字幕表 動画を再生する 英語字幕をプリント Hi, everybody, and welcome to today s webinar. Even though the university is on spring break, Jenny and I are still here and we are still going to do a webinar for today. Today is going to be Universal Design for Learning Principles and we kind of frame this around universal designs regarding the higher education setting and then we ll point out aspects and ways it can be implemented in a K-12 setting as well. My name is Jim Stachowiak. As always, I will be guiding you through this today and hopefully you will get something out of it. So, here we go. What we will talk about today is what universal design is first, because I do have to lay that groundwork before we talk about universal design for learning. We will talk about UDL accommodations and implementing UDL into courses. So what is universal design? Universal design is the design of products and environments used by all people to the greatest extent possible without the need for adaptation or specialized design. This is a concept that came out of architecture in North Carolina State University in the 70 s. A guy named Ron Mace kind of looked at things and said instead of building buildings and then having to add on these handicapped accessible ramps later on that do not really look good in the flow of the building and maybe somewhere around the corner that s not at the main entrance, why do not we take a look at trying to build this kind of thing on the front end and making buildings and making environments accessible to everybody on the front end. When they started doing this, they found that even though you think and aim towards people with disabilities, you design toward that, you are going to have something that benefits everybody in the long run, and I think that is probably where it is used to the greatest extent possible. When we are looking at folks with disabilities, we are kind of getting folks on that outer end and outer edge of mobility level, so by doing that, by getting to those edges, we are making things that benefit everybody. There are some examples on this slide of some classic universal design examples, the go-to examples, I guess. Whenever anybody talks about universal design, it is probably the curb cut and you are all familiar with those. Curb cuts are on every street corner and they basically ramp into the streets so that somebody doesn t have to go over the curb to get into the street to cross, and that benefits not only people in wheelchairs but also people pushing strollers, people on roller blades, people riding, bikes, older people that might struggle with taking a step down to cross the street that befits all those folks. We are starting to see a new aspect of universal design added in that to be used by the greatest extent possible. You kind of see it on there; it is that rubber pad with bumps on it. That is there for folks with visual impairments that might be using a cane that are not quite sure when they are about to hit the street. That raised bump areas gives them an idea that they are getting pretty close to the street. Below that, you see a house that s hard to tell there but there is a ground level entryway so even though there is no step up to the front porch, it just kind of goes right into the door, and this is just an example to show you that that can be done without making it look like it s an accessibility thing. I mean, that is still a pretty nice looking entryway to the house and it is accessible as well. Next to that, you can see a fire alarm. Fire alarms did not used to be universally designed. Not that long ago a fire alarm code was just to make sure it made noise so that people got out of the building when it went off. You would hear a loud beeping noise and that was about it. If you look at it now, this one has a strobe light on it and anywhere you look now you are going to see that. s code now to have a strobe light on your fire alarm, because with just the noise how would somebody that was deaf know what was going on? How would somebody that was deaf know how to get out of the building or get out of their dorm room or whatever when a fire alarm went off. That strobe light indicates the alarm is going off for somebody that might be deaf of hearing impaired. If you listen to those now, they do not just give a loud beeping noise, either. If you listen to them, they typically give you instructions on what to do. I know in our building when the fire alarm goes off it says there is an emergency, get to the nearest exist, and get outside. That might help people that struggle with panicking when they just hear loud noises, giving them some idea of what to do and to get out of there. So, it has really become a universally designed tool. If you look next to that, universally designed signage is helpful as well. That is a sign obviously for a women s bathroom. If you just had the word women up there somebody who is blind, somebody that has a learning disability, somebody that doesn t speak English isn t necessary going to know what that word says, and that could lead to some big issues if somebody happens to go in there. But if we put a symbol on it that s universally recognized as well as braille underneath the word, all of a sudden we ve made signs that are accessible to just about anybody. The case of the universal design it to design environments to make them universal to everybody, so kind of keep that in mind when we talk about universal design for learning and what universal design through learning is. Well, this is what it is. It is a goal. It is a processed focus on planning. Really, the key to universally designing something is just thinking out ahead of time what issues people might have with accessing the class and then designing workarounds around those issues, I suppose. It is the idea that not everybody learns the same way and that multiple approaches might be needed to reach everybody in your class. It is a proactive process that can be implemented in steps. The key to this is also that it is accessible to use and it is inclusive, so if you universally design a class that is accessible to everybody, everybody can use it and everybody is included as well. It is also a way to extend some of the benefits and accommodations that are pretty common for folks with disabilities to everybody in the classroom. There might be some