Transcript Universal Design for Instruction: Practical Techniques for

Research Based Impacts of
Universal Design Strategies in
Postsecondary Educational
Instruction
Kelly D. Roberts
Associate Professor
University of Hawai`i at Manoa
Center on Disability Studies
Accessing Higher Ground,
Objectives
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Increased understanding of UDL principles
Demonstrated understanding and use of graphic
organizers, guided notes, and the pause procedure
Increased understanding of recent research on
graphic organizers, guided notes, and the pause
procedure
Universal Design for Learning/Instruction
Universal Design is the design of products
and environments to be usable by
everyone, to the greatest extent possible,
without the need for adaptation or
specialized design.” (DO-IT,
www.washington.edu/doit)
Universal Design for Learning
“[Universal Design for Learning] UDL
provides a blueprint for creating flexible
goals, methods, materials, and assessments
that accommodate learner differences.
‘Universal’ does not imply a single optimal
solution for everyone. Instead, it is meant to
underscore the need for multiple
approaches to meet the needs of diverse
learners.” (CAST, www.cast.org)
What is UDL?
“The design of instructional materials and activities
that makes the learning goals achievable by
individuals with wide differences in their
abilities to see, hear, speak, move, read, write,
understand English, attend, organize, engage, and
remember…. by means of flexible curricular
materials and activities that … are built into the
instructional design and operating systems of
educational materials—they are not added on
after-the-fact.” (Council for Exceptional
Children)
What is UDL?
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Simply stated, UDL is good teaching.
The Need for UDL
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Increasingly diverse college student body
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40% 25 or older
31% racial/ethnic minorities
34% attending college part-time
20% increase in international students from 1998-200
Students with disabilities increased from 2.3% in 1978
to 9.8% in 1998 (Henderson, 1998)
Estimates are upwards of 11% in 2013 (Landmark)
The Need for UDL
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Increasing focus on student retention
Shift in pedagogy from delivering instruction
to promoting learning (Fink, 2003)
Barriers reported by students with
disabilities include:
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Unclear expectations
Textbooks inaccessible
Classes taught in lecture format requiring
extensive notetaking
Difficulty attaining accommodations
Origins of UDL
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The foundation for UDL is architecture
Buildings, like instruction, are often
designed for the “average” person
Buildings then need to be retrofitted to
accommodate other individuals
Retrofits (e.g., wooden ramp) are often
expensive, ugly/call attention to user,
solve only one problem at a time
Origins of UDL
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Universal design “consider[s] the needs of the
broadest possible range of users from the
beginning” (Ron Mace, architect; CAST, 2003)
Buildings designed universally from the
beginning, not as an add-on
Increases access for many unintended users
E.g., Ramps, curb cuts, electric doors, captions
Seven Universal Design Principles
(Story, Mueller, & Mace, 1998)
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Equitable use
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Flexibility in use
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Simple and intuitive
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Perceptible information
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Tolerance for error
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Low physical effort
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Size and space for approach and use
Universal Design for Learning
Adds two more
(Scott, McGuire, & Shaw, 2001)
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A community of learners
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Instructional climate
Equitable Use
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Instruction is designed to be useful to and
accessible by people with diverse abilities.
Instruction is identical whenever possible,
equivalent when not.
E.g., All students use pause procedure,
guided notes, and graphic organizers; not
just those with disabilities/low achievers.
Equitable Use
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How do you do this in your
classroom?
Flexibility in Use
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Instruction is designed to accommodate a wide
range of individual abilities. Allow for
alternative means of expression for
demonstrating mastery of course content.
E.g., Using varied instructional methods such as
lectures with a visual outline, group activities,
hands-on activities, & web based discussions.
Allow students the option of doing an oral
presentation, writing a paper, or taking a test.
Flexibility in Use
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How do you do this in your
classroom?
Simple and Intuitive
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Instruction is designed in a
straightforward and predictable
manner. Eliminate unnecessary complexity.
E.g., clear grading rubric, accurate and
comprehensive syllabus, guided notes,
graphic organizers, notes provided in
advance.
Simple and Intuitive
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How do you do this in your
classroom?
Perceptible Information
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Necessary information is communicated
effectively to the students. Provide alternative representations of essential
concepts to allow students to learn course
content through their preferred mean.
E.g., use multimedia and have textbooks
and other reading materials available in
digital format or online for students who
learn through hearing.
Perceptible Information
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How do you do this in your
classroom?
Tolerance for Error
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Instruction anticipates variation in
individual student learning pace and
prerequisite skills.
E.g., option of turning in project components
for feedback, online “practice” exercises,
pause procedure, guided notes.
Tolerance for Error
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How do you do this in your
classroom?
Low Physical Effort
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Minimize nonessential physical effort
in order to allow maximum attention to
learning (does not apply when physical
effort is integral to the course).
E.g., Allow students to use a word
processor for writing essay exams or a
recorder to “take” notes.
Low Physical Effort
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How do you do this in your
classroom?
Size and Space in Approach
and Use
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Consider appropriate size and space for
approach, reach, manipulations, and use.
E.g., In small class settings, use of a circular
seating arrangement allows students to see
and face speakers during discussion.
