U niversal D esign for L earning and Learning challenges
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UNIVERSAL DESIGN FOR LEARNING AND LEARNING CHALLENGES Cathy Jenner [email protected] http://www.linkedin.com/pub/cathy- jenner/4/787/93 425-235-2352
description
U niversal D esign for L earning and Learning challenges. Cathy Jenner [email protected] 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?. - PowerPoint PPT Presentation
Transcript of U niversal D esign for L earning and Learning challenges
UNIVERSAL
DESIGN FOR
LEARNING AND LEARNING
CHALLENGES
Cathy Jenner [email protected]
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!