people in there that do not have disabilities but learn a little bit differently from others and can benefit from some of those accommodations, so we can extend the benefit of accommodations through UDL. Also, it allows for students to use their strengths to access the class. That s also another key about this is tapping to the strengths of an individual and giving them the opportunity to use those strengths to maximize learning and maximize understanding of things as well. One universal design for learning is not groundbreaking and nothing that we are going to talk about here is groundbreaking stuff. It is not a single solution. There could be multiple solutions here. In the college thing, we talk about UDL. The folks think it might be a means to low quality or standards or a means to life accessible to unqualified students. That is not the case here. There are standards to get into classes that need to be met. What we are doing with universal design is once you have qualified for those classes, we are making it easier to use your strengths to benefit from those classes. So we are not lowering any quality or lowering standards and we are not making it accessible to unqualified students. Universal design is not necessarily completely required in every class. There are still some things that are accommodation based that the student will still have to work with student disability services or something else to get that taken care of. For example, it is not practical to have a sign language interpreter in every classroom just in case you run into a student that has a hearing impairment that might need a sign language interpreter. That is still something where that is on the student, that is on the university, that is on the school to get that accommodation when necessary. Finally, universal design for learning is not a replacement for good teaching. It is really a complement for good teaching. It is a way to help extend the good things that a teacher is doing in a classroom. Universal design for learning comes out of some brain research that was done in the Center for Applied Special Technology out of Harvard, and what this looked at was three primary brain networks in learning. There is the recognition network, the strategic network, and the effective network. What they saw with this when they looked at these networks with different individuals is that with different people, networks work a little differently. The recognition network is a network in the brain where we take in information and what we saw here is that people take in information in different ways. What the folks that came up with the concept of universal design for learning said that was because everybody takes in information differently, what we need to provide to our students is multiple means of representation of the materials. Some people might take in information by listening to a lecture, others by reading, and others by watching a video. If we provide all of those potions, that gives users a choice to be able to actually see information the way that best benefits them. The middle network there is the strategic network. With the strategic network, that s the area where we kind of plan and demonstrate what we ve learn, and everybody does that a little bit differently, so the universal design for learning calls for providing multiple means of expression for students. Not everybody is great at writing an essay, but you are going to have to do all these at one time or another. Not everybody displays what he or she learns best by writing. Other people might do it better by presenting. Other people might even do better by singing a song about what they learned. What the strategic network and having multiple means of expression indicates is that we should provide multiple ways for students to demonstrate what they learned. The third area is the effective network and that is kind of where we are engaged in learning, and again, everybody is engaged a little bit differently. So to provide multiple means of engagement to students, we provide multiple ways for students to get interested in learning and just really sit down and dig into things. One of the examples that is given in something like this in maybe a K-12 setting is maybe if you are doing a report on different states and everybody s got to take a state and do a state, instead of approaching it in terms of learning about a state and giving a report, approach it as you are going to be the expert on your state and you are going to teach others about that, and that gives the student a little bit of a sense of ownership in what they re doing and that might be one of those ways that engages them a little bit differently. Thinking about things in terms of that, in terms of engaging students would be the third way to implement universal design for learning. So those are you three hallmarks for universal design for learning: multiple means of representation, multiple means of expression, and multiple means of engagement. This image comes from the Cass website here. Why is it necessary? Well, I want to talk about why it is necessary at a college level why universal design for learning is necessary at a college level. When you come to college, the IEP does not come with you. If you are a student in special education in a K-12 setting, the IEP listed all your accommodations and teachers had to follow those accommodations and make things accessible to you and your classroom. When you come to K-12 level, that is no longer the case. The teachers do not have to follow IEP. At this point, the student becomes responsible for self-identifying that they have a disability and working with student disability services in getting the accommodations that they might need. Here at the University of Iowa, we did an accommodations needs assessment a couple years ago where we basically distributed a survey to everybody on campus and we asked them if they had a disability, and we had 10 to 12 percent indicating that they had a disability, which is about what we d expect because that kind of flies with the national average. Part of the reason we did this is because when we talked to student disability services and asked how many people they had signed up with them, we were hearing things like 400, 415, and that is certainly not 10 percent of the population of students