UNIVERSAL DESIGN FOR LEARNING: BETTER INSTRUCTION AND ... fileEMERGING TRENDS IN EDUCATION (NATIONAL RESEARCH COUNCIL, 2012) Cognitive skills (critical thinking, information literacy,

UNIVERSAL DESIGN FOR LEARNING: BETTER INSTRUCTION AND LEARNING BY DESIGN REFLECTIONS, INSIGHTS, AND BEST PRACTICES

Frances Smith, Ed.D, CVE

Adjunct Professor/ UDL Consultant

http://recognizingdifferences.com

2011-12 UDL Fellow| UDL Professional Learning Cadre - CAST

WHAT’S YOUR PREFERENCE?

GOALS FOR THIS SESSION •  Anchor your prior knowledge in UDL.

•  Share steps and benchmarks in the development of this course.

•  Share strategies, technologies, and techniques in developing this graduate course in universal design for learning.

•  Demonstrate tools and approaches that have been applied in successful ways to improve the course and engage student learning.

•  Explore current research findings and some new resources on UDL and implications

for best practice in higher education.

ABOUT

WHO ARE YOU AND WHAT DO YOU KNOW ABOUT UDL?

•  Novice: Just beginning, I know what the ‘U’ ‘D’ and ‘L’ stand for…

•  Beginner: I talk a little about UDL with colleagues…

•  Expert: Ask me anything about UDL: I could lead a session…

THE FRAMEWORK OF UDL

UNIVERSAL DESIGN FOR LEARNING

The Future is in the Margins

Rose, D. H. & Meyer, A. (2000). The future is in the margins: The role of

technology and disability in educational reform. Retrieved from

http://www.udlcenter.org/resource_library/articles/margins

EARLY CONNECTIONS FOR UDL….. A Foundation in UD 3 Key Principles

http://www.udlcenter.org/

http://www.ncsu.edu/ncsu/design/cud/about_ud/udprinciples.htm

Emergence of UDL

Civil Rights

Neuroscience Technology

LEARNER VARIABILITY http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore#

BREWING A PERFECT CUP

•  Recognize the essential elements needed to make a cup (Recognition Networks)

•  Know the steps required to make and brew a cup (Strategic Networks)

•  Appreciate the completion of perfect cup (Affective Networks)

UDL: U.S. DEFINITION -2008 v Section 103(24) UNIVERSAL DESIGN FOR LEARNING.-- The term `universal

design for learning' means a scientifically valid framework for guiding educational practice that—

•  ``(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

•  ``(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.''.

Higher Education Opportunity Act of 2008

POINTS TO PONDER

U.S. National Education Technology Plan (2010) •  Emphasized use of technology to

promote personalized learning that is more participatory and engaging.

•  Discussed UDL as a framework that can benefit all learners, in particular those that have been underserved.

EMERGING TRENDS IN EDUCATION (NATIONAL RESEARCH COUNCIL, 2012)

Cognitive skills (critical thinking, information literacy, reasoning and argumentation, innovation), intrapersonal, & interpersonal competencies (staying organized, responsible, hard-working) are positively correlated with education, career and health outcomes (National Research Council (NRC), 2012). Developing expertise through deeper learning requires months or years of sustained practice, and benefits from guiding feedback and metacognition (NRC , 2012)

Transfer is facilitated by instruction that help learners develop deep understanding; instructional designers should provide clear goals, a model of how learning will develop, and assessment measures to measure progress and attainment" (NRC, 2012, p. 9). !

•  Curriculum and instruction programs should support methods that include multiple representations of concepts and tasks; encourage elaboration and questioning; engage learners in challenging tasks; teach with examples and cases; prime student motivation; and use formative assessments. (NRC, 2012). National Research Council (2012) Education for life and work: Developing transferrable knowledge and skills in the 21st century. Washington, DC: National Academies Press.

Today’s learners…. •  76% of teens (ages 12-17) have a cell

phone (over half have smartphones). •  One in four teens (23%) have a tablet

computer. •  Nine in ten (93%) have a computer at

home or access.

