Easily Adaptable UDL Approaches for any - PowerPoint Presentation

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Easily Adaptable UDL Approaches for any Class

by Dawn A. Tamarkin, Ph.D.

Springfield Technical Community College

As you come in, grab 3 cards and # themSlide2

Abstract:

A number of universal design for learning (UDL) approaches will be shared that can be readily incorporated into other classes. Some simple options as well as more complex ones will be offered. These UDL approaches have been developed over the past 15 years by the presenter and other STCC faculty.Slide3

Get a comic square

Find the people with the other squares that match yours

Get your squares into order

Introduce yourselves to each other

Be ready to read your comic

aloud and introduce

your partnersSlide4

IntroductionSlide5

What is Universal Design for Learning?

I am quite familiar with UDL

I am only a little bit familiar with UDL

I know relatively little about UDL

1

2

3Slide6

No Worries!

It’s easy

It’s fun

Even UDL-pros are always learning about it

I use a more applied approach, so even if you are very familiar with it, I may get you thinking about it differentlySlide7

About UDL…

It helps you address more learners, like:

students with physical/learning disabilities

students with diverse learning styles

students who learn differently than you do

students who feel like they don’t fit in

non-native English speakers

It’s a method to have a more inclusive class

It prevents singling out particular learners

It tends to be more active and flexibleSlide8

How do you do it?

An oversimplification is to:

Consider one particular type of learner and consider what they couldn’t do in your class (e.g., a blind student)

Conversely, consider a challenging topic and come up with a new way to teach it to a student who should have been able to master it

Create a more inclusive / active atmosphere

see UDLcenter.orgSlide9

UDL ExampleSlide10

Example: How can a student who cannot take notes get notes?

Introduce yourself to the person next to you

Ask each other to answer

the

topic question

Consider ways you have done or seen/heard of done

Come up with new ways

You have 2 minutes

Go!Slide11

Stop!

11Slide12

Pick me!

Pick me if no one holds up a 1

Please

don’t

pick me

1

2

3

12

Time to shareSlide13

Possible solution #1

Record your classes

I do both a voice and a video recording using Mimio and

Camtasia

It can be time consuming for you

Only dedicated students use it

Example recording…Slide14

Possible solution #2

Low-tech method:

Assign note-takers

Have them use carbon paper

Make the notes available to everyone

Example notes…Slide15
Slide16

How is note-taking a UDL approach?

It offers alternative modes of representation

It provides for students who cannot take their own notes

It does not single out students with disabilities

1

2

3Slide17

Class Community as UDLSlide18

Create Class Community

May seem “touchy-feely” to some of you

The stronger the inherent support, the more accepted and comfortable students are; this promotes learning

Leads to more study groups and outside support

Includes professor as part of the team

Reduces student anxiety

Gives students a sense of belonging (to the learning environment)Slide19

Methods for Community Development

Ice breakers (e.g., Comic Strip Chaos)

Group work, especially where groups change

First day of class activities (Linda

Meccouri

at HCC has an excellent one)

Valuing individual contributions and diversity

Critical Incident Questionnaires with revealed feedback

Quick discussion with classmates on topic (e.g., after a 1,2,3 card question)

Teaching studying/learning methodsUDL activities, where everyone is includedSlide20

Another ice breaker-type activity

This one is good for introducing new topics

Toss the papers around until I say “stop”

People with papers come up front (or hand off to a neighbor if uncomfortable)

With the help of everyone sitting down, rearrange yourselves to form an appropriate sentence related to today’s topic

Go!Slide21

What did we come up with?Slide22

Making group / discussion more UDL

Consider defining roles within a group, like:

moderators (to

make

sure everyone gets to

participate)

note-takers

time

keepers

reportersAsk for all students to contribute to a discussionanonymous note papers and random choicesinclude an individual step, like write down a thought first, before talkingSlide23

CIQSlide24

Some answers:

1:

•

I feel engaged when you ask questions and we respond with the cards. I also prefer your drawings and explanations over the books diagrams.