at the University of Iowa. We were wondering what the issue was, and so when we asked about the disability, the next question was if they were registered with student disability services, and we found out that almost 60 percent were not registered with student disability services. Most of the people that indicated they had a disability indicated that they had an invisible disability of some type, whether that be a learning disability, emotional disability, something that a teacher wouldn t be able to look at them in the classroom and understand why they might be having some issues. We found kind of what we suspected, and that is that on campus here there are several students with some type of disability running around on campus that are not getting help from student disability services and we have no idea if they re struggling, if they re doing well, or ways that we can reach them right now to make things easier for them. That is why we decided to focus on universal design for learning here on campus. If we can universally design classes, it should not matter if these students are going to student disability services. The accommodations for most people with high incidence learning disabilities ought to be built right into class. What about universal design for learning? We are focusing a lot on disabilities and obviously it helps students with disabilities, but it can also help all students. It can be beneficial to students with language differences. We talk about multiple means of expression, multiple means of representation. If we had students with language differences and all we are doing is speaking and there is not some kind of text that they can take a look at, maybe we are speaking too fast. Maybe they cannot keep up with class that way and maybe they might do better taking in information in a different medium, so that universal design for learning could help those students. Students with cultural differences in a college setting, you may find that some culture students do not want to go ask for help if they need help because they do not want to sit face to face with an instructor and ask for help. This can provide different ways for them to access instructor s time through maybe an online chat. That might be something they can do and that would benefit all the students. Students with learning differences again, universal design for learning provides multiple ways to learn. Some students might be visual learners, some students might be auditory learners, and some people might learn by doing things. We are providing access to all those different types of learners. This is especially the case in a university setting. Students might need to miss a class for various excused reasons. Not every religious holiday is taken off by the university. There is Veteran s Day, there might be a lot of veteran students that need to miss class and if they miss a class that is a universally designed class, they should be able to not miss too much information and be able to get things back in order when they re available to do that. At this point, I would typically show a video that kinds of shows some of the importance of multiple means of engagement, multiple means of representation, and multiple means of expression, but I m not going to s in the YouTube archives here, so if you would like to take a look at this, it is a very good video put out by Kansas State University. It is starting to get maybe a little bit dated now. I think it came out in 2007. There is a link for you right there and if you go on and type that whole thing in, you go to YouTube and search for a vision of students today you will get the video that we typically talk about here and take a look at what students are looking for. This really kind of hits on the need for engaging students using the technology that they re familiar with of the day, engaging students a little bit differently in going beyond what s in a textbook in the class, and just providing a meaningful experience for students. To some instructors, it comes off as students being a little bit whiny and wanting the instructor to come all the way and meet their demands. It may come off a little bit that way, but it really just shows different ways to implement things in the classroom. It brings up issues in a classroom that instructors need to work with today, especially when it comes to technology and it comes to basically having students that have had the computer and access to internet their whole lives and the ability to get information very easily and it wants instructors to start thinking about ways to incorporate that kind of technology to the classroom and go behind what a standard lecture might entail. It is a good video. Check that out and take a look at that before going on any further in this webinar. Let me talk a little bit about incorporating universal design for learning into college classes, and we ll also hit a little bit on doing that in K-12 settings as well. In college settings, we talk about three areas where you can implement UDL, and that s in the classroom environment, the class presentation, and what we call the class materials, which is kind of a catchall for everything else including supports, assignments, assessments, and so on and so forth. In the class environment, there are two big areas that we can hit there. It is kind of the general feel of the class as well as the physical environment. With the class presentation, we kind of talk about first of all determining what s essential to the class so that we can prevent things in different ways and varying methods, and in class materials we talk about providing supports to our students as well as assignments and assessments and how we are going to kind of address those in a class. Let me talk first about the syllabus. Why is this important? Well, typically it is your first contact with students in your class. What we suggest instructors do with this is provide information in at least two formats, so we could provide information typically a syllabus is just when you list the things that need to be done or things that happen throughout the class, but maybe also providing a visual calendar with the dates things are due so somebody that s more of a visual student can kind of see that laid out and be able to better organize things. That might be a positive thing