•  Madden, M. Lenhart, A., Duggan, M. Cortesi, S. & Gasser, U. (2013). Teens and technology 2013. Pew Research Internet Project. Retrieved from http://www.pewinternet.org/2013/03/13/main-findings-5/

•  Survey administered to 802 parents of teens and 802 teens ages 12-17 in 2012.

“New kinds of online resources—such as social networking

sites, blogs, wikis, and virtual communities—have allowed

people with common interests to meet, share ideas, and

collaborate in innovate ways. The emphasis on social learning stands in sharp contrast to the traditional

Cartesian view of knowledge and learning—I think therefore

I am” “This new social way of learning

says,

We participate, therefore we are

Brown, J. S. & Adler, R. P. (2008). Minds on fire: Open education the long tail, and learning 2.0, EDUCAUSE

Review

2015 Horizon Reports Time-to-Adoption: One Year of Less– •  Bring Your Own Device •  Flipped Classroom

Mid Range Trends- •  Makerspaces •  Wearable Technology

Long-Range Trends- •  Adaptive Learning Technologies •  The Internet of Things

http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf

“AS A PLATFORM FOR STUDENT CENTERED LEARNING…

• “..the term UDL emphasizes the special purpose of learning environments….they foster changes in knowledge and skills that we call learning” !

• “…success also requires that the means for learning– the pedagogical goals, methods, materials and assessments….are accessible…to all students”

Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital ageBoston: Jobs for the Future. Retrieved online from http://www.studentsatthecenter.org/papers/

curricular-opportunities-digital-age

3: Provide options for comprehension

3.1 Activate or supply background knowledge

3.2. Highlight patterns, critical features, big ideas, and relationships

3.3 Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

9: Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and refl ection

6: Provide options for executive functions

6.1 Guide appropriate goal-setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

Universal Design for Learning GuidelinesI. Provide Multiple Means of

Representation

1: Provide options for perception

1.1 Offer ways of customizing the display of information

1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

4: Provide options for physical action

4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive technologies

7: Provide options for recruiting interest

7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

2: Provide options for language, mathematical expressions, and symbols

2.1 Clarify vocabulary and symbols

2.2 Clarify syntax and structure

2.3 Support decoding of text, mathematical notation, and symbols

2.4 Promote understanding across languages

2.5 Illustrate through multiple media

5: Provide options for expression and communication

5.1 Use multiple media for communication

5.2 Use multiple tools for construction and composition

5.3 Build fl uencies with graduated levels of support for practice and performance

8: Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives

8.2 Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

II. Provide Multiple Means of Action and Expression

III. Provide Multiple Means of Engagement

Resourceful, knowledgeable learners Strategic, goal-directed learners Purposeful, motivated learners

© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.http://www.udlcenter.org/aboutudl/udlguidelines/downloads

ENCOURAGING STUDENTS TO BECOME AGENTS OF THEIR LEARNING

Students at the Center Symposium Interview: Dr. Eric Toshalis, Lewis & Clark College

http://www.youtube.com/watch?v=1sKiONr2r6w

GOALS OF UDL

Designed from the outset to meet the learning needs of all students

Why UDL?

“FIRM GOALS – FLEXIBLE MEANS”

Methods Goals

Assessments Materials

Goals of UDL

UNIVERSAL DESIGN FOR LEARNING – A FOCUS ON PLANNING FOR VARIABILITY

“…a UDL curriculum designer or teacher can plan for expected variability across learner and provide curriculum that has corresponding flexibility. The lesson or curriculum should have the flexibility and affordances that amplify natural abilities and reduce unnecessary barriers for most students, and enable teachers to customize easily for each learner” (Meyer, Rose, & Gordon, 2014, p. 10).

FIRST STEPS

GWU - 2004

•  Enhancing digital access •  Companion site online •  Changes in styles and formats

to enhance representation of content

•  Expanding opportunities for student variation in representation of knowledge

•  Modeling accessibility features

•  Modeled after content from the 2001 CAST Summer Institute on Universal Design for Learning

•  Foundational graduate course; 2003-present; blended and online offerings •  Over 160 masters and doctoral candidates representing…

•  A continuing education opportunity for faculty and staff •  Integration of UDL theory and practice •  Infusion of UDL best practices into Disability Support Services and Provost’s

Online Learning Initiative - OLI

2003 - A Beginning Experimental Summer Offering: Universal Design for Learning – Implications for Career Assessment & Transition

