1. Cathy Jenner cathy-jenner@comcast.net ConnectsCounseling.com

2. Introductions Pre Survey

3. Understanding the need for UDL. Why learn a new teaching paradigm like UDL? Why learn a new teaching paradigm like UDL? Basics of UDL. What is UDL and how does it work? Understanding the “typical learner”. How does knowing how learners learn impact how teachers teach? How do we apply what we know?

4. Take a moment to write down some of the challenging behaviors or problems that students bring to the classroom or to your environment.

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. " 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.

7. 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.

8. Activity

9. Universally designed

10. Questions to Ponder: How are you impacted by learner variability? Does variability make your job more complex or more fulfilling? Variability Matters Video, Dr. Todd Rose of CAST Video

11.  Accessible  Consistent  Flexible  Explicit  Supportive  Minimizing Physical Effort  Effective Learning Space http://www.uoguelph.ca/tss/projects/uid/index.html

12. Multiple means of:  Representation  Engagement  Expression How do we do it?

13. Do your students recognize and understand?  Abbreviations  Acronyms  Mathematical symbols  What else??

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

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

16. Representation Expression Engagement Flashcards: A way to represent connection of words and meanings Flashcards: may be enjoyable for some Students, can be physical Flashcards: Students can use them to self quiz and show what they know

17.  Think of a strategy that you use.  How does it offer “multiple means”?

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

19. Activity: Suppose you gave this picture to your students and asked them to write a paragraph on their opinion of it. How do the networks come in to play? What if a student had a deficit in one of the networks?

20. Think about your main form of teaching or presenting information. Which networks are called on most? What might go wrong for students who have barriers in some of the networks?

21. UDL Users Group Video

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

23. Interactive Whiteboard Document Camera http://4teachers.orghttp://4teachers.org: http://www.teachingwithtech.net/ http://www.cmu.edu/teaching/technology/www.cmu.edu/teaching/technology http://larryferlazzo.edublogs.org/about/my-best- of-series /

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

28.  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

29.  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

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

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

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

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

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

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

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

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

39. Making it Explicit: Half the Info Strategy Why does it work Why does it work ?

40. 1. Effective Learning Space (physical or online) 2. Accessible 3. Flexible 4. Consistent 5. Explicit 6. Supportive 7. Minimize unnecessary physical effort

43. 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. Data from Renton Technical College UDL Project: http://webs.rtc.edu/ii/UDL%20Project.htm

44. From Washington State Board data http://webs.rtc.edu/ii/UDL%20Project.htm

45.  www.CAST.org www.CAST.org  www.UDLcenter.org www.UDLcenter.org  www.access- ed.r2d2.uwm.edu/Learn_UDE/ www.access- ed.r2d2.uwm.edu/Learn_UDE/ www.access- ed.r2d2.uwm.edu/Learn_UDE/  http://webs.rtc.edu/ii/dsdp.html http://webs.rtc.edu/ii/dsdp.html  http://www.tacomacc.edu/cms/One.asp x?portalId=43428&pageId=66310 http://www.tacomacc.edu/cms/One.asp x?portalId=43428&pageId=66310 http://www.tacomacc.edu/cms/One.asp x?portalId=43428&pageId=66310

46.  http://www.youtube.com/user/SeattleCe ntralSCCC - created by a Washington State UDL users group http://www.youtube.com/user/SeattleCe ntralSCCC http://www.youtube.com/user/SeattleCe ntralSCCC  http://www.youtube.com/watch?v=7SG1IwzHhi U-- shows how a college uses assistive technology to improve learning http://www.youtube.com/watch?v=7SG1IwzHhi U-- http://www.youtube.com/watch?v=7SG1IwzHhi U--  http://www.washington.edu/doit/Video/index.p hp?vid=13 By DO-IT program of UW, Equal Access through UDL http://www.washington.edu/doit/Video/index.p hp?vid=13 http://www.washington.edu/doit/Video/index.p hp?vid=13

47. How does knowing how learners learn impact how teachers teach?

48. 1. Encoding 2. Storage 3. Retrieval

49. Getting it in -attention -attention-attaching-repeating

50. 1. Repetition 2. Rehearsal Two main ways to encode into longer term memory:

51. Dr. John Medina, Director of Seattle Pacific University’s Brain Center for Applied Learning Research Within 30 secondsWithin 30 seconds Again 1-3 hoursAgain 1-3 hours Again 24 hoursAgain 24 hours Repeat over and over!Repeat over and over!

53.  Elaboration (keywords, pictures)  Example: Perinatology  Using Stories  Mnemonics

54. 2. Rehearsal (attaching in multiple ways) promotes deeper learning but not necessarily memorization necessarily memorization

55. Take a minute to think of a lesson that requires both memorizing (repetition) and deeper understanding (rehearsal). Are you teaching students to use both kinds of strategies? If not, what can you change? ACTIVITY

56.  Teach how encoding works and encourage practice  Pay attention to brain networks Recognition, Strategic and Affective  Use multiple means of Representation, Engagement and Expression Improving students’ ENCODING

58. Retrieval + Expression demonstrate learning Self-Testing enhances long term memory more than studying Teach students that they have to practice retrieval, using how they will be assessed!

59. Divided Alternating

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