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Teaching All Students, Reaching All Learners


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Universal Design for Learning

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Teaching All Students, Reaching All Learners

  1. 1. Universal Design for Learning TEACHING ALL STUDENTS, REACHING ALL LEARNERS Center on Disability Studies, University of Hawaii An open door leading to our round planet Earth filling the door way.
  2. 2. <ul><li>Speaker – Tracie Ortiz </li></ul><ul><ul><li>What I want you to know about me: </li></ul></ul><ul><ul><li>I am a Graduate Assistant at the Center on Disability Studies at UH Manoa </li></ul></ul><ul><ul><li>I am in the Educational Technology Doctoral Program </li></ul></ul><ul><ul><li>The reason I am here: </li></ul></ul><ul><ul><li>To share my knowledge of UDL and diversity. </li></ul></ul><ul><ul><li>Friends – introduce yourselves </li></ul></ul>Hi. My name is…
  3. 3. <ul><li>Learning Styles </li></ul><ul><li>UDL Definition and Importance </li></ul><ul><li>How UDL is Applied </li></ul><ul><li>Further Resources </li></ul><ul><li>Questions </li></ul>A schedule calendar with a “Things To Do” heading on top.
  4. 4. <ul><li>An important aspect of Universal Design for Learning (UDL) is for the learner to “own” the learning process so that they are motivated to learn. </li></ul><ul><li>A self-assessment of needs will help the learner establish where they lack critical knowledge. </li></ul><ul><li>Learning Styles </li></ul>
  5. 5. <ul><li>Complete ‘Three Different Learning Styles’ </li></ul><ul><li>Identify 2 things you want to learn from this presentation. </li></ul>A cartoon figure lifting a barbell over his head depicting strength. A cartoon figure lowering a barbell at his legs depicting weakness.
  6. 6. <ul><li>“ Breaking Barriers” </li></ul>A cartoon image of a man in a wheelchair, simulating a bulldozer, bulldozing construction of a brick wall, a house structure, a ladder, and an entire toilet out of his path.
  7. 7. <ul><li>Universal Design is the design of products and environments to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design.” </li></ul><ul><ul><ul><ul><ul><li>~ Ron Mace </li></ul></ul></ul></ul></ul>
  8. 8. <ul><li>“ [Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.” </li></ul><ul><ul><ul><ul><ul><li>~(CAST, ) ‏ </li></ul></ul></ul></ul></ul>
  9. 9. <ul><li>Multiple means of representation </li></ul><ul><li>Multiple means of expression </li></ul><ul><li>Multiple means of engagement </li></ul>Image of a girl playing a flute. Image of five women in an office setting discussing what they are viewing on a laptop screen.
  10. 10. <ul><li>Learners have diverse backgrounds. </li></ul><ul><li>Learners have diverse strengths. </li></ul><ul><li>Learners have diverse challenges. </li></ul><ul><li>Question: Can you give specific examples of learner differences? </li></ul>
  11. 11. <ul><li>Diversification of instructional methods </li></ul><ul><li>Diversification of instructional materials </li></ul><ul><li>Application of technology </li></ul>
  12. 12. <ul><li>Direct </li></ul><ul><li>Indirect </li></ul><ul><li>Experiential </li></ul><ul><li>Independent </li></ul><ul><li>Interactive </li></ul>Photo image of a woman writing on a white board looking towards another woman in instructional conversation.
