The broad objectives of this session are to gain insight into the transition process from the K-12 environment to the post-secondary context for students with accommodations and review some student-centred teaching strategies/practices that can enhance student engagement, diversity and success

Baker, Nick

Cobb, Cam

Stolarchuk, Lorie

Scholarship at UWindsor

University of WindsorScholarship at UWindsorCentre for Teaching and Learning Presentations andGuides Centre for Teaching and Learning3-2013Universal Design for Instruction and TeachingStrategiesLorie StolarchukUniversity of WindsorNick BakerUniversity of WindsorCam CobbUniversity of WindsorFollow this and additional works at: http://scholar.uwindsor.ca/ctlpresPart of the Higher Education and Teaching CommonsThis Presentation is brought to you for free and open access by the Centre for Teaching and Learning at Scholarship at UWindsor. It has been acceptedfor inclusion in Centre for Teaching and Learning Presentations and Guides by an authorized administrator of Scholarship at UWindsor. For moreinformation, please contact scholarship@uwindsor.ca.Recommended CitationStolarchuk, Lorie; Baker, Nick; and Cobb, Cam. (2013). Universal Design for Instruction and Teaching Strategies.http://scholar.uwindsor.ca/ctlpres/2   Lorie Stolarchuk Learning Technologies Educational Consultant Nick Baker Acting Director Office of Open Learning Cam Cobb Faculty, Faculty of Education March, 2013  1 Universal Design for Instruction  and Teaching Strategies    2 Everybody is a genius.  But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.  http://goo.gl/4rILh http://www.joebower.org/2011/08 Our Perspectives and Background • Nick • Lorie • Cam 3 Introduction  The broad objectives of this session are to: • Gain insight into the transition process from the K-12 environment to the post-secondary context for students with accommodations  • Review some student-centred teaching strategies/practices that can enhance student engagement, diversity and success   4 4 The K-12 Context  • Before we delve into UDI at the post-secondary level I will briefly introduce the K-12 context.  5 Learning Outcomes  • In learning exchanges educators foster opportunities for learners to develop skills.   • K-12 educators often draw these skills from the Ontario Curriculum.    6 Learning Needs  • Skills can be demonstrated in different degrees and in different ways.   • Needs exist in degrees. They are also varied. 7 IEP   • Individual Education Plans (IEPs) can lead K-12 educators to personalize support.   • But K-12 educators do not need IEPs to provide support.    8 Accommodations/Modifications   • K-12 supports often involve accommodations and/or modifications.  • Modifications involve a change in grade level expectations.  • Accommodations link to instructions, program delivery, and assessment 9 Differentiation  • Differentiation strategies can be embedded in daily routines and can also be task-specific.  • Differentiation can also be physical, socio-emotional, responsive to religious believes and practices, … 10 Differentiation   • What is cooperative learning (16)?  • What is a project-based approach (16)?  • What is a problem-based approach (17)?  • What is explicit instruction (17)? 11 Universal Design  • How can we be flexible (11)?  • How can we design spaces (11)?  • What are the overall and specific objectives/expectations? Are they appropriate (12)?  • What sorts of pedagogical materials are used (13)?  • What sorts of technological tools are used (13)?  12 What happens in a post-secondary context with …  • Modifications?  • Accommodations?  • Differentiation?  • Universal Design? 13 A Post-secondary Classroom Source:  Bryson, J.(2003).  Universal Instructional Design in Post-secondary Settings, An Implementation Guide, page 15 14 Definitions (UD, UDE, UID)  Universal Design (UD) • A concept developed in architecture that aims to design products and environments to be usable by all people, to the greatest degree possible, without the need for adaptation (Hebdon, 2007).  • Example:  Creating a universal pair of scissors, rather than ‘handed’  15 Definitions  (UD, UDE, UID) cont’d Universal Design in Education (UDE) • UDE is the application of Universal Design philosophies to education. Therefore, it seeks to create educational processes, learning environments, teaching strategies, etc. that are useable by the greatest diversity of people possible (Samuels, 2007).      16 Definitions  (UD, UDE, UID)  cont’d • This results in course design and delivery that considers the potential needs of all learners and identifies and eliminates unnecessary barriers to teaching and learning, while maintaining academic rigor (Coomber, 2007; Burgstahler, & Cory, 2008). 17 Definitions  (UD, UDE, UID) cont’d Universal Instructional Design (UID) • UID, also referred to as Universal Design for Instruction (UDI), is Universal Design applied to instructional products and environments. This provides a set of principles that can be used as a framework for developing courses and teaching strategies.    18 Universal Design (UD) Products Environments Universal Design in Education (UDE, UDHE) Instruction Services Information  Technology Physical Spaces Universal Design for Instruction (UID, UDI) 9 Principles Applications (Burgstahler &  Cory, 2008) 19 What does this mean?   • Provide the same means of use for all students: identical if possible, equivalent when not.  • Designed to be useful to and accessible by people with diverse abilities. Equitable Use:   20 • Make class notes available online in a variety of formats, preferably ahead of time, so students can access information with their preferred software, equipment, and at a convenient time.   21 Example: Equitable Use - Online Flexibility in Use:    What does this mean?  • Instruction designed to accommodate a wide range of individual abilities • Provide choice in methods of use  22 Example: Flexibility in Use – F2F • Use varied instructional methods, such as, student presentations, mind/concept maps, guest lecturers, active learning techniques, outlines and group activities in class (and online).    • Lecture with a visual outline, group activities, use of stories to provide different ways of learning and expressing knowledge.     Adapted from:  Burgstahler, 2006 and http://www.facultyware.uconn.edu/UDI_examples.htm   23 What does this mean?  • Instruction is designed in a clear, predictable and straightforward manner, consistent with user expectations, knowledge, language skills or current concentration level.  • Unnecessary complexity or distractions are reduced or eliminated. Simple and Intuitive 24 Example: Simple and Intuitive – F2F • Providing grading rubrics that clearly lay out expectations for exam performance, papers, or projects  Adapted from:  UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.  25 What does this mean?  • Necessary information communicated effectively regardless of ambient conditions or student’s sensory abilities   Perceptible Information:  26 • Instructors speak directly and clearly to students, consider using a microphone, and make eye contact with students  • Avoid turning back on audience while continuing to talk • Supplement in-person contact with online communication 27 Example: Perceptible  Information-F2F Tolerance For Error   What does this mean?  • Anticipate variations in learning pace and skills • Anticipates mistakes that students make and helps to overcome and make a learning experience from them    Photo from: http://www.gettyimages.ca/ 28 • Capturing logs of online threaded discussions for students to reference over the course of the semester  • Consistent navigation or announce when structure of course site changes in advance of change 29 Example: Tolerance For Error - Online What does this mean?  • Eliminate any unnecessary or irrelevant physical effort (unless tied to essential requirements) • Learning should be about the material not about obtaining the material  Minimize Unnecessary Physical Effort or Requirements 30 • Providing access to supplementary and required reading (where possible) through links to reference material vs. requiring to physically going to library to access • Allow students to use word processor for writing and editing papers or exams   31 Example: Minimize Unnecessary Physical Effort or Requirements – F2F What does this mean?  • Consideration for appropriate size and space for approach, reach manipulations and regardless of student’s body size, posture, mobility and communication needs   Size and Space for Approach and Use http://www.allextensions.com.au/images/portfolio/img2.jpg 32 • Arrange seating to encourage participation, giving each student a clear line of sight to the instructor and visual aids and allow room for wheelchairs, personal assistants, sign language interpreters, captionists, and assistive or appropriate technology.  • Minimize distractions for students with a range of attention abilities (e.g., put small groups in quiet work areas). Work within constraints to make the environment as inclusive as possible.  http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html 33 Example: Learning Spaces  – F2F Create A Community Of Learners What does this mean?  • Promotes interaction and communication between students and faculty • Communication can take place in or out of the classroom.   34 • Fostering communication online with discussion groups, project groups, chat rooms • Making a personal connection with students through video or phone (Skype, Blackboard Collaborate).  http://udi.uconn.edu/index.php?q=content/examples-udi-online-and-blended-courses 35 Examples: Community Of  Learners - Online What does this mean?  • Inclusive approach, welcoming and encouraging students with diverse backgrounds, experiences, and abilities.  • Create an environment that encourages positive risk-taking and sets high expectations.   Instructional Climate 36 • Including a statement in the syllabus affirming the need to respect diversity in order to establish the expectation of tolerance, as well as encourage discussion of any special learning needs • Highlight diverse thinkers who have made significant contributions to the field • Provided direct feedback on, and share innovative approaches developed by students in the class. http://www.facultyware.uconn.edu/UDI_examples.htm 37 Example: Inclusive Climate – F2F Working in Diverse Groups 1. Form groups based on same number 2. Work as a team to put the terms/concepts in order 3. Use pens, tape etc to show connections between pieces on chart paper 4. What is the theory about?  = can only communicate and be communicated with via text (notes) = can hear and be heard but cannot see BUT! 38 Follow Up • When designing a group activity where your participants have different levels of access, how would you set up an activity or task that would account for these differences? • What types of support would you provide for them?  39 Summary • UDI not about accommodation, but may help those who need one • UDI is an approach that improves outcomes for everyone • Students with disabilities entering PSE used to a very different approach – transition challenges • Plan for alternative learning and assessment tools • UDI often requires more work up front in designing instructional pathways, but can save time in the long run 40  Questions?? 