Universal Design for Learning: A framework for good teaching, a model for student success
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Transcript of Universal Design for Learning: A framework for good teaching, a model for student success
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Craig Spooner, Project CoordinatorThe ACCESS ProjectColorado State University
Universal Design for
Learning: A framework for good
teaching, a model for student success
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Big Question #1
Who are your
students?
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Today’s students are diverse
Nontraditional
Gender
Disabilities
Learning Styles
Ethnicity & Culture
Native language
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Nontraditional Students
Percentage of undergraduates with nontraditional characteristics: 1992–93 and 1999–2000
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Nontraditional Students
Highly motivated & Achievement oriented Financial and family concerns are two of the biggest concerns Stronger consumer orientation (education as an investment) Need flexible schedules to juggle non-school-related
commitments and responsibilities
Value opportunities to integrate academic learning with life and work experiences Want applicability to the real world Prefer more active approaches to learning
Relatively independent Lack of an age cohort Instruction appropriate for their developmental level
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Men & Women at CSU
Undergraduate Graduate Veterinary Medicine0
2,000
4,000
6,000
8,000
10,000
12,000
10,308
1,766
130
10,896
1,905
408
Men Women
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Disabilities
Both short-term and long-term, apparent and non-apparent Mobility Impairments Blindness/Visual Impairments Deafness/Hearing Impairments
Learning Disabilities Attention Deficit Disorder (ADD/ADHD) Autistic Spectrum Disabilities Traumatic Brain Injury (TBI) Post Traumatic Stress Disorder (PTSD)
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Disabilities
National statistics: 11.3% of undergraduates report some type of
disability*
Colorado State University 7%–11% (ACCESS Project research, 2007-09) Non-apparent disabilities are by far the largest
proportion and growing Only a small percentage seeks accommodations
*National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009
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Learning Styles
1. Visuala) Visual-Linguistic (reading and writing)b) Visual-Spatial (graphs and pictures)
2. Auditory (listening)
3. Kinesthetic (touching and moving)
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Ethnicity & Culture
CSU Students CSU FacultyMinority 13.6% 12.8%International 3.5% 4.7%
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Native Language
Language barriers for both students and instructors
Affects written and verbal communication
Potential barriers to comprehension
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Language Quiz 1
What is your good name, sir?
A. Full name
B. Last name
C. Nickname or pet name
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Language Quiz 2
I say there are 100 Krore stars in the sky. You say the stars number 10,000 Lakh.
Do we agree?
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Universal Design for Learning
Universal Design for Learning
is a set of principles and techniques for
creating inclusive classroom instruction
and accessible course materials.
teaching
technology
“”
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History of UDL
Universal Design (UD) Accommodate the widest spectrum of users
without the need for subsequent adaptation Public buildings, city streets, television, kitchen
utensils…
Universal Design for Learning (UDL) Inclusive pedagogy Applies to both teaching and technology
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UDL: a framework for inclusive pedagogy
1. Information and concepts are represented in multiple ways and in a variety of formats.
2. Students are given multiple ways to express their comprehension and mastery of a topic.
3. Students engage with new ideas and information in multiple ways.
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Representation
Ideas and information are represented in multiple ways and in a variety of formats Lectures are great! Group activities Hands-on exercises Text + Graphics, Audio, Video Usable electronic formats (e.g., Word, PDF,
HTML)
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Expression
Students express comprehension and mastery in multiple ways Oral presentation Written essays Projects/Portfolios/Journals Performance Multimedia (text/graphics/audio/video)
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Engagement
Help students get engaged in a variety of ways express your own enthusiasm! challenge students with meaningful, real-world
assignments give prompt and instructive feedback on
assignments make yourself available to students during office
hours in flexible formats
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Seven principles of good practice in undergraduate education*
Good practice in undergraduate education: encourages contact between students and faculty develops reciprocity and cooperation among
students encourages active learning gives prompt feedback emphasizes time on task communicates high expectations respects diverse talents and ways of learning
*Chickering and Gamson, 1986
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Represen-
tation
Expression
Engage
ment
UDLFramework
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Big Question #2
Who are your
students?
What are CSU’s Goals?
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CSU’s Strategic Goals
Goal 5: Access, Diversity, and Internationalization
Goal 6: Undergraduate Curriculum and Advising 6.2: Enhance programmatic accessibility for students
with physical, learning and other disabilities
Goal 7: Active and Experiential Learning Opportunities
Goal 10: Student Engagement Outcomes (curricular and co-curricular)
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CSU’s Strategic Goals
Goal 9: Learning Outcomes critical thinking writing
Goal 8: Retention and Graduation CSU’s first-year retention rate: 82% 6-year graduate rate: 63%
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ACCESS Project
Target persistence and retention issues in “gateway” courses
Scholarly research
Partnering with TILT in dissemination
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Big Question #3
Who are your
students?
What are CSU’s Goals?
What’s your Instructional Philosophy?
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Represen-
tation
Expression
Engage
ment
UDLFramework
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The ACCESS Project, Colorado State UniversityFunded by U.S. Dept. of Education, Office of Postsecondary Education, Grant #P333A080026
Thank you!Website: accessproject.colostate.edu
Craig [email protected]