  13. 13. <ul><li>Examples </li></ul><ul><ul><li>Structured overview </li></ul></ul><ul><ul><li>Lecture </li></ul></ul><ul><li>UDL Applications </li></ul><ul><ul><li>Pause Procedure </li></ul></ul><ul><ul><ul><li>Take a 1 min. pause to reflect and ask questions every 10 min. (recorded lecture or synchronous) </li></ul></ul></ul><ul><ul><li>Speak clearly </li></ul></ul><ul><ul><li>Allow time for interpretation </li></ul></ul><ul><ul><ul><li>Sign language, captioning, second language, intellectual processing </li></ul></ul></ul>
  14. 14. <ul><li>Examples </li></ul><ul><ul><li>Student-led problem solving </li></ul></ul><ul><ul><li>Case studies </li></ul></ul><ul><ul><li>Inquiry-based instruction </li></ul></ul><ul><li>UDL Applications </li></ul><ul><ul><li>Students take the lead </li></ul></ul><ul><ul><li>Base on student background and experience </li></ul></ul>
  15. 15. <ul><li>Examples </li></ul><ul><ul><li>Labs </li></ul></ul><ul><ul><li>Practicum </li></ul></ul><ul><ul><li>Role-playing </li></ul></ul><ul><li>UDL Applications </li></ul><ul><ul><li>Demonstrate “how to do it” </li></ul></ul><ul><ul><li>Emphasize real-life experience </li></ul></ul><ul><ul><li>Ensure accessibility </li></ul></ul><ul><ul><li>Provide multiple options </li></ul></ul>
  16. 16. <ul><li>Examples </li></ul><ul><ul><li>One-on-one work with a student </li></ul></ul><ul><ul><li>Assignments </li></ul></ul><ul><ul><li>Independent studies </li></ul></ul><ul><ul><li>Self-assessment </li></ul></ul><ul><li>UDL Applications </li></ul><ul><ul><li>Choices </li></ul></ul><ul><ul><li>Variation </li></ul></ul><ul><ul><li>Reflection </li></ul></ul>Oral presentation link to a recording written presentation ppt project Voicethread iMovie YouTube video ? A head with arrows depicting many choices for assignment delivery.
  17. 17. <ul><li>Examples </li></ul><ul><ul><li>Debates and discussion on discussion board </li></ul></ul><ul><ul><li>Group work </li></ul></ul><ul><ul><li>Brainstorming </li></ul></ul><ul><ul><li>Warm-up exercises </li></ul></ul><ul><li>UDL Applications </li></ul><ul><ul><li>Include all students </li></ul></ul>
  18. 18. <ul><li>Power Points </li></ul><ul><li>Audio and Visual </li></ul><ul><li>Texts and Notes </li></ul><ul><li>Group Work </li></ul>
  19. 19. <ul><li>This short video will help you to understand the benefits of UDL from the perspective of a student and an instructor. Go to </li></ul>An iconic button to play the video.
  20. 20. <ul><li>UDL Tips </li></ul><ul><ul><li>Use to give structure to a presentation </li></ul></ul><ul><ul><li>Integrate images wherever possible </li></ul></ul><ul><ul><li>Less is more </li></ul></ul><ul><ul><li>Be sure to read slides/pass out and post note pages </li></ul></ul><ul><ul><ul><li>Power point Accessibility </li></ul></ul></ul>
  21. 21. <ul><li>UDL Tips </li></ul><ul><ul><li>Represent language concepts visually </li></ul></ul><ul><ul><li>Campus Tour for students </li></ul></ul><ul><ul><li>Include audio and video recordings </li></ul></ul><ul><ul><ul><li>Laulima 1of 2 </li></ul></ul></ul><ul><ul><ul><li>Laulima 2 of 2 </li></ul></ul></ul>Image of ear with sound waves going in. Image of a woman looking straight ahead with her left eye and with a white flower behind her left ear.
  22. 22. <ul><ul><li>Be sure to include open captioning & audio description </li></ul></ul>
  23. 23. <ul><li>How to add captioning to YOUR OWN videos in YouTube </li></ul><ul><li> </li></ul><ul><li>Other captioning sources </li></ul><ul><ul><li>Automatic Sync Technologies </li></ul></ul><ul><ul><li>YouTube Caption and Titles </li></ul></ul>Picture of man on YouTube video about captions and subtitles.