2:

•

I

feel distance on Fridays and every other Monday when I come to class after working 12hrs. I have a very hard time focusing.

•

When I get stuck out of my preferred seat• when

you are going thru the text book pictures quickly 3: • I love the fact that your lectures are always recorded & your board drawings or information are always recorded as well right along with your lectures, so it's like being in class all over again.

•

The more pictures you draw in notes, the better. This is the only class where notes are available in several forms and by other students; it's helpful to compare what they found important during lecture to my notes and add theirs.

4:

•

the

only reason why things are puzzling and confusing is because

i

really haven’t had the time to study the material and learn it.

•

I

find some of your quizzes to be a bit confusing for me at times, I guess the way you word

your questions

5: •

how little people study and expect to get into a program with a C-

•

What

surprised me the most is that I actually pricked my finger for a lab, and it wasn't even that bad

!

6:

•

On

a side note, I feel that Dr. Tamarkin is generally a good dresser and has nice teeth.

• I like the studying ideas you suggest they are helpful. I never really found a way that really helps me to study but some of your ideas seem useful. Slide25

Preparing for tests as UDLSlide26

Preparing for tests

Many students lack study/organization skills

No teachers enjoy providing “review sheets”

You can have them practice (model) building their own study sheets and reviewing

How is this UDL? You are

guiding appropriate goal setting

optimizing individual autonomy

facilitating their management of information and resourcesSlide27

Detailed Table of Contents

First have them cross off anything they are not responsible for

Then have them explain what is in each heading & subheading

As they go through, they are self-testing

They are also learning how to spend their time on what they have not yet mastered

developed with Vanessa HillSlide28

Fitting in this exercise…

… would take too much class time

…is something I can squeeze in

…is not my responsibility (they should know this already)

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3Slide29

Peer support rounds

Post Major Topics around the room

Have students identify their comfort level with the topics (from 1 to 5, for example)

Assign a student who wrote a 1 to each Major Topic location

Unassigned students roam around to get help where they most need it

Switch assigned students to a second set

developed by Diane

O’Hearn

at GCCSlide30

Manipulatives

as UDLSlide31

Including Manipulatives

Kinesthetic learners will be engaged

Interpersonal learners will be engaged

Can be more challenging to implement

Should be consideredSlide32

Simplify and build the structureSlide33

Dynamic Cell M

odels

Elodea

cell modeled from microscope view:Slide34

Challenging Content presented as UDLSlide35

Sequencing, sorting, organizing

Get students to sequence relevant information

Have students sort

information into similar/different piles

Use that to get students to make concept maps

Provide concept maps for challenging topics

Provide an outline for your lecture / labSlide36

Sequencing Mitosis

I developed Mitosis Sequencing Kits, but this could be done with any images

By putting the images in order, the process becomes clear

Students speak the language of mitosis aloud while trying to sequenceSlide37

Term SortingSlide38

Providing a concept map / flow chartSlide39

Analogies & Applications

Optimizing relevance, value, and authenticity is an important UDL guideline

These are alternative options for representation

Rather than repeating the information you offered, provide it alternatively using an analogy or application

Now you come up with an analogy or application you used this week in class… You have 1 minute!Slide40

Pick me!

Pick me if no one holds up a 1

Please

don’t

pick me

1

2

3

40

Time to shareSlide41

Wrap UpSlide42

Final Thoughts

Any time you try to include everyone, you are attempting a UDL approach

Active and interactive approaches are often UDL

I chose not to discuss changing our own ways of presenting material (day in / day out), since that is hardest to change

My students are much more appreciative of me and assume more responsibility for their work Slide43

I can use some of these ideas in my classroom!

Definitely

Maybe

Not really

1

2

3Slide44

Thank you!Slide45

People at STCC who have contributed:

Vanessa Hill (math)

Carol Roberts (psychology)

Cathy

Beals

(biology)

Connie Hackett (disability services)

Michele Nash (biology)

Others who have contributed:

Philomena D'Alessandro (

math at QCC)

Diane

O’Hearn

(college success at GCC)

Mary Moriarty (at NSF / Smith College)