Universal Design for Learning - Heather Waymouth, Phillandra Smith, and Tonya Wilson - Syracuse University Graduate ...
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Universal Design for
Learning
Heather Waymouth, Phillandra Smith, and Tonya Wilson
1. What is/are 2. How are the the goal/s of structures these different? structures?
In my field, we develop expert learners who are __________.
Goal-directed learning
Content is important AND… As TA’s, we can also help students become:
Purposeful
Motivated
Resourceful
Knowledgeable
Strategic Goal-
directed
Universal Design for Learning “Using UDL principles allows us to embed flexibility into all aspects of instruction from the beginning, rather than trying to retrofit a rigid curriculum, set of instructional materials, or test for each student who happens to learn a different way. Educators should provide multiple ways to access resources and content so learners are given the opportunity to take charge of their engagement in learning.” (CAST.org)
CAST Framework for UDL
Access gets us
in the door.
What happens
next?
Goal-Directed Learning
Engagement: plan for varied student interests, build
collaborative communities, and encourage self-assessment
and reflection
1. Have students
1.Incorporate 1. Create discussion
assess their own
tangible objects, groups with specific
learning. (You can
videos, etc. related roles for each
even count it as part
to the topic of the person in the group
of their grade.)
day. 2. Involve students
2.Hold individual
2. Provide choice in course-oriented
conferences to
regarding seating, goal setting
discuss targeted
modes of access,
strategies for
etc.
students’ successRepresentation: Provide multiple modes of access,
facilitate students’ understanding of disciplinary language,
and maximize students’ knowledge transfer to other contexts
1. Have students
1. Have the 1. Elicit examples of
work together in
materials you will concepts or
groups to pull out big
use available on vocabulary from the
ideas from readings
blackboard ahead of class.
assigned previously.
time. 2.Discuss the
2. Incorporate
2. Provide multiple purpose and layout
connections to real-
readings that allow of texts typical in
world applications
for student choice, your field including
that may be beyond
rather than 1 that’s the meanings and
your field
mandatory functions of symbolsAction/Expression: vary methods of students’ response,
facilitate students’ use of multiple media for communication,
empower students’ decision-making
1. Provide options
1. Use Poll 1. Include a variety
for projects both in
Everywhere or of question choices
outcome
Kahoot or Nearpod on a quiz or exam
(powerpoint, paper,
to gauge student and allow choice in
video, etc.) and in
understanding. which ones students
topics.
2. Provide useful answer.
2. Incorporate
tools or resources 2. Foster student
progress monitoring
for project use of multiple
for long-term
completion media
projectsUDL is more than a teaching style,
but a matter of equity and justice
for students. Some students have
formal plans outlining specific
accommodations required to
facilitate their learning. You MUST
provide these accommodations.Syracuse University Office of Disability
Services (ODS)
http://disabilityservices.syr.edu/Common accommodations ● Extended time (tests, assignments) ● Alternate testing location ● Assistive technology (calculator, screen reader, word processor, laptop, recording device) ● Copy of class notes, power points
Who does UDL benefit?
Who does UDL benefit? Everyone! Including: ● Individuals with disabilities ● English Language Learners ● Students with varied preferred learning styles ● Students with varied strengths and interests
Try it out!
Syracuse University is a private research university in Syracuse, New York. International students make up almost nineteen percent of the student body. Eleven percent of the students have a reported disability and receive accommodation services from the Office of Disability Services. Sam, a first-year teaching assistant is the instructor of record for an undergraduate course. Sam’s class recently turned in their midsemester exam and Sam is concerned about the grades. Although some of the students performed well on the test, a number of them did not achieve a grade of C or higher and this exam accounts for 35% of their final grade. Many students expressed in their midsemester evaluation of the course that the class and instructor seemed to be moving too fast. Others noted that the class is not engaging since they lack context for many of the examples Sam uses. Sam worries that the chosen methods of instruction are not meeting the needs of all the students and wonders if the instructional practices are meaningful, motivating and engaging for a wide range of students. There is also the concern as to whether there is a better way to deliver the material to help all of Sam’s students be more successful. Here’s Your Challenge: How can Sam meet the educational needs of the students in the undergraduate course? To meet the needs of the widest range of students, what should Teaching Assistants (TAs) consider when planning their instruction?
Looking for more? Keep an eye out for the SU Certificate in University Teaching (CUT) Seminar on Universal Design. This seminar, usually offered in the fall, is open to all Teaching Assistants who want to learn more about UDL and to apply it in their TA positions. The Association on Higher Education and Disability (AHEAD) and CAST have lots of great resources to help educators working to implement UDL. Check them out! https://www.ahead.org/home http://www.cast.org/
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