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Better Learning by Design 2011 1
UDL As Framework For Professional Development
Charles Rathbone, Universal Design for Learning Grant, UVMEllen McShane, Director, Academic Support Program, UVM
Judith Christensen, Woodside Juvenile Rehabilitation Center, SOV
Date: June 1st, 2011
Better Learning by Design 2011 2
UDL as framework for• Part One: Improving university teaching /
learning for students with disabilities
• Part Two: Improving residential treatment for adjudicated youth
• Part Three: Improving university academic support programs for all students
Better Learning by Design 2011 3
A way of thinking about teaching and learning in classroom settings
1. recent research in cognition and neuroscience of learning
2. knowledge, skills, and enthusiasm for learning for all individuals
3. rich supports for learning
4. reduces barriers to the curriculum
5. high standards
Better Learning by Design 2011 4
Learning SystemsLinked to UDL Principles
• Recognition
• Strategic
• Affective/Emotional
Better Learning by Design 2011 6
Consultation Process
• Collaborative• Staged
– Referral Process / Intake– UDL Review, Reflection, Recommendations– Action Plan Development, Implementation, Evaluation– Follow-Up
• Responsive– Expert knowledge in faculty– Strategic knowledge in team
• Data Based• Open Ended
– Multiple Options
Better Learning by Design 2011 8
RepresentationRating sheet showing principle
subcategories and dimensions of practice (Intentionality and Weight)
Better Learning by Design 2011 9
Action PlanDocument showing how UDL
modification occurs during consult
Better Learning by Design 2011 10
UDL Wheel Course Analysis Relative presence of each UDL Principle for a set of reviewed documents for a given course
Better Learning by Design 2011 11
To Date
• UVM faculty attitude data show (N=108)• Most faculty know little about UDL• Most faculty acknowledge the need• Most faculty would like to improve
• Twenty+ consultees across five units including one teamed course
• Preliminary data– Shifts in practice– Faculty like the process– Student data “in process”– Anecdotal student data positive
Better Learning by Design 2011 12
Examples of shifts for faculty
• Clearer syllabi – organization, alignment• Connecting course content with student information
about selves• More choices for students in completing assignments• More modeling by faculty of what they expect in terms
of student work• Clearer assessment guidelines by faculty• Increased group work with clearer directions about
how to do groupwork: roles, presenting• Surge in faculty awareness of why students don’t get it• Enhanced passion for teaching
Better Learning by Design 2011 13
Part Two
Woodside Juvenile Rehabilitation Center
Putting UDL to Work
Judith Christensen
Better Learning by Design 2011 15
What is Woodside?• Operated by Dept. for Children & Families• Serves male & female adolescents from all
over Vermont• Vermont’s only secure program• Legislature recently “repurposed” as a
psychiatric, mental health and substance abuse treatment program
• Still limited to 10 up to 18 youth in the juvenile justice system
• Can serve up to 28 (30 with CO approval)
Better Learning by Design 2011 16
Woodside School
• Serves all youth regardless of length of stay• 504/special education eligibility is common, but
varies drastically in the population• Common Student Characteristics:
– Significant history of academic challenges– Increasing documentation of behavioral and academic
problems over time– Decreasing motivation: What good is it?– Increasing marginalization: I can’t be successful anyway– Each student is a “class” = 28 different lesson plans– Some “group” lessons are possible
Better Learning by Design 2011 17
UDL at Woodside
• Gaining Teacher commitment:– Completed module 1 as a group– Group discussion at monthly teacher’s meeting– Supposed to take 4 to 6 hours per person– Took from June through September to do this– Each teacher would then do the “Final
Assignment: http://udlonline.cast.org/page/module1/l251/
Better Learning by Design 2011 18
UDL at Woodside• Teacher commitment was OK at that point• Liked what they saw as a group…• but the module still did not relate closely
enough to their own work• The final assignment relied on using a
lesson plan of their own or an example and the Educator Checklist
• Problem: Teachers thought they were already doing it “naturally” – why formalize it?
Better Learning by Design 2011 19
UDL at Woodside – More to come…
• Teachers are working on Module 2 individually
http://udlonline.cast.org/page/module2/l3/ OR• Can use a newer UDL website based on
Guidelines 2.0
http://www.udlcenter.org/aboutudl/whatisudl
http://www.udlcenter.org/implementation/examples
Or other related websites such as http://www.readwritethink.org/classroom-resources/
• Plan is to “show and tell” successes and learning from experience….
Better Learning by Design 2011 20
Woodside – so far
• Representation– Find images that work
– Relate to real life
Better Learning by Design 2011 21
Woodside – so far
• Expression – choice!– Student posters on “How can we protect
essential water?” unit – see example– Each one took a piece of the question
• Invasive species• Phosphorus• Other toxins
Better Learning by Design 2011 22
Woodside – so far
• Engagement – choice again!– Student choice on project– Student choice on how to convey information
• Poster• Speech• Paper• Any combination…
– Variable “deadlines”
There is no end in sight!!! This is a PROCESS, not a PRODUCT
Better Learning by Design 2011 23
Part Three
Improving university academic support systems for all students
E. McShane
Better Learning by Design 2011 24
Academic Support Services• ACCESS: Students with
disabilities
• TRIO/SSS: First generation, limited income, and students with disabilities
• LEARNING COOPERATIVE: tutoring etc.
Better Learning by Design 2011 25
ASP Professional Development
• Trained ASP staff on the principles of UDL• Brainstormed use of the principles• Developed a list of projects• Train new staff on UDL for a common
language
Better Learning by Design 2011 26
Stress Emerged as an Issue
• How can we minimize stress for students?– Could we infuse play? – Looked at our offices
• Lighting• Artwork• Plants• Comfortable chairs• Service dog
Better Learning by Design 2011 27
How to Reduce Student Stress?• Printed Materials and Web Site
– User-centered– Utilize images– Call to action– Use concept maps when appropriate– Create “how to” brochures
• Exam Proctoring Center, Notes, Captioning, Tutoring
Better Learning by Design 2011 28
How to Reduce Student Stress?
• ELL supports– Provide notes– Extended time on tests– Captioning of videos– Peer mentoring: Cultural Cats– Tutoring: Learning Skills– Web supports: Balabolka; Word Web; Read,
Write, Gold
Better Learning by Design 2011 29
How to Reduce Student Stress?
• Executive Functions– Study Skills– Time Management– Online access
• Learning and Motivation Strategies Course• Transition from High School to College
Better Learning by Design 2011 30
How to Reduce Staff Stress?
• Workshop on food, nutrition, and health• Create a safe space as a team
– Restorative Practices• Use of circles• Talking piece• Understanding of the impact of shame• Norms that allow all to participate