as well. You want to clearly explain the goals of the class so every student knows what is coming up and clearly explain the assignments. We also talked about providing multiple contact points, and that gets back to the fact that we need to operate within the technologies that students use today, but we also need to operate in the manner that students feel comfortable operating, and if we look at some of the ways our students communicate now, email isn t all that popular anymore. There are not a whole lot of students that would send an email as their preferred method of commination. Most students would prefer that we communicated through social media or through text message, there are ways that we can incorporate some of that into our classroom to provide ways that everybody can reach the teacher, and one of the things that we suggest is to continue to have office hours, continuing to provide phone numbers, email addresses and so on and so forth, but also maybe having online office hours where students can sign into a chat area, whether that be trough the icon course management system or through something else, and they can type questions to the instructor and the instructor can answer them that way. Not only does that help our students that might be more interested in technology that feel more comfortable texting or typing, but that might benefit some of our students with disabilities that might not want to come to the professor s office and interact with him. Maybe you have a student that has a hearing impairment that might struggle with communicating face to face. Communicating via text might be a little bit easier. Opening that up and providing that access to everybody provides multiple ways that students can message you using their preferred means of technology and allow them to use their strengths to reach you. We thought about providing information on helpful resources as well, and that is typically a list that we give instructors on free or inexpensive assisted technology tools that students can download to help students access their class. A lot of students are not aware that some of these things are available so if the instructor incorporates that in his syllabus and says if you struggle with reading and would rather listen to text, here is a tool that can allow you to read or allow you to listen or here is a tool that can allow you convert things into an MP3. That is the first step in providing awareness to students that some of these things are available. We also talk about well, at a college level you have to include a disability accommodation statement on your syllabus. As part of that survey that we showed you before, one of the questions we asked of the faculty is do you include a disability statement on your syllabus? That is required by the university, and we only found about that about 75 percent actually do, so there are some folks that we need to get this in front of to make sure that they re doing what they need to do in terms of providing an accommodations statement. When we talk about that, there is university language that you need to include, but we also say to include personal values into that as well. You can add to what the university has in their statement, like I appreciate diversity in learning and am willing to work with a student that has a disability. By doing that and providing that kind of language, what you are doing is setting up a student to feel more comfortable to work with you and open up about some of the issue that he might have in class. Here is an example of what we would include in a disability statement: In an appreciation for diversity and diversity in learning, I understand that some of you may have difficulty accessing pieces of this class. Provide an invitation to meet in a timely manner. You are basically saying that you d like to hear from anyone that has a disability or requires some accommodation in terms of seating, testing, or other class requirements as soon as possible so that appropriate arrangements may be made. You certainly do want to make sure it is done in a timely manner. Give a date and give a time give some kind of timeframe there. You want to encourage your students to register with student disability services so that they are definitely getting all the academic accommodations they need. Reiterate an invitation to meet by maybe saying, Do not hesitate to see me before or after class or contact me using the information provided on the top of your course syllabus. That really just opens up and creates a welcoming environment for all of our students in the classroom. Although having a disability statement isn t necessarily enough, another way to signify that it s important to you is through discussing that statement, so what this does is it emphasizes that it s important to you and it speaks to your acceptance of their disability, indicates a willingness to work with your students, creates a trust with students, and it can also be used as an open invitation for discussion with your students. It really does make it more likely that the students are going to approach you and work with you on issues. Another thing you can do to create a welcoming environment early on in the class, maybe the first day, is to hand out a card and just say, Let me know anything you think I need to know that might affect how you access this class or might affect what you do in this class. That way you might find out that somebody with a disability needs accommodations or you might found out that student that comes in late every day and you might think is just lazy or running behind is coming in late because they have to pick up their kids from daycare and drop them off at home before they can get there. There are a lot of valid reasons for these things that getting that information card can help you see some of the issues the student might be having and find a way to work with those. In the physical class environment, what we talk about, and you kind of can extend this to some of the K-12 settings as well, is take a look at your class. Here is a checklist that we have that we give out to instructors to kind of go through their class in a planning process and make sure that different things can be done to make sure the room is accessible. You can make sure the entrance to the building is accessible. There are a lot