1. Maria Bacigalupo Curry College

2.  Instructional climate ◦ What’s in your wallet? ◦ Partner introductions  Speaker introduction ◦ Q: Who may remain for Part II?

3. What if? Parts I and II Why? Part I How? Part II What? Part I

4.  Why universally design? ◦ Civil Engineers: Research to avoid accidents  Intersections  Road ends here ◦ Health and Safety Committee: mishaps ◦ I’m not a teacher, I’m a professor  What if we universally designed? ◦ We repaired the pavement ◦ Took responsibility for intersections of learning ◦ Checked to see if they learned what we thought we taught

5.  Why? ◦ Competition is an American value ◦ But so is pluralism, diversity, the American dream ◦ Integrity: Stephen L. Carter (Yale)  Doing the research to determine right from wrong  Taking a stand, even at personal cost  Making that stand known…speaking it ◦ Obligation to prepare students: Informed citizens  Basing votes on considered research  Take a stand  Write, speak or act about it

6. ◦ What if? We became more transparent  about what we teach  how we teach it  How it is aligned to overarching goals  How successful we are ◦ What if? More curriculum was transparent? ◦ What if? We made outcomes transparent? ◦ What if? Our success rates were transparent?  Akin to disclosing hospital infection rates ◦ What if? We took responsibility for intersections of learning?

7.  What if? More students succeeded?  More disabled students  More bi-lingual students  More students from lower SES backgrounds  More minority students  More women  More adult students  More average and gifted students with varying learning styles  Everyone in the class “got it” better?  Woohoo!

8.  Aligned Curriculum  Universal Design for Instruction (UDI) ◦ Shaw; McGuire (U Conn)  Differentiated Instruction (DI) ◦ Tomlinson

9.  Once I thought teaching professors about how to accommodate all (as in each and every) student with a different disability made sense  BUT: the teacher professors connect most primarily to their field of study  Our field of study (disabilities) is not theirs

10. ADD Reading Math Writing Language disorders Non-verbal LD Organizational/Executive Function Blind Deaf Physical disabilities etc Co-existing: Depression Substance abuse OCD

11.  Too much to ask  Too much to expect  BUT ◦ What if we could design curriculum that accommodated a large range of learners? ◦ That could work! ◦ BUT ◦ We need a simple framework for understanding  on which to hang ideas  There are two: U Conn and Tomlinson

12.  9 Principles of Universal Design  Pp120-121 (handout)  By Scott, McGuire and Shaw  © 2001  Arose out of disabilities movement  “UD” – Architecture ◦ Need no further adaptations ◦ Happy side-effect – beneficial to many non- ”disabled”  Constraint: not complete framework for understanding

13.  Differentiated Instruction (DI) ◦ Emerged from gifted education ◦ ©1999

14. ContentProcess Product

15.  What we teach ◦ Content ◦ Books ◦ Lecture notes ◦ Films ◦ Overarching goals ◦ Explicit curriculum ◦ Implicit curriculum (hidden curriculum)  Values  Collateral skills

16.  Often left out of higher education classrooms  Time to process understandings  Embedded assessment  Time to determine if they learned what you thought you taught!  Biology professor  Whistling cartoon  Homework (but ungraded): making it high stakes makes it “product” or summative assessment

17.  For a fair selection… (handout)  Summative assessment  Exams  Papers  Projects  Rubrics – help with communication about teaching and learning (handouts) ◦ Professors ◦ Students

18.  Instructional environment  Building Classroom Culture ◦ Eliot Aronson – jigsaw ◦ Tribes: a way of learning and being together  What’s in your wallet?  Partner introductions

19. ReadinessInterests Learning Styles

20.  I yam what I yam (Popeye)  Start me where I yam  Give me access to the curriculum ◦ Literary tea party ◦ A choice of content books ◦ A choice of articles ◦ A choice of submitting drafts of papers  Challenge me! ◦ Bloom (handout) ◦ Objectives (handout)

21.  Self-explanatory ◦ Let Mgt majors do one project ◦ Let Ed majors do another ◦ Let CJ majors do a third ◦ All relevant to the coursework and their field of study

22.  Gardner’s Multiple Intelligences (handout)  Bernice McCarthy (Why, what, how, what if)  Gregorc ◦ concrete v abstract ◦ random v sequential

23. Content ReadinessInterests Learning Styles Process ReadinessInterests Learning Styles Product ReadinessInterests Learning Styles

24.  To multitude of ideas  Jigsaw – ◦ ah! Principle 7, 8 and 9 (U Conn), and ◦ Content and Process by readiness and interests  Literary tea party ◦ Ah! Principle 1 ◦ Content by readiness and interests, maybe learning styles

25.  Improves communication (across disciplines) about teaching and learning ◦ Inclusive and universal principles ◦ Classroom environment ◦ 3 elements of teaching and 3 elements of inclusion for ALL learners  Content  Process  Product  Readiness  Interests  Learning styles ◦ Challenges students to proficient and above level of performance

26.  How: Curriculum and Instruction Organizer  What if: to start: Introductory level courses had C&I Organizers with the curriculum aims of the department made explicit. ◦ How it aligns to the mission(s)(Dept and college) ◦ Articulated course outcomes ◦ Articulated challenge level (Intro? Reinforced? Mastery?) ◦ Potential processes, embedded assessments, and products to use ◦ Articulated classroom climate departmental expectations/hopes