2005-2015 SPED 6229/ TRED 6229: Universal Design for Learning (Cross Listed Blended Offering)

2012-2015 SPED 6210: Universal Design for Learning (Online offering)

One book: Many options • Digital/print access • Sectioned chapters • Embedded structural supports • Links to support background knowledge • Links to media, web to activate interests

UDL THEORY AND PRACTICE

http://udltheorypractice.cast.org/login

2007 -‐ DISSERTATION RESEARCH § Disserta(on research study (Smith, 2008) looked at the rela(onship between use of UDL strategies and level of student interest and engagement. Specifically, ú Does the use of UDL in college courses have a rela(onship to student learning?   What are college students percep1ons of UDL?   What are college faculty’s percep1ons of UDL?

GWU - 2007

What were some of the components iden(fied as useful to students in the UDL classes?

•  Online access, discussion groups, and the use of visuals

•  Varied instruc(onal approaches and the use of technology

“It keeps me more organized, it lets me just add in what I need . . . .you know key points that I want to add to the notes that are there. I’ve already reviewed them, I have them in front of me, I add things as I need to instead of spending all my (me geMng what’s on the screen.

“I think that basically having all the different formats in one class really helps you keep on task and keep focused on the theme without growing (red because we’re switching formats. So, we’ll actually get up and get into a group and talk about the material and do a think-‐pair-‐share scenario and it really does break up the class. But it’s presented in a very cohesive way.

The VCU research study looked at: ú  To what extent is instruc(on consistent with the principles of UDL?

ú What is the rela(onship between students’ reported use of UDL strategies and their level of interest and engagement?

ú  Does level of learner autonomy relate to students’ reported use of UDL strategies and their level of interest and engagement?

APPLICATION OF THE UNIVERSAL DESIGN FOR LEARNING FRAMEWORK TO A REQUIRED POSTSECONDARY COURSE

VCU-2009

• Barriers L

•  Students perceived this course to be a negaDve experience: dry, disassociated from their academic program, no meaningful applicaDon to their work

•  ExisDng syllabi and materials were enDrely text based and leaned toward professor’s interests

• Opportuni(es J

•  Course had clear goals •  Course required the use of common grading rubrics

•  Course text included graphic organizers

•  Blackboard plaQorm supported mulDmedia

THE CURRICULUM PRESENTED BARRIERS & OPPORTUNITIES

REVIEWED SYLLABUS AND COURSE OBJECTIVES Compare and contrast quantitative, qualitative and mixed-methods approaches to research. Explain what experimental, quasi-experimental and non-experimental research designs entail and describe their application to different research questions. Explain descriptive statistical techniques such as measures of central tendency, standard deviation and correlation. Explain the ethical principles that pertain to research involving human subjects and research conducted in educational settings. Select a research problem and formulate appropriate research hypotheses and/or questions. Conduct a review of educational literature from texts, journals and computer library databases. Write a coherent synthesis of such literature as it relates to the research problem. Prepare a viable research proposal.

CONSIDERED GOALS ACROSS THE 3 UDL PRINCIPLES • Compare and contrast quantitative, qualitative and mixed-methods approaches to research.

• Explain what experimental, quasi-experimental and non-experimental research designs entail and describe their application to different research questions.

• Explain descriptive statistical techniques such as measures of central tendency, standard deviation and correlation.

• Explain the ethical principles that pertain to research involving human subjects and research conducted in educational settings.

• The ability to comprehend common research designs, methods, and procedures.

CONSIDERED CHANGES ACROSS METHODS, MATERIALS & ASSESSMENTS

From this…. To this….
















Representation






























© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.

MULTIPLE MEANS OF REPRESENTATION

MULTIPLE REPRESENTATIONS

Recognition Networks

MULTIPLE MEANS OF REPRESENTATION

Multiple ways of representing and delivering instruction. Maximizing digital opportunities to represent language, symbols and vocabulary. Hyperlinks embedded within a syllabus to support gaps in prior experience/knowledge. Visual models, concept maps, examples to illustrate patterns and critical features. Guiding questions and key points to frame the big picture and anchor content to clear goals.