of these things that a teacher cannot necessarily physically change, but if you didn t have a physical entrance to the building for somebody with a disability that you are in, then you need to let higher ups be aware of that so they can go about making changes. That is not really something we should see as an issue anywhere, but you want to make sure the entrance to the room is accessible to anybody, that there is not a garbage can that is propping open the door that somebody cannot work their way around. You want to make sure there is not a desk right in front of the door. You want to make sure that there are clear paths for everybody to walk around. You want to make sure there are choices for students about where they are going to sit, including those who have disabilities. You want to make sure the chalkboard or the whiteboard can be seen from every seat. You want to know emergency procedures allowing everybody to exit the room, too. What do you do if you have a student in a wheelchair when there is an emergency? How do you help that individual? There is a video out of Cal State Northridge where they were talking to a student in a wheelchair and there was a fire drill and everybody just ran out of the room and didn t even think about her and in their panic to get out they knocked over some desks and moved something in front of the door and she couldn t get out. So if that had been a real emergency, she would have been in trouble. You want to know what the process is to make sure the student gets out of the classroom. You want to make sure that markers or chalk are thick enough, you want to write in a color that everybody can see, make sure mechanical noise is not an issue, and you want to make sure the temperature is comfortable. I have been a victim of this myself. I have summer institutes every year and I used to do them over at the Union, and the first year that I did it I did not bother going ahead of time and checking what the temperature was. It was in the middle of summer and I thought everything would be okay, but one of the rooms we were in had the temperature set at 55 degrees, so half of my class is standing out in the hallway shivering and not getting anything I had to say because they were more focused on how cold they were. The next year I sent out an email saying bring a sweatshirt because last year we had this issue. Well, everybody shows up in long sleeve shirts and it is 76 degrees in the room and everybody is sweating. There can be a big problem if you do not have temperature set the right way. And this is the kind of thing that we want you to look at and just think about. It just helps you think about and make sure that the classroom is physically accessible before all your students get there. I will tell you this as well. We do have a website, education.ui.edu/universalaccess, which has a lot of this information including this checklist that you can take and take a look at and actually download right from there and use it in the class. What are we talking about with universal design in the class presentation? Well, when we talk about this there are a couple things that we hit on, one of them being in the preparation format you want to determine essentials of the class, you want to reflect on the message that you are going to use, and you are going to vary these messages so that you are providing that multiple means of presentation. You want to incorporate supports wherever possible, and try to incorporate familiar technologies for your students as well. When we determine the essentials, what we talk about here and when we are goal writing is we want to talk about what the student has to know and has to be able to do by the end of the class and then how can the student demonstrate that knowledge. For example, if you are in a history class and you were learning about the civil war and you wanted a product to show that the student understood the issues around the civil war, your goal probably would not have to be by the end of the class the student is going to write a report on the civil war. When you do something like that, when you say write a report in the goal, it is not a very universally designed goal because you are locking the student into one mode of demonstrating what they learn. If you are really looking at universal design for learning, a more appropriate goal might be something like by the end of the class, students will demonstrate an understanding of the issues leading to the Civil War. By leaving it vague enough like that, by saying demonstrate an understanding, you are allowing for multiple pathways in doing that. It could be via writing a report. It could be some other type of project. It could be giving a presentation. Really, that is where we need to look at what are the essentials of this class, and in that first goal, is it essential that the student knows how to write a report? In some cases, that is the case and that is fine. But it is essential that the student understands and has knowledge of the civil war. In this case, the essential is an understanding of the civil war, so we want to make sure they can demonstrate that in multiple ways, multiple means expression at working the goals there. We also want to look at varying methods. Again, we talked about multiple means of representation and not everybody benefits well by sitting and listening to lectures. You can lecture and incorporate videos and incorporate multimedia presentation, giving students choices in how they re going to access things, having discussion sections, having discussions about things, doing group work, doing simulations, if possible all of those things provide multiple means of representation of material and you are more likely to cast a wide net and get the information that you want out to your students if you are doing things like this. Although this is kind of a game for the higher education setting, the same thing falls into place in a K-12 setting as well. The more different ways you provide information, the more students are going to benefit there. We talk about class materials, and this whole thing is just introduction to UDL, just giving you some ideas and some idea of what it is. When we talk about materials, we are talking about providing supports in the class, and that kind of start by having digital text. The reason we want