1. Cathy Jenner cjenner@RTC.edu cjenner@RTC.educjenner@RTC.edu 425-235-2352

2.  Learn basics about UDL  Discover and share strategies  Be able to identify UDL elements  Design with UDL principles

4. Name some of the barriers and student learning concerns that exist in your classes.

5. 28% of first-time, FT, associate degree-seeking CC students graduate with a certificate /associate degree within 3 years 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

6. National Center for Education Statistics 2008, Special Analysis for CC

7. 50 % completion rate Start college older Tend to be part-timers Likely to interrupt college Work full time

8. Have families to support More first generation Limited English skills Lower income More with disabilities Bailey, Jenkins, and Leinbach (2005)

9. 9 -problems with time management 8 -recent major loss 6 - history of absenteeism in school 5 -vision problems 3 -hearing problems 2 -had LD in their families 1 -diagnosed LD 1 -had been in Special Education

10.  72 % low income  41 % minority  40% new to college  30 % over 30 years old  20% single parents  9% disabled—(more like 20%)

11. And Where Did It Come From? What is Universal Design for Learning

13. " 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. 1941-1998 Ron Mace, founder and program director of The Center for Universal Design, N.C.

14. 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.

17. Universally designed

18. UDL Project_1.wmv

19.  Accessible  Consistent  Flexible  Explicit  Supportive  Minimizing Physical Effort  Effective Learning Space University of Guelph

20. Activity: Take the Pre-Test Is the following website ACCESSIBLE?

24.  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

25. An instructor uses a rubric that has very similar structure for all assignments.

26.  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

27. “Students must purchase the following 3 texts books, current edition. All readings will be from these 3 texts.”

28.  Providing choice in materials, assignments  Resources that can be accessed in class, at home, at Library  Variety of strategies for teaching

29. The instructor goes over the syllabus at the beginning of class and then reviews it again about a week later.

30.  Rules clearly explained more than once  Help students with “College Knowledge”  Face class and make eye contact  Use a microphone

31. “You will be graded on two papers. One paper is due at midterm and one paper is due at the end of the class.”

32. “Assignments MUST be handwritten in black ink.”

34.  “Pod seating” versus theatre seating  Lab or Cluster classes –how to lecture  Seating for left handers

35. Making it EXPLICIT: Pre -THINKING Increases Learning The Pluses of Getting it Wrong, Scientific American Mind, March/April 2010

36. Activity: Quick Learning Assessment Name 3 of the 7 principles

37.  Supportive—doesn’t necessarily call on the “smartest” person  What other elements?  Encourages active learning  Engagement

38. Multiple means of:  Representation  Engagement  Expression www.CAST.org

39. Video ClipVideo Clip: empowering the next generation

40. Do your students understand?  Abbreviations  Acronyms  Mathematical symbols

41. Multiple ways of finding out what students know: TestsProjectsDemonstrations

42. MotivationMeaning Appropriate level(s) of challenge Assistance to become more independent

43. ENGAGING EXPLICIT

44. Representation Expression Engagement Flashcards: A way to represent connection of words and meanings, for example Flashcards: may be enjoyable for some students

45.  Write out a strategy  Make it as detailed as possible  Include your name  Please post your strategy on the chart. Multiple Means of Representation, Engagement and Expression

46. Read the strategies

47. Affective Network: Why? Strategic Network: How? Recognition Network: What?

48. AFFECTIVE STRATEGIC

49. Activity: Pair and Share Make it explicit: REPETITION STRATEGY -engagement -expression

50. Recognition—something you already knew you already knewStrategic—Scaffolding- attaching new to previous information attaching new to previous information Affective-used personal information What did we do?

51. Encoding -attention, attaching and repeating -attention, attaching and repeatingStorageRetrieval Illustration by Brian Stauffer '93.

52. Repetition alone is good for rote responses Rehearsal (attaching in multiple ways) promotes deeper learning

53.  Write out a REHEARSAL strategy  Make it as detailed as possible  Include your name  Please post your strategy on the chart. ACTIVITY

54.  Video clip on memorizing Video clip on memorizing Video clip on memorizing  Flashcards and Keywords  Stories Why Testing Boosts Learning, Scientific Mind, 2/1/2011

55. The Heart Two phases of the heartbeat: Diastole =Relaxation Systole =Contraction Diastole-systole cardiac cycle : 70-80 times per minute 100,000 times a day Pumps about 5 quarts of blood in a minute

56.  Teach students how memory works and have them practice!  Which brain networks? Recognition, Strategic and Affective  Multiple means of ? Representation, Engagement and Expression

57. Retrieval and expression demonstrate learningRetrieval and expression demonstrate learning Self-Testing enhances long term memory more than studyingSelf-Testing enhances long term memory more than studying

58.  Reference David Sousa Degree of Retention Prime-time-2 Down-time Prime-time-1 0 10 20 30 40 Time in Minutes

59. Divided Alternating

60. Digital Natives Versus Digital Immigrants Prensky, 2001

61. Mimio Interactive Whiteboard Document Camera Interactive Panel Display Tablet PC -VIDEOPC -VIDEO

62.  BINGO (video) BINGO (video) BINGO (video)  Guided Notes  Organizing Skills  Cornell Notetaking

63. Activity: Syllabus Scavenger Hunt Find the UDL elements on the syllabi

65. Activity: Compare Before and After Go Online to see the UDL Version of the Expository Writing Syllabus in your packet. The address is on the bottom of the handout.

