels

Seating for left handers

Making it Explicit: Pre Test Strategy

Research shows that it is the THINKING about the topic that encodes itinto the brain. A pre test discussion is a good

way to get students to start to

make connections.

Activity: Quick Learning Assessment

Name 3 of the 7 principles

Making it Explicit: Half the Info Strategy

Supportive—doesn’t necessarily call on the “smartest” or fastest

person Prize bag increases fun

element, engagement.

Multiple means of: Representation

EngagementExpression

www.CAST.org

REPRESENTATION: Multi-modal Teaching

Do your students understand?

Abbreviations

Acronyms

Mathematical symbols

Representation

When learning basic skills, the effect is greatest when

engaged in non interactive multimodal

learning (using text with visual input, text with audio input, or watching and listening to animations or lectures that

effectively use visuals).

From “Analysis: How multimedia can improve instruction, Meris Stansbury, 2008

ExpressionMultiple ways of finding out what students know:

Tests

Projects

Demonstrations

Engagement

MotivationMeaning

Appropriate level(s) of challenge

Assistance to become more independent

Representation

Expression Engagement

Flashcards:A way to represent connection of words and meanings, for example

Flashcards: maybe enjoyablefor some students

In small groups, share some

of your favorite strategies

and name the UDL

components.

Activity: Multiple Means of Representation, Engagement and

Expression

UDL Video

Developed by a UDL Faculty Learning Community.

Sponsored by the Washington State Board of Community and Technical Colleges.

Find it on Youtube at SCCC’s channel.

BRAIN NETWORKS www. CAST.org

Affective Network: Why?

Strategic Network: How?

Recognition Network: What?

RECOGNITION

AFFECTIVE

STRATEGIC

Making it Explicit: What networks did we

use so far today? Recognition—pointed

out familiar concepts (doorknob)

Strategic—use SCAFFOLDING: attached new info to something known

Affective—meaningful

High Tech UDL Strategies

Mimio

Interactive WhiteboardDocument Camera

Interactive Panel Display

Tablet PC-VIDEO

Low Tech Strategies

BINGO (video)

Guided Notes

Organizing Skills

Cornell Notetaking

Learning Toolkit

ENGAGING

EXPLICIT

With a “buddy”, share

1 high tech

and

1 low tech strategy

Activity: Pair and Share

Making it Explicit: Pair and Share

Good repetition strategy Good for getting students

up and moving Good for getting students

to meet others Good for increasing

comprehension

Traditional Model of Resources

Classroom

Individual Counseling

Accommodation for Few

UDL Service Delivery Design

Services in the Classroom

Individualized Intervention

Accommodation

Goal: increase completion rates of students in UDL classrooms

0102030405060708090

100

2001-02 2006-07

Disabledstudents Non disabledstudents

Goal: increase number of disabled students identified

050

100150200250300350

2000-01

2003-04

2005-06

2006-07

Disabledstudentsregistered

From Washington State Board data

Student Satisfaction

2006-07 survey of students in UDL classrooms -98% reported that UDL positively affected their ability to learn.

UDL CAN HELP YOU

Meet the needs of diverse learners Be MINDFUL about removing barriers to learning

Reduce the need for individual

accommodations

How many people have LD?

Fifteen percent of the U.S. population, or one in seven Americans, has some type of learning disability, according to the National Institutes of Health

Write down your estimate of

how many students in

ABE/ESL classes have

learning disabilities.

Activity: Vote

LD Prevalence

In community colleges: _10__%

In ABE/ESL classrooms: ______ %

• U.S. Dep’t of ED, National Center for Education Statistics. (2003).Community College Students Goals, Academic Preparation, and Outcomes:Postsecondary Education Descriptive Analysis Reports.• Corley & Taymans, 2002; Mellard & Patterson, 2008; Sparks & Lovett, 2009;• U.S. Department of Labor, 1991.

Learning Disability- significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. National Joint Committee on

Learning Disabilities Definition (1990)

Find a buddy and decide

who will take the test first.

We’ll switch roles shortly.

Activity: Simulations

Attention Reasoning Auditory

Processing Visual

Processing Memory Communicating Reading Writing

Spelling Time

management Calculation Coordination Social

competency Emotional

maturity

LD Manifestations

With a “buddy”, share a strategy

that you can use in a UDL

format (meaning with the

whole class) that will help a

student with LD.

Activity: Pair and Share

Dyslexia What’s it like to have Dyslexia-video

Trouble with Reading--Dyslexia

As many as 80% of students with learning disabilities have

reading problems.

20 % of prison population has diagnosed or undiagnosed

LD. 50 % has literacy issues.

 Dyslexia Institute, March 2005.

What happens to kids with LD?

35% drop out of school

30% of adolescents will be arrested 3 - 5 years out of HS

Previously undetected LD has been found in 50% of juvenile delinquents - Once treated their recidivism drops to just 2%

www.jamesmessina.com

Attention Deficit Hyperactivity Disorder

Distractibility

Impulsivity

Hyperactivity Adult ADHD-Solving the Mys

tery Video

How Students with ADHD Learn or “Focus impacts everything!!”

Steve Becker, PhD

NORMAL ADD/ADHD

Time

Threshold when learned

7.5 % of children and adolescents have ADHD

If one person in a family is diagnosed there is a 25% - 35% probability that another one has.

--National Institute of Health

What is the Impact of ADHD?

32-40% of students drop out of school Only 5-10% will complete college 50-70% have few or no friends 70-80% under-perform at work 40-50% engage in antisocial activities More likely to experience teen

pregnancy & sexually transmitted diseases

Have more accidents & speed excessively

Experience depression & personality disorders

(Barkley, 2002)

What positive attributes do LD and ADHD students have?

Persistence Patience Creativity Empathy Humility Hard working

Good social

skills Artistic Deep thinkers Independent

workers Entrepreneuri

al

Asperger’s Syndrome

Sometimes called “High-Functioning Autism” (“HFA”)

Main dysfunction is trouble with social skills

Dr. Temple Grandin, world famous doctor of animal science and author.

Asperger’s Doc. Video

Difference between ASD and ADHD

ASD ADHDSocial Awareness

Naïve Aware

Friendship Shy Seeks others

Personal Space

Unaware May violate

Social interaction

Doesn’t “get it”

Can be extreme

Differences con’tt

ASD ADHDMood Depressed Agitated

Speech Formal Rapid

Academics Good Below average

Routine Likes Grows bored

Traumatic Brain Injury (TBI)

Treatment for TBI video

Traumatic Brain Injury (TBI) Symptoms

Fatigue Headaches Visual

disturbances Memory loss Poor

concentration Sleep

disturbances

Dizziness/loss of balance

Irritability-emotional disturbances

Feelings of depression

Seizures

Why Do It?

Does it take more work?

Is it hard to do?

Is it worth it?

Yes, up front to design takes time.

It depends on what you do!

You decide!

https://webs.RTC.edu/UDL