UDL and Active Learning Strategies
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This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
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UDL and Active Learning Strategies
- 1. UDL AND ACTIVE LEARNING Amy Archambault Helen Dollyhite Lucious Oliver Stephen Chan ForsythTechnical Community College Oak Grove Center, Suite 2351
- 2. OVERVIEW Padlet Parking Lot: https://padlet.com/aarchamb/SIA2016 Blackboard Course Resources – Handouts
- 3. INSTRUCTIONAL DESIGNER ROLE “We are here to act as a catalyst…providing information based on research. This will enable you to take this information back to your classroom and use it as you need to deliver the best instruction to your students.” Instructional designers, we want to… Champion Partner Support
- 4. TODAY’S OBJECTIVES By the end of today, you will be able to: Relate to how you and others learn DefineActive Learning Recognize the relationship between UDL andActive Learning
- 5. UDL – SYSTEMATICVARIABILITY Learners • All learners are diverse at every age Learning Environments • Variability exists within every learning environment UDL
- 6. LEARNING ACTIVITY https://prezi.com/iqlxzd8gslf9/udl-workshop/ Lion image: https://commons.wikimedia.org/wiki/File:Darica_Lion_07174.jpg Lamb image: https://commons.wikimedia.org/wiki/File:Sheep,_Stodmarsh_6.jpg Hawk image: https://commons.wikimedia.org/wiki/File:Red-shouldered_hawk_taking_flight.JPG Hen image: https://commons.wikimedia.org/wiki/File:Hen_with_chicks,_Raisen_district,_MP,_India.jpg
- 8. ACTIVE LEARNING IS… a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, evaluation, and the creation of class content. Center for Researchon Learning and Teaching, http://www.crlt.umich.edu/tstrategies/tsal Center for Teaching, Vanderbuilt University https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
- 9. RESEARCH SAYS! Amount of information retained by students declines substantially after 10 minutes (Thomas, 1972) Students learn what they care about and remember what they understand. (Ericksen, 1984, p. 51) Students who take courses with a more active approach report the following: Far more likely to have done the reading Spent more hours on the work, and Participated more in class and were more likely to view the class as a community. (Hogan, 2014)
- 10. WHY? Student-centered Builds community You – facilitator/engager Students – owner/engagee “Learn by doing” Can be done online or F2F
- 12. OTHER IDEAS Individual Students One-minute paper Muddiest/Clearest Point Daily Journal Reading Quiz Clarification Pause Q & A Socratic Method Fish Bowl Student Summary of classmate’s answer Cooperative Concept Mapping Board work Panel discussions Immediate Feedback Finger/Hand Signals Flash Cards Quotations CriticalThinking Motivators Assessing Views Quiz (Pre-theoretic thinking quiz) Puzzles/Paradox Share/Pair Groups Note share/explanation Peer Eval Need more? Visit Active & Cooperative Learning page (Link opens in a new window) - https://www.calstatela.edu/dept/chem/chem2/Activ e/index.htm
- 13. UDL & ACTIVE LEARNINGTOGETHER Active Learning Strategies Goals acknowledge variability Methods flexible and varied Materials variety based on 3 Principles Assessments focus on accuracy and timeliness 1. Have a definite beginning and ending; 2. Have a clear purpose or objective; 3. Contain complete and understandable directions; 4. Have a feedback mechanism; and 5. Include a description of the technology or tool being used in the exercise. UDL
- 14. UDL &THE 3 DOMAINS Cognitive PsychomotorAffective UDL
- 15. WHAT DOES IT LOOK LIKE? Classroom at McGill University – explains student and faculty roles and experience by both http://youtu.be/H7xidmVt0uE
- 16. WHAT ELSE MIGHT IT LOOK LIKE?