Size and Space in Approach
and Use
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How do you do this in your
classroom?
A Community of Learners
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The instructional environment promotes
interaction and communication among
students and between students and faculty.
E.g., Structure study groups, discussion groups, email lists, and chat rooms; make a personal
connection with students; learn students’
names; individually acknowledge excellent
performance; & use pause procedure (w/lectures).
A Community of Learners
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How do you do this in your
classroom?
Instructional Climate
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Instruction is designed to be welcoming
and inclusive. High expectations are in
place for all students.
E.g., Highlight diverse thinkers who have
made significant contributions to the field or
share innovative approaches developed by
students in the class.
Instructional Climate
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How do you do this in your
classroom?
UDL – The Research Base
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Limited experimental research located
examining the effectiveness of UDL in
postsecondary environments.
UDL is an umbrella term (i.e., a set of
principles) that is difficult to assess.
UDL - Operationalized
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There are practices consistent with
the principles of UDL.
Researchers at the University of
Hawai`i operationalized the
principles of UDL to conduct
research.
UDL Operationalized
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Pause Procedure
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Guided Notes
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Graphic Organizers
The Pause Procedure:
What is it?
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Provide students with short (e.g., 2-minute),
periodic breaks to review notes and discuss
content
Pauses typically given at natural breaks in
class approximately every 15 minutes
Pauses can be
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An independent review of notes and/or short
reflective writing assignment
A group (often dyad) discussion of notes
Guided Notes: What are they?
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Guided notes are teacher prepared handouts
that guide students through a lecture
Identify the most important course
content that students must learn and retain
via lecture.
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Less can be more.
Delete key facts, concepts, and
relationships from the lecture outline,
leaving the remaining information to structure
and contextualize students’ note taking.
Guided Notes: How to …
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Insert cues (e.g., asterisks, lines, bullets) to
indicate where and how many facts or concepts
to write.
Use other symbols to indicate where students
can add own examples/answer questions for
review () or to emphasize “big ideas” ()
Leave plenty of space to write and don’t
require too much writing
Include additional resources such as URLs
and references
GUIDED NOTES – EXAMPLE
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Research-based Practices
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Research-based practices are supported as being effective by
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Science is a systematic and logical approach for avoiding false
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and false
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Research can be a powerful and reliable method for
determining what works
However, science is a
process and
evidence accrues over time
No one study is
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Graphic Organizers:
What are They?
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A graphic organizer is a visual and
graphic display that depicts the
relationships between facts, terms,
and or ideas within a learning task.
Examples include: Advanced organizers,
Venn diagrams, concept/spider/story
maps, flowcharts, hierarchies
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In contrast to one-dimensional outlines
Graphic Organizers: How to …
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Can provide completed GOs to
students
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Students can construct own GOs
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Learn by viewing
Learn by doing
Students can complete partially
completed GOs
GRAPHIC
ORGANIZER
EXAMPLE
Best Practices
_________________
__________________
__________________
Research-based Practices
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1. All evidence-based practices (EBPs) are _________________ and ____________________.
2. All research-based practices (RBPs) are _________________, but many RBPs are not
_________________ .
3. Many best practices are neither _________________ or _________________ .
Evidence-based Practices
______________________________
______________________________
__________________
Research on UDL - as Pause
Procedure, Guided Notes, &
Graphic Organizers
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Video Lecture on Evidence Based Practices
 Lecture Only
 Using Pause Procedure
 Using Guided Notes
 Using Graphic Organizers
Recruitment
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Students recruited from UH system
institutions
Students receive $10 gift card for first
quiz
Students receive $20 gift card for quiz
completion 2-week later
Procedures
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Students watched a video lecture under
one of the four conditions
Students took a quiz immediately after
the lecture
Students took a quiz two weeks later to
access long term recall
Student
Demographic
Information,
Student
Demographic Information, SDDL
Video Lecture Series UDL
Video Lecture Series
Freshmen
46
Sophomores
55
Juniors
28
Seniors
14
Students With Disabilities
24
Students Receiving
Services
17
Graphic Organizer Condition
34
G uided Notes Condition
32
Pause Procedure Condition
29
L ecture Only
(Control Condition)
48
N = 143.
Control vs. Treatment Immediately after Lecture
Figure 1. Graph of, t-test results on 10 question quiz immediately
following lecture by group.
*Difference between treatment and control group highly significant
(p < .001).
Control vs Treatment – 2 weeks Post
*Difference between treatment and control group not significant at
Wave II.
Note. Drop in scores between time points was significant for both
groups between waves.
Control & Each Treatment Group, Immediately and 2 Weeks After
Graph of ANOVA, t-test results on 10 question quiz by time point and
group.
Note. All groups’ mean scores significantly declined between time points
Immediately Following
Lecture
Implications for postsecondary
education instruction.
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Each procedures appears to improve
initial recall
Participants using Guided notes had
significantly better recall 2 weeks later
Hopefully this study will influence
additional research
Limitations to the Study
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Recruitment
Difficult test
Students not randomly assigned to
groups
Questions?
Kelly D. Roberts
[email protected]