  24. 24. <ul><li>UDL Tips </li></ul><ul><ul><li>Alternative texts </li></ul></ul><ul><ul><li>Alternative formats </li></ul></ul><ul><ul><li>Instructor and student notes online </li></ul></ul><ul><ul><li>Graphic organizers (f2f) </li></ul></ul><ul><ul><li>Guided notes </li></ul></ul><ul><ul><li>Interactive & descriptive syllabus </li></ul></ul>
  25. 25. <ul><li>UDL Tips </li></ul><ul><ul><li>Strategic discussion groups </li></ul></ul><ul><ul><li>Scaffolding </li></ul></ul><ul><ul><ul><li>Google Docs (need gmail account) </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>Image of a building with scaffolding under construction. <ul><ul><ul><li>Free Websites: </li></ul></ul></ul><ul><ul><ul><li>Weebly - </li></ul></ul></ul><ul><ul><ul><li>Blogger - </li></ul></ul></ul><ul><ul><ul><li>Wetpaint - </li></ul></ul></ul>
  26. 26. <ul><li>UDL Tips </li></ul><ul><ul><li>Use electronic Notetaking </li></ul></ul><ul><ul><li>Encourage enhancement of tech skills </li></ul></ul><ul><ul><li>Ensure online accessibility </li></ul></ul><ul><ul><ul><li>Laulima Accessibility </li></ul></ul></ul><ul><ul><ul><ul><li> </li></ul></ul></ul></ul><ul><ul><li>Utilize online materials </li></ul></ul><ul><ul><ul><li>Text version of location of buildings </li></ul></ul></ul><ul><ul><li>Apply podcasts & videos </li></ul></ul>
  27. 27. <ul><li>To view a syllabus that follows principles of UDL, go to </li></ul>
  28. 28. <ul><li>General Information About Universal Design for Learning </li></ul><ul><ul><ul><li>Center for Applied Special Technology (CAST) </li></ul></ul></ul><ul><ul><ul><li>TRACE Research Center </li></ul></ul></ul><ul><ul><ul><li>National Universal Design for Learning Taskforce </li></ul></ul></ul>
  29. 29.
  30. 30. <ul><li>Universal Design in Postsecondary Education </li></ul><ul><ul><ul><li>SDDL Project </li></ul></ul></ul><ul><ul><ul><li>Renton Technical College </li></ul></ul></ul><ul><ul><ul><li>Equity and Excellence Project </li></ul></ul></ul><ul><ul><ul><li>DO-IT Project </li></ul></ul></ul><ul><ul><ul><li>Faculty Ware </li></ul></ul></ul>
  31. 31. <ul><li>Three training topics: </li></ul><ul><ul><li>UDL </li></ul></ul><ul><ul><li>Multiculturalism or Cultural Diversity </li></ul></ul><ul><ul><li>Mentoring </li></ul></ul><ul><ul><li>If you would like to participate in the study, please contact Steve Brown-SDDL Project Coordinator at [email_address] </li></ul></ul><ul><ul><li>Please refer to the handout for details if interested. </li></ul></ul><ul><ul><li>There is compensation for participating. </li></ul></ul>
  32. 32. <ul><li>Learning Style Inventories </li></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><li>Web Accessibility </li></ul><ul><ul><ul><li>WebAIM </li></ul></ul></ul><ul><ul><ul><li>Power point Accessibility </li></ul></ul></ul><ul><ul><ul><li>10 Steps to Consider for an Online Course </li></ul></ul></ul><ul><ul><ul><li>WWC3 </li></ul></ul></ul>
  33. 33. <ul><li>Did you learn what you wanted to learn? If not, what questions went unanswered? </li></ul><ul><li>Any additional questions about the presentation? </li></ul>
  34. 34. Mahalo! Contact Information: Tracie Ortiz [email_address] SDDL Contact: Steve Brown-Project Coordinator [email_address] Megan Conway [email_address]