66. Activity: UDL Syllabus Redesign Use the UDL examples and Rubric in your handouts to begin redesigning your syllabus or a sample syllabus.

67. Activity: Explore for Strategies

68. http://lessonbuilder.cast.org/ Create an account and use the template to work on a lesson plan OR Look at the samples for ideas for how to redesign. Make sure to click on the UDL Connections buttons!

69. Activity: Online Instruction Group Read “Group Read” the design suggestions on p.112 of the Universal Instructional Design Principles for Moodle article by Tanya Elias, Athabasca University

70. Meet the needs of diverse learners Be MINDFUL about removing barriers to learning Be MINDFUL about removing barriers to learning Reduce the need for individual accommodations

71. 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!

75. From Washington State Board data

76. 2006-07 survey of students in UDL classrooms -98% reported that UDL positively affected their ability to learn. 2006-07 survey of students in UDL classrooms -98% reported that UDL positively affected their ability to learn.

78. 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

79. significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. 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)

80. LD includes Central Nervous System Dysfunction Problems in: Self-regulatory behaviorsSelf-regulatory behaviors Social perceptionSocial perception Social interactionSocial interaction “From Here to There with a Learning Disability “Video

81. Input - getting info in Integration -making sense of info Memory -storing Output -getting info out

82.  Attention  Reasoning  Processing  Memory  Communicating  Reading  Writing  Spelling  Time management  Calculation  Coordination  Social competency  Emotional maturity

83. What’s it like to have Dyslexia-video What’s it like to have Dyslexia-video

84. Activity: Dyslexia Simulation Wh at if YqU h Ad a  ng dis0rd$r?

85. Any breed of dog can be kept as pets. Breeding, size, and other features, however, can make some more suitable than others. If one buys a purebred dog, he can select one that has the traits best suited to his needs. He must be sure to get the certificate that that gives the date of birth and certificate number.

86. As many as 80% of students with learning disabilities have reading problems. reading problems. 20 % of prison population has diagnosed or undiagnosed LD. 50 % has literacy issues. Dyslexia Institute, March 2005.

89.  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

90. Activity: LD Quiz On Line http://webs.rtc.edu/udl Under Professional Development

91. Adult ADHD-Solving the Mystery Video

92. 92 Chemical imbalance or deficiency in certain neurotransmitters Rate at which brain uses glucose is lower in ADHD than those without (Zametkin et al, 1990) Depressed release of Dopamine (Volkow et al, 2003 Depressed release of Dopamine (Volkow et al, 2003

93. without medicineon Adderall Images courtesy of Daniel Amen, MD – Amen Clinics, Inc., Newport Beach, CA ADD -Inattentive

94.  7.5 % of children and adolescents have ADD/ADHD  If one person in a family is diagnosed there is a 25% - 35% probability that another one has. --National Institute of Health

95. From David Sousa, How the Special Needs Brain Learns, 2001ADHDADD Decision Making:ImpulsiveSluggish Attention Seeking:HighLow Assertiveness:HighLow Recognizing Boundaries: PoorGood Popularity:Attracts friends easily but difficulty maintaining Hard to attract friends; more reclusive, but maintains friendships Co Morbidity:O.D.D.Depression

96. Steve Becker, PhD NORMAL ADD/ADHD Time Threshold when learned

97.  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)

98.  Persistence  Patience  Creativity  Empathy  Humility  Hard working  Good social skills  Artistic  Deep thinkers  Independent workers  Entrepreneurial

99.  Sometimes called “High- Functioning Autism” (“HFA”)  Main dysfunction is trouble with social skills Dr. Temple Grandin, world famous doctor of animal science and author.

100. ASDADHD Social Awareness NaïveAware FriendshipShySeeks others Personal SpaceUnawareMay violate Social interaction Doesn’t “get it” Can be extreme

101. ASDADHD MoodDepressedAgitated SpeechFormalRapid AcademicsGoodBelow average RoutineLikesGrows bored

102. Treatment for TBI video Treatment for TBI video Treatment for TBI video Treatment for TBI video

103.  Fatigue  Headaches  Visual disturbances  Memory loss  Poor concentration  Sleep disturbances  Dizziness/loss of balance  Irritability- emotional disturbances  Feelings of depression  Seizures