to have a digital text is because it really is accessible to everybody, because there is so much that we can do with it. If you think about a physical textbook, that is inaccessible to people with visual impairments. People with physical disabilities cannot turn the page. Sometimes it is inaccessible to people that speak other languages. Sometimes it is inaccessible to people that prefer to listen as opposed to reading. If we have digital text, we can take that and we can do just about anything we want with it. We can print braille from it. We can turn it into audios and we can listen to it. We can make it large print. We can have it read out loud on the computer. We can change the colors, we can change the background colors, and we can manipulate it in any way to make it accessible to just about anyone else. Also, it is sustainable. It is something that we do not have to kill all kinds of trees to print out huge textbooks if we are using digital text. Also, if we have digital text, students that prefer to print something out and read it can still do that. It is very, very versatile. We are talking about choosing textbooks. If you choose textbooks that are in a digital form, that gives students a choice and that is a way of means of multiple means of representation. If the student wants to buy a textbook, they can. If they want to download it and access it on a computer, they can. In college you want to choose your text and readings early so that students who need to get it converted can do that. I guess it is the same in a K-12 setting because in Iowa, if you are using the Braille School or the Iowa Department for the Blind to create braille or to create alternative text formats, they do need it six months in advance. You can provide the learning supports in digital text forms as well, so if you are providing class notes or a syllabus or handouts having that in a digital form that people can access on a computer or print out if they would like to. Along those same lines, when you are choosing text, another concept in universal design here with the multiple means of representation and multiple means of engagement is to give students a choice of the textbook they want to use. Find multiple books that provide the same information. You do not necessarily have to assign a chapter then, but find the concept that the student needs to have access to. That can go a long way to kind of provide multiple means of engagement as well. We talked about providing supports. Some of the things we talked about were providing outlines, class notes, PowerPoint, and these are all common accommodations for students with learning disabilities and those who struggle with not taking in class. But if you are providing class outlines, then the students, every student, is going to understand the organizational structure of the class, and then you will have a framework for taking notes if you are doing that. All of these things, including class notes, will free up students and they will pay more attention and participate a lit bit better in class while still getting the main information down. So this is a big help and this is something that is real important to your students with learning disabilities that might struggle with sitting here and taking notes in class. But it is also just going to help free up everybody for better discussions, better participation, and a better understanding of what is going on in class. When you do this, you provide class notes, it s also going to challenge you as a teacher a little bit to give the students a little bit more than what you might be providing directly in notes to generate a little bit better discussion and to generate a different types of class that then leads to your multiple means of representation as well. We talked about implementing technologies that students might want to look at in class or using some of the everyday technology in your class as well. One of the ways to do this that we are starting to play around with a little bit is through the use of QR codes, and a QR code is what you see on your screen there. You see these all over the place now. Basically what it allows you to do is if you have a smart phone or tablet and you have a picture of that thing, it is going to take you to whatever you have linked to it. Students are using iPads in the class, maybe you can provide a QR code that links directly to your notes or your slides or your syllabus. They are very easy to make. They are free to make. You go to qrcode.kaywa.com, all it asks is for a link, so if you have your notes you put them online and you can link it on there and then you can save that QR code and put it on a PowerPoint slide in the beginning of class and students can snap a picture or you can pass around a piece of paper with it on there, and then students can get their notes directly on their mobile device. It is certainly a way to engage students a little bit differently using technology. Another way to engage students is through a tool called polleverywhere.com. Polleverywhere.com allows us to create response polls and embed them directly into our PowerPoint and what this will have on it is the texting codes, so a student would text the number and the answer that they would choose on the screen to whatever number is up there as well, this is all provided through this PowerPoint, and what you are going to see that s cool is if you have internet access, you are going to see the students' responses starting to appear on the screen. It is a way to tap into using the technology with which they are already familiar using the technology that they have in classroom for a good purpose, to be able to take in information about what they understand. There are multiple ways to use this. You can have a multiple-choice poll where you can ask a question about something you just lectured about and you can see the understanding that the students have there. You can have a free response poll and that is a nice way to say does anybody have questions, and some of the students that might be embarrassed to raise their hand and ask a question can type that question out and then it can appear on the screen at the front of the class. It s really neat tool and I have used it in several lectures I have given here on campus. It is free up to 30 responses. That does not mean you start