Universal Design for Learners“Best Practices in the Classroom”

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What is Universal Design? (UD)

“Universal Design is the design of products & environments to be useable by all people, to the greatest extent possible, without the need for adaption or specialized design.” ~ Ron Mace

Universal Design of Instruction (UDI) is the application of the above definition in an educational setting. UDI utilizes multiple strategies in its delivery.

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Benefits of Using UDI• Offers innovative ways to reach diverse learners

• Involves multimodal teaching

• Offers flexible and customized teaching methods

• Allows knowledge to be assessed & demonstrated in other ways

• Minimizes the need for special accommodations

Offering Multiple Approaches• No single method of teaching will work for all students

• Traditional methods such as straight lectures and paper pencil exams often do not reach many students

• The objective is to develop a teaching style that is:

flexible in its way of delivering information flexible in assessing student progressflexible in creating classroom assignments

• Students with different learning styles

• Non-native language users

• Students with disabilities/ or different abilities

• Students with a variety of background experiences

• Returning older students

What Types of Students Benefit from

UDI Methods of Instruction?

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3 Basic Components of Teaching1. Presenting Information: The

instructor’s methods of delivering information & knowledge

2. Engagement: Engaging & motivating students in the learning process

3. Assessing Knowledge: Providing learners alternative methods for demonstrating what they know

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Presenting InformationMultiple Strategies

• Lectures

• Films

• Power Points

• Social Media

• Canvas

• Simulations

• Field trips as a group

• Inviting outside speakers

• Written summary of key concepts

• Use of visual aids (overheads, charts, diagrams, graphs) to underscore main ideas

• Suggesting outside visits to lectures, museums, plays, etc.

EngagementMultiple Strategies

• Group projects

• Web searches

• Model building

• Internships

• Student panels

• Field interviews & observations

• Individual research

• Classroom participation

• Establish learning communities where groups share research questions with whole class

Assessing Knowledge Multiple Ways

• Papers

• Power Point presentations

• Group presentations

• Team assignments

• Posters

• Role playing, Games

Things I Studied

Things in the Course

Things on the Exam

FINAL EXAM

Assessing Knowledge (cont.)Multiple Ways

• Case studies

• Individual or group projects

• Portfolios: cumulative collection of a student’s work

• Testing in pairs or groups

• Take-home tests

Things I Studied

Things in the Course

Things on the Exam

FINAL EXAM

Assessing Knowledge (cont.)Multiple Ways

• One-on-one exams when appropriate

• Paper and pencil exams/quizzes that require more than rote memory

• Allow formulas/ notes/ quick reference/ index cards/ in class paper/ pencil exams

Things I Studied

Things in the Course

Things on the Exam

FINAL EXAM

Creating a Welcoming Environment

• Introduce and share something about yourself to establish a connection

• Explain your teaching style and philosophy

• Set the tone for the course

• Acquaint students with the structure of the course

• Use students name when speaking directly to them

• Encourage students to visit you during office hours.

• Choose a classroom ice breaker or exercise that is personable, friendly and encourages humor in order to engage students

Some UDI Basics• Speak clearly

• Think about how you use your voice for emphasis, contrast, exaggeration, etc.

• Use your voice as a tool and facial expressions to gain & hold attention

• Be careful not to speak to the blackboard w/ back toward students

• Check with the back row of students to determine if your volume is adequate

• Speak facing students as much as possible

• Verbally outline your expectations of class

• Encourage curiosity and create expectations

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A Few Notes on Syllabus• Outline expectations, objectives, & learning outcomes• Be careful about trying to cover too much material in short amount

of time• Require student conferences for those with lower grades• State ground rules for class that include:

absence policymissed exams policy class behaviorattendance "writing/editing my syllabus " by david silver is licensed under CC BY-NC-SA 2.0

• Before lecture write concepts, terms, & ideas on board or on hand outs

• Start each class with an overview of the days objectives

• Prepare a handout that outlines key terms and concepts

• Present 2 or 3 questions students should be able to answer at end of lecture

Common Practices Uti l izing UDI Principles

Common Practices (cont.)Uti l iz ing UDI Principles

• Choose textbooks graphically designed to facilitate comprehension

• Assign a class note taker(s) and post notes on web

• Use open captioned videos, DVD’s and video streams

• Provide students with information on how to access support structures such as tutoring, writing center, etc.