- 17. REFLECTION Sit and reflect for a moment… Are you already using Active Learning strategies in your classroom? Think about the teaching style activity, how might Active Learning support diverse teaching and learning styles? What are some strategies you would like to try? Turn your neighbor and share…
- 18. WELCOME BACK Questions/Comments/Padlet Review Padlet Parking Lot https://padlet.com/aarchamb/SIA2016 Blackboard Course Resources – Handouts Tools
- 19. TODAY’S OBJECTIVES By the end of today, you will be able to: Experiment with the 3 Principles of UDL andActive Learning Explore developing or redesigning lessons activities using UDL and Active Learning
- 20. LET’S REVIEW! Kahoot! https://play.kahoot.it/#/?quizId=bc3eda57-e4c4-4432-b697-fac2123eb359
- 21. EXPLAINING PRINCIPLES UDL Explained – Simply https://www.youtube.com/watch?v=FS HflViWRCQ
- 22. CREATING EXPERT LEARNERS Use the UDL Guidelines (Link opens in a new window) - http://www.udlcenter.org/aboutudl/ex pertlearners
- 23. UDL RESOURCES UDL Guidelines – Examples and Resources – (FREE) http://www.udlcenter.org/implement ation/examples
- 24. CLEAREST/MUDDIEST POINT Use the notecards on the table Take 1 minute to write your thoughts You may work with someone next to you or alone
- 25. WHAT AREYOU ALREADY DOING Preliminary Assessment of Faculty Implementation of UDL worksheet
- 26. JUST FORTODAY… Step 1:Think of 1… Lesson activity Online or F2F session Way of engaging students ….that you would like to change Step 2: Review the Assessment StefCooke on http://www.keepcalm-o-matic.co.uk/p/keep-calm-and-write-a-lesson- plan/ - See more at: http://edmethods.com/author/steiner14/#sthash.OsxLszes.dpuf
- 27. THE GOAL: UDL & LEARNERS Creating Expert Learners that are… Resourceful & Knowledgeable Strategic & Goal Directed Purposeful & Motivated To develop learners, We will explore Principle I: Providing Multiple Means of Representations To develop learners, We will explore Principle II: Providing Multiple Means of Action & Expression To develop learners, We will explore Principle III: Providing Multiple Means of Engagement
- 28. I: PROVIDE MULTIPLE MEANS OF REPRESENTATION Breakdown of Principle I The “What” of Learning Learners differ in the ways that they perceive and comprehend information that is presented to them. Provide options for Comprehension Language, Mathematical expressions, and symbols Perception
- 29. PRINCIPLE I:TOOLSYOU CAN USE Concept Mapping Supports Guidelines: 3.4: Maximize transfer and generalization 6.2: Support planning and strategy development Tools: MS Word or PowerPoint Paper/Pens Bubbl.us (free) Mindmeister (3 maps for Free account – Edu account - $30/6mths) Visuwords and Math Open Reference Supports Guidelines: 2.5: Illustrate through multiple media Tool Link: Visuwords - http://www.visuwords.com/ MOR - http://www.mathopenref.com/index.ht ml
- 30. II: PROVIDE MULTIPLE MEANS OF ACTION & EXPRESSION Breakdown of Principle II The “How” of Learning Learners differ in the ways that they can navigate a learning environment and express what they know. Provide options for: Executive functions (goal-setting, planning, etc.) Expression and communication Physical action
- 31. PRINCIPLE II:TOOLSYOU CAN USE Voicethread, Padlet Support Guidelines: 5.1: Media for Communication Tools: Padlet – https://padlet.com/my/dashboard Voicethread - https://voicethread.com/share/7941919/ Others to experiment with… Glogster – http://edu.glogster.com/ OfficeMix Animoto - https://animoto.com/education/classroom Grammarly Support Guidelines: 5.2:Tools for Composition and Construction Tools: Grammarly (Link opens in a new window) https://www.grammarly.com/ MSWord – Spell check and Bibliographic creation
- 32. III: PROVIDE MULTIPLE MEANS OF STRATEGIES FOR ENGAGEMENT Breakdown of Principle III The “Why” of learning Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. Provide option for: Self-regulation Sustained effort and persistence Recruiting interest
- 33. PRINCIPLE III:TOOLSYOU CAN USE Rubrics, Reflection Journals, and Learner Analysis Support Guidelines: 8.1: Heighten Salience of Goals 9.3: Develop Self-Assessment and Reflection Tools BB JournalTool Faces of Learning (Link opens in a new window) http://www.facesoflearning.net/ RubiStar (Link opens in a new window) http://rubistar.4teachers.org/ Wikis Support Guidelines: 8.3: Foster Collaboration and Community Tools BBWiki OneNote Classroom Notebook PBWiki (Link opens in a new window) http://www.pbworks.com/education.ht ml MyWiki (Link opens in a new window) http://ftctl.pbworks.com/
- 34. THINGS TO CONSIDER Start slow Scaffold on easier tasks and build to more interactive/complex tasks Time Don’t take it all on at once…think about where and how you can use the strategies in certain lessons a little at a time Reflect After each session ask: “What worked?What didn’t? How can I improve on ‘x’ for next time?” Ask students for constructive feedback at the end of sessions