paying beyond 30 responses, it just shuts off at that point. So again, there is the free version of word find and you just go to polleverywhere.com or pollanywhere.com, they will both take you to the same spot, and you set up your own account and you have got these polls that you can run. There is a paid version where you can get more responses out of it or you can cut some nice key words which might be a little bit easier, but the 30 free response things works pretty well for just about everybody. Again, it is a nice way to have that multiple means of engagement for students and also to incorporate common technology to the classroom. I do want to take a second to show you a website. This is aimed more at K-12 learners. It is called the Cass UDL lesson builder. What this is going to do is provide educators with models and tools to create adept lessons to increase access for all. Lessonbuilder.cass.org I am going to take you there really quick and I am just going to show you what this is all about. Again, it is lessonbuilder.cass.org. We go here, you would have to set up the username and password, log in, and there are three things you can do here. You can learn about universal design for learning. We click on that to learn about UDL and it is going to talk about a lot of what we talked about today. This is kind of cool because they incorporate UDL right into this. If you want to learn more about UDL, you can watch a video on it, you can read about it, or you can try a fun activity to learn more about it, so there it is built in by multiple means of representation. If we head back to the main screen, you can explore what a model UDL lesson plan would look like. If we look at this, here are lesson plans for students in science from pre-K to grade 8, and we ll just choose one of these about the life cycle of a butterfly, so this is going to walk us through and provide us with a unit description, provide us with a description for the day, and then along the side over here are UDL connections and where those connections might be made. If you are looking at the description of a unit and you want to see where this UDL connection is made, we can tap on that and it s going to highlight that up in the unit description right there where it says students will engage in several activities to support their learning and they ll have several different opportunities throughout the next two days to share their newfound knowledge. What this does is shows that the connection is being made in the recognition network, s here it says represents information in multiple formats, and students will have multiple ways of engaging in these activities, and the effective network which offers students a choice of content and tools and a choice of books to study from and it gives you a UDL reflection. It also has a means to listen to this, so they build UDL right into this as well. If you do not want to read it and would rather listen, you can click on listen and you can listen to what that UDL connection is. Let us take a look we talked about goal writing before. There are goals here, the unit goals, students will identify and describe the lifecycle of a butterfly, students will demonstrate the life cycle of a butterfly, and students will demonstrate their understanding that at the beginning of an animal's life cycle, some young animals represent adults while others do not. We click UDL connections here, it is going to show just what we talked about before: these goals provide flexible opportunities for demonstrating skills. It does not lock you into how they are going to demonstrate understanding. It just shows you that they are going to demonstrate understanding. We go down a little bit more and here is the method the UDL connection within their methods. It is to provide multiple means of representing what they know again. A student will ask another student for a different thought and so on until the student thoughts are represented. That s kind of student led discussions that could be a multiple means of engagement as well. So this is kind of what a lesson plan would look like that had UDL components to it. Again, you can just click on all these little UDL connections that highlight what is universally designed and how it is universally designed. It goes through the whole process all the way to wrapping up an assessment down here and it provides materials that you might need. Here are the books and articles of UDL connections. It shows that it shows multiple types of books and articles to look at, multiple price range, and multiple challenge range as well for different students. I take you back here two levels here. I want to show you the last thing, which is create and save my own UDL lesson plans. So we go into create our own UDL lesson plans, we can set up how we want to run this. I have not put anything into this, but we can edit our lesson, the title, the subject, the grade level, the duration. We go to edit a unit description, and we can start typing in here and there is a little bit called the more information button and it is going to provide us with what this is. If there is more than one lesson for which you need to write a unit description, you might want to include the number of lessons. It gives us an idea of what we are doing here. We go to lesson for the day, and we can type in our thing and we have more information here and it should help us connect some UDL options to this as well. Again, we can go down here as we take a look at maybe unit goals. There is more information here that provides us information on how you want to write these goals. It gives you a lot of information about that. Here it talks about UDL piece, a goal, or objective that is confused by adding the means of achieving the goal, such as all students will write about a location. It may limit how the student is going to demonstrate understanding. So it gives you some of these UDL concepts and what to look for right as you are building this. So this kind of guides you through writing a UDL lesson plan then you can save this here, you can access it here, and it really provides a nice tool to watch this step by step through the universal design for learning process in writing a lesson plan. It is a really valuable tool. It is a free website. You create a free username to get into that. It really can be a