• Homework assignments should NOT be shouted out at very end of class

• Are your e-books and online resources compatible with screen-readers like JAWS?

• If there is a study website or online component, is it fully accessible?• Are videos captioned and audio recordings transcribed?• Can all interactivity (media players, quizzes, flashcards, etc.) be

completed by keyboard alone (no mouse required)?• Is there any documentation available (VPAT) that confirms accessibility

or usability testing results?• Can students with dial-up internet quickly and easily download the

resources?Did you know? In accordance with the Americans with Disabilities Act (ADA), institutions of higher education are required to adhere to accessibility standards when designing, adopting and procuring educational materials and resources for the delivery of course curricula.

Hello Publisher Representatives!Before telling me about your textbook options, please know that I am committed to ensuring the accessibility of my course materials for all students, including those with disabilities, and I need you to be able to answer the following questions about your product:

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Best Practices for Exams• Make your first quiz one about the syllabus

• Explain how to study for your exams

• Create & share study questions or study guides

• Give out sample test questions

• Give out sample test question answers

Best Practices for Exams• Make your first quiz one about the syllabus

• Explain how to study for your exams

• Create & share study questions or study guides

• Give out sample test questions

• Give out sample test question answers

Suggestions for Exams• Give thought to the layout of the exam (use of margins, line spacing

for easy readability)• Use plain, evenly spaced san serif font such as Arial or Calibri• Try out the timing of the exam before administering it• Prepare clear instructions• Include a few words of advice and encouragement before you give

exams• Avoid white paper for exams or handouts, use cream or soft pastel

colors instead• Match your exams to the content you are teaching

MYTHBUSTERS• Initially, setting up your

classroom to include UD will take some conscious thought and a bit more time as you consider how to teach to the majority.

• Once you design your class to be inclusive you will find that it is no more additional work over the long run.

Will using Universal Design principles create more work for me in the classroom?

Myth #1

MYTHBUSTERS• No. The only guarantee

will be that more students will have access to the information you are presenting.

• You are still free to grade using any academic standard of competence you feel is necessary.

Will using UDI create an atmosphere in which everyone will automatically be guaranteed an A grade?

Myth #2

• No. Your expectations of students can be as rigorous and challenging as you require and the amount of work you demand will not change.

MYTHBUSTERS

Will using UDI only coddle students and spoon feed them?

Myth #3

MYTHBUSTERS• Not if you require class

attendance and build in credit for class participation and in class assignments.

• Having notes available on line can free up students to focus more on your classroom lectures and not get lost in the process of note taking.

Will using the UDI principle of having my notes available on line only reinforce students to skip my class lectures?

Myth #4

MYTHBUSTERS• Most instructors are not

measuring or teaching note taking as a skill, therefore, it is not an issue.

• However, students may choose to compare their own notes with what you have offered online and in this process you are setting an example of good note taking.

Will my use of UDI principles such as having my notes available on line prevent students from learning how to take their own notes?

Myth #5

Common Student Complaints• The instructors does not return e-mails!!

• The syllabus is totally confusing to me.

• I cannot keep up with taking notes. It’s hard for me to keep up with the teacher.

• Poor handwriting on board and difficult to read colors hinders my comprehension.

• The # of questions on exam is too much to finish within the 50 minute time frame.

Note: These are anecdotal comments were made by students to Al Souma in the Disability Support Office .

• Sometimes I need illustrations describing a concept or a problem.

• Instructors need to describe a visual diagram clearly.

• My entire grade is dependent on a midterm and a final. Sometimes 1 or 2 quizzes also.

• I am unable to catch verbal information given when other students get up & leave at end of class (distraction, noise).

• The entire class is the teacher lecturing---all quarter.Note: These are anecdotal comments were made by students to Al Souma in the Disability Support Office

Common Complaints (cont.)

• When I miss a class due to a legitimate illness such as the flu, I have no notes.

• I receive no feedback on my assignments and papers.

• It is unclear what the rules are around make-up exams or absenteeism.

• I have no idea what the tests will look like.

• I have no idea how to study for the exams.

• I get so much anxiety during the exam that I panic.Note: These are anecdotal comments were made by students to Al Souma in the Disability Support Office

Student Complaints (cont.)

Thank you

Please contact Al Souma if you have questions.

alfred.souma@seattlecolleges.edu

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