- 35. RESOURCES More About Disabilities: Understood - (Link opens in a new window) Information on various learning disabilities (Executive function, ADHD, Dyslexia, Dysgraphia, etc.) https://www.understood.org/en National Center for Learning Disabilities – (Link opens in a new window) Clearinghouse of information about programs, advocacy, reports and studies about various LD http://www.ncld.org/ UDL Explanation of UDL (A Prezi Presentation) - (Link opens in a new window)- http://prezi.com/zvehbf95tho8/?utm_ca mpaign=share&utm_medium=copy&rc=e x0share LearnerVariability and Universal Design for Learning (Webinar series) - (Link opens in a new window) http://udlseries.udlcenter.org/presentatio ns/learner_variability.html?plist=explore
- 36. RESOURCES FOR FURTHER EXPLORATION Ice Breakers TeachingW/Technology (Link opens in a new window) (https://twt.wikispaces.com/Ice-Breaker+Ideas) TeachBytes blog: 21stCentury Icebreakers: 13Ways to Get to KnowYour Students withTechnology (Link opens in a new window): (http://teachbytes.com/2012/08/05/21st-century- icebreakers-10-ways-to-get-to-know-your-students- with-technology/) Pointer & ClickerArticle: Univ of Illinois, ION’s TechnologyTip of the Month (Link opens in a new window): (http://www.ion.uillinois.edu/resources/pointersclickers/ 2002_01/) Cengage Blog (Link opens in a new window): (http://blog.cengage.com/tag/icebreakers/) Active Learning Active LearningTutorial - (Minnesota State Colleges & Universities) - (Link opens in a new window) http://www.asa.mnscu.edu/facultydevelopment/project- sites/ctlactiveonline/index.html Implementing the 7 Principles:Technology as Lever - (Link opens in a new window) http://faculty.coe.uh.edu/smcneil/CUIN7356/implementi ng_seven_principles.pdf Active Role in Class Helps Black and First-Generation College Students,Study Says (Link opens in a new window) http://www.nytimes.com/2014/09/03/education/active- learning-study.html?_r=0
- 37. RESOURCES FOR FURTHER EXPLORATION Concept Mapping Concept Maps: Learning MadeVisible (.ppt) Concept Map Rubric Kathy Schrock's Guide - Concept Mapping Tools: MS Word or PowerPoint Paper/Pens Mindmeister (3 maps for Free account – Edu account - $30/6mths) Wikis Ways to Use Wikis in Education (Dartmouth College, 2015) Tools for Engaging Students: Wikis (Dartmouth College Library Research Guides) Tools: Blackboard Wikis OneNote Classroom Google Docs
- 38. RESOURCES FOR FURTHER EXPLORATION Reflection Digital Portfolios:The Art of Reflection Reflection4Learning Creating an Electronic Portfolio in MS PowerPoint Tools: Blackboard Journals or Discussion Board MS Word or OneNote Wix, Weebly, etc. Journal notebook and pen/cil Assessment/Feedback Kahoot - https://create.kahoot.it/ Polleverywhere - https://www.polleverywhere.com/ TopTeacherTools http://www.topteachertools.com/index .html Socrative – http://www.socrative.com/
- 40. PHOTO CREDITS Welcome Back Kotter: https://commons.wikimedia.org/wiki/File:Welcome_back_kotter_cast_1975.jpg Good Housekeeping: https://www.flickr.com/photos/roadsidepictures/5358593720/ ASU Instructional Designers: https://teachonline.asu.edu/2013/10/introducing-the-asu- instructional-designers/ Keep Calm: StefCooke on http://www.keepcalm-o-matic.co.uk/p/keep-calm-and-write-a- lesson-plan/ - See more at: http://edmethods.com/author/steiner14/#sthash.OsxLszes.dpuf Learning Disability - https://bornstoryteller.files.wordpress.com/2011/06/testing_cartoon.jpg Viewfinder – http://www.bcx.news/photos/things/optical/binoculars/
Editor's Notes
- Helps us address systematic variability We know our learners are going to be diverse at every age And we know that this variability exists within every learning environment You are preparing for ‘predictability’ variability by using 3 principles and active learning strategies. This is a way to help get you thinking about how to represent information, motivate and engage students, and get students to act out or express their understanding of those materials.
- Which animal is most like your teaching style? List the pros/cons of being like each animal. Discuss in your group. Share with others. Is one teaching style better than another? We’ve been talking about our teaching styles, but how can this relate to students and their learning styles?
- Take a Padlet break – Ask “What are your thoughts or questions about UDL so far?” Have them write a few ideas/questions on the Padlet
- Let’s take a closer look…(got to website link) These are the characteristics we want to try and develop in our learners
- How do we know what to use? UDL has some tools for us…
- Look over the Prelim-Assessment worksheet. This is meant as a framework for you to guide your teaching practice. This is not meant to be a set of rules or a prescription for how to use UDL in your classroom.
- We are going to explore each section today (as time permits) First, we will start with Resourceful and Knowledgeable Learners
- Try finding your own path in your teaching and don’t be afraid to try new and different ways to engage, encourage and motivate your students. The courtyard is yours….