valuable tool for helping you to create lessons that will be beneficial to everybody. That showed us a little bit about assignments and how to make assignments universally designed by allowing multiple means of expression. Again, not all students learn in the same light. This provides choice and provides multiple opportunities for students that throughout the semester could be beneficial in an essay, presentation, group project, and other projects. So again, there are two ways to do that, providing a choice for students so they can choose how they want to do it, what type of assignment they want to do, and providing different types of assignments for the class can be helpful there. And then there are assessments. The idea of assessment in UDL is that you want them to be more frequent and shorter. You do not necessarily just want to have two big exams. By providing more frequent shorter exams and shorter in length of the test itself, giving them the same amount of time to do those shorter exams could be important. Some of the reason for that is one of the most common accommodations is the need for extra time in taking exams, and what is shown with some of these studies have shown that if you provide extra time on the exam and not a timed test, so not when you are trying to figure out if everybody knows their multiple tables quickly, but in a non-timing test, as you provide extra time, it s going to benefit your students with disabilities but it s not going to benefit your students without. Typically your students with disabilities are just going to need more time to get your answers down. For a student without a disability, you either know the material or you do not. That extra time is not really going to benefit you all that much. So when you are providing these universally designed assessments, instead of maybe two tests throughout the course of a semester, maybe four tests throughout the course of a semester, and if the student takes half the time to do each one of those or they focus on less material, it s going to allow the student to show you a little bit more of what they ve learned, and it also allows her to focus on less material, and thus probably retain more information as well. At a K-12 level, evaluation needs to be consistent. You need to be constantly following up with students, asking questions as assessments throughout the project and throughout the day, and just a constant assessment to see how you are doing can be helpful. That talks about how constantly monitoring is important, but also soliciting student feedback and finding out how you are doing universally designing the class. Monitoring student engagement is important as well. At campus here, we work with our group that does aides forms the end of semester evaluations for teachers and we have questions on UDL incorporated into the pool, so teachers can go in there and choose to ask their students how they did with incorporating universal design for learning. So that is something that a teacher can do to assess their own success also. There is a lot of technology that can be helpful as well. The smart pen is really cool. We will do our next webinar on that. I will just tell you what it is and a little bit about how we use it. The smart pen is a pen and a recording device, so you could go into class, use a special notebook, tap on record, and it records what you are saying and when you write a note, it links the note to what was recorded. A teacher or student could then limit what they are writing and listen more in class, because when they go back and tap it, it plays back from there. We did a neat project here where we gave professors those pens, had them have a different student in class take notes with that each period, and then put those notes online so that everybody had access, and that was the way it was a universally designed class note and it was provided in multiple formats, written and auditory, and it provided that class support. I ll talk about that a little bit more next month in our webinar as well. Text readers can be important in the UDL by providing that access and that multiple means of representations. Nook study is a good free one out there that student can download text into. They can download books from Barnes and Noble. They can download PDF s into that listen to it. There are a couple of good PDF creation sites out there or MP3 creation sites out there. The best on is probably yakitome.com. Students can have texts, PDF s, word documents, internet sites saved on their computer and they can go into that yakitome.com and they can direct the website to those works and then have them turned into an auditory format, an MP3 that they can download and listen to while they re on the bus or while they re working out. This is good for kids with a learning disability that might help them listen to their text a little bit better than they can read it. That has a pretty good voice, too. That is a nice free website for creating MP3 s out of text. Another tool that is out there is the PDF tool foxit reader. That allows you to annotate, allows you to highlight, and allows you to extract notes that you take from a PDF. That is also free and also another nice technology that might be helpful in a universal design setting. That will just about do it for me today. Here is my contact information. Again, my name is Jim Stachowiak. M email is james-stachowiak@uiowa.edu. My phone number is 319-335-5280. I can be reached there if you have questions on universal design for learning. We also did a universal design for learning project on campus. It is called the universal access project and there is our website where you can find out a lot more about what we talked about in our introduction here today and where we talk about universal design for learning principles. That is at education.uiowa.edu/universal access. So again, this was meant to get you a little bit interested in universal design for learning and show you some of the principles involved in this and maybe in the future we can go a little bit deeper into some of these things. Hopefully you got a good overview and you got some good tools that can help. If you ever have questions, feel free to contact me. Thank you.
A2 初級 Universal Design for Learning Principles : Learn 112 26 Why Why に公開 2013 年 04 月 03 日 シェア シェア 保存 報告 動画の中の単語