41 Supplementary UDI Examples Equitable Use Flexibility in Use Simple & Intuitive Perceptible Information Tolerance for Error Low Physical Effort Size and Space Community of Learners Instructional Climate 42 Example: Equitable Use – F2F • Providing students with multiple options to demonstrate mastery of the subject (web design, oral presentations, research papers); using alternate sources to explain complex concepts (easier reading levels).  Adapted from:  UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.    43 Example: Flexibility in Use - Online • Provide different ways of learning and experiencing knowledge.   • When possible, allow students to choose from multiple options for learning and expressing mastery of their work (e.g. online forums that support text and multi-media, graphics or creating videos or narrated presentations)  Adapted from:  http://www.facultyware.uconn.edu/UDI_examples.htm 44 • Create a syllabus with links to reading materials or other campus policies; adding consistent icons to the course website for common tools, or use a calendar function to remind students of deadlines. • Provide consistent navigation within course sites.  45 Example: Simple and Intuitive - Online • Selecting reading material and other instructional supports, including websites that are accessible for students with diverse needs (e.g. students can access through traditional hard copy or using technological supports such as screen readers, text formatting, zoom text, translators, online dictionaries, etc.) http://www.facultyware.uconn.edu/UDI_examples.htm  46 Example: Perceptible Information-Online Providing the option of turning in multiple drafts of an assignment in order for the student to demonstrate his/her learning progress; provisioning of “practice” exercises or tests.  http://www.facultyware.uconn.edu/UDI_examples.htm  47 Example: Tolerance For Error  – F2F • Being aware of diverse communication needs in deciding to incorporate examples and graphics (moderately combine visuals with text). • Provide text alternatives to multi-media files  http://udi.uconn.edu/index.php?q=content/examples-udi-online-and-blended-courses 48 Example: Size and Space for  Approach and Use- Online • Use student names in face to face communications. • Provide opportunities for study groups, discussion groups or e-mail lists  • (students volunteer their personal information, you don’t share without their permission)  http://www.facultyware.uconn.edu/UDI_examples.htm   49 Example: Community Of Learners – F2F • Establish positive and welcoming online discussion forum guidelines and ensure students also follow respectful discussion protocols • Provide opportunities for students to share personal experiences, avatars, pictures to create a positive climate • Engage students in creating a “code of conduct” for online course communications  50 Example: Instructional Climate - Online References Bennett, S., Dworet, D., & Weber, K. (2008). Special education in Ontario schools (6th ed.). St. Davids, ON: Highland Press. Bryson, J. (2003).  Universal Instructional Design in Post-secondary Settings, An Implementation Guide, p. 15. Blizzard, D., & Foster, S. (2007). Feminist Pedagogy and Universal Design in a Deaf and Hearing World: Linking Cultures Through Artifacts and Understanding. Feminist Teacher, 17(3), 225-236. Burgstahler, S. E. & Cory, R. C. (Eds.). (2008). Universal design in higher education: From principles to practice. Cambridge. MA: Harvard Education Press.  Coomber, S. A. (2007). Students with disabilities: Post-secondary voices and universal design for learning. Dissertation Abstracts International Section A: Humanities and Social Sciences 68(3-A), 951. Embry. P.B., Parker, D.R., McGuire, J.M., & Scott, S.S. (2005). Postsecondary disability service providers’ perceptions about implementing Universal Design for Instruction (UDI). Journal of Postsecondary Education and Disability (18)1, 34-44. (n.a., 2002).  Examples of UDI, retrieved from http://www.facultyware.uconn.edu/UDI_examples.htm Feb. 22, 2013 51 References Cont’d Finkel, G. & Gold, Y. (1999). Actualizing Universal Design. Journal of Leisurability (26)1 Hebdon, H.M. (2007). Universal design: Making education accessible to all students. The Exceptional Parent 37(5), 70. Mino, J. J. (2004). Planning for inclusion: Using universal instructional design to create a learner-centered community college classroom. Equity & Excellence in Education, 37(2) 154-160. Samuels, C.A. (2007). ‘Universal Design’ concept pushed for education. Education Week 27(10), 1-12. Shaw, S., Scott, S., & McGuire, J. (2001). Teaching college students with learning disabilities. ERIC Digest #e618 . Arlington , VA : Council for Exceptional Children . Available at: http://www.ericec.org/digests/e618.html  The Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs. (2005). Education for all: The Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, kindergarten to grade 6. Toronto, ON: Queen’s Printer for Ontario.  52 Thousand, J. S. Villa, R. A., & Nevin, A. I. (2002). Creativity and collaborative learning: The practical guide to empowering students, teachers, and families (2nd ed.).  Baltimore, MD, US: Paul H Brookes Publishing.  UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs retrieved from http://www.udi.uconn.edu/index.php?q=content/examples-udi-online-and-blended-courses  Yuval, L. & Korabik, K. (2003). Measured outcomes of the universal instructional design project. University of Guelph: Department of psychology. Retrieved April 2009 from http://www.tss.uoguelph.ca/uid/  Images:  Microsoft Clipart or as cited beneath image  53 References Cont’d 

Universal Design for Instruction and Teaching Strategies

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