Consistent layout with folders containing files, guides, resources

Opening location with resources to support prior knowledge

MAPS, MODELS AND BIG PICTURES

Varied modes of representing information

MULTIPLE MEANS FOR ACTION AND EXPRESSION

MULTIPLE MEANS FOR ACTION AND EXPRESSION

Strategic Networks

Multiple Means for action and expression •  Varied media for student options for

expression (video, audio, text, drawing)

•  Scaffolds and prompts (stop and think) that gradually fade over time

•  Ongoing and formative feedback

•  Assessment rubrics

•  Varied opportunities for students to express their understanding

•  Clear goals and objectives articulated – varied means and methods

A “NOTE” ABOUT NOTETAKING

http://www.livescribe.com

Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G. & Abarbanell, L (2006). Universal design for learning in postsecondary education. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/UDLinPostsecondary.pdf

•  Volunteers to capture notes •  Student variability across note taking •  Digital means for capturing notes

The Importance of Rubrics, Scaffolds and Guides

MULTIPLE WAYS TO MONITOR PROGRESS AND UNDERSTANDING

Multiple Means for Action & Expression

AN EXAMPLE: GRADUATE STUDENT’S FINAL PRESENTATION USING PB WIKI – UDL SUMMER CLASS 2009

http://refriedbeans.pbworks.com/w/page/11352667/FrontPage?email=fgsmith%40vcu.edu

MULTIPLE MEANS OF ENGAGEMENT

MULTIPLE MEANS OF ENGAGEMENT

Affective Networks

Multiple Means for Engagement

A Tool for Engagement – Formative Assessment – Progress Monitoring

CREATIVE USES OF SPACE TO ENGAGE LEARNING

A 15 second elevator talk to discuss UDL?

Multiple Means for Engagement Choice – Options -- Relevance

DOCTORAL STUDENT’S BLOG PERSPECTIVES – 2013 DOCTORAL SEMINAR ON PERSONNEL PREPARATION

http://kwbest.wordpress.com

•  CAST UDL Bookbuilder •  CAST UDL Toolkit •  CAST UDL Studio •  CAST UDL Exchange (forthcoming) •  A New Digital Version: “Teaching Every

Student in the Digital Age” (forthcoming) •  Documents Designed in a UDL Way

New Tools, Resources & Opportunities for Developing UDL Enhanced Instructional Materials

http://aim.cast.org/w/page/2020learning/l3

2020’s Learning Landscape – New Ways to Share Information through a UDL Design

•  Rose, D. H. & Vue, G. (2010). 2020’s learning landscape: A retrospective on dyslexia. International Dyslexia Association Perspectives on Language and Literacy, 36(1), 33-37.

http://udloncampus.cast.org/

RESEARCH: UDL AND LESSON PLANNING

•  Through the implementation of UDL into instructional lesson plans, researchers found educators in four university teacher-education courses to design more accessible lessons; better targeting specific learning needs (Jimenez, Graf, & Rose, 2007).

•  Implementation of UDL by faculty receiving training on UDL principles were favorably perceived by student responses to questionnaires (Schelly, Davies, & Spooner, 2011)

RESEARCH: UDL AND LESSON PLANNING

•  UDL training of graduate level special education teacher candidates showed significant differences in ratings of lessons developed with UDL features (Courey, Tappe, Siker, & LePage, 2012).

•  UDL direct and guided instruction in lesson development increased preservice elementary education teachers self-reported UDL knowledge through pretest/postest scores and positively impacted ability to apply UDL in lesson planning (Williams, Evans, & King, 2012).

REACHING ALL LEARNERS •  http://youtu.be/

4rgD3IFu_Pg

WHAT’S IN YOUR UDL TOOL BOX?

•  Choose a lesson plan, an instructional approach, your syllabus or something else of your own that you would like to improve by examining it through the UDL lens.

•  Identify features of the lesson/activity that meet some of the UDL guidelines/checkpoints.

•  Identify the barriers and consider alternatives!

•  Planning steps forward

http://www.youtube.com/watch?v=7RBR-oZ7Bhw

An Analysis through a UDL Lens

http://wp.vcu.edu/responsiveteachers/
















Representation






























© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.

…or make, take and Do it Yourself (DIY)