Quick Overview:
Before 9/15:
- Explore Unit 2 materials below (we suggest you jot down a few things that stand out to you)
- Please review Assignments & Grading Criteria
- Complete the Program/Course diagnostic with 250-500 word summary of strengths & weaknesses due by 9/15
- If you want to request data from CDS about the course you are analyzing (to guide your action plan), use this CDS Data Requestfor course assessment & success rates, disaggregated by race, gender & delivery modality. Let them know you are participating in the CTE Pedagogy of Equity course.
- Add pertinent info to your Padlet for your portfolio
- Bring Entry Ticket: Be prepared to write in the chat something that stood out to you about UDL materials in this unit
- Class meets via Webex on 9/15 from 2-3pm JOIN ORT (Required)
Questions to Keep in Mind
Our ORT discussions, WordPress (WP) post comment sections, and your action plan will require contemplation, which the following questions can help facilitate:
- What have you already been doing (re: current topic)?
- What could you implement (re: current topic)?
- What barriers or challenges might prevent you from implementing (re: current topic)?
Universal Design for Learning
UDL falls under the umbrella of Inclusion by offering a framework to include ideas for multiple means of engagement, representation, action & expression. It involves planning all course components to be flexible and have options, when possible. Its purpose is to help recognize and remove barriers for all kinds of learner variability (culture, ethnicity, age, gender, gifted, disengaged, and with/without documented disabilities). The idea is to plan for the “edges” and not the middle and to keep in mind that if it helps one student- it will help all students. Please explore the first three tabs of this Universal Design for Learning website, in order from left to right. The tabs are named Intro to UDL, More on What, Why, How, and Accessibility & Accommodations. Note that Accessibility is an aspect of Universal Design for Learning and therefore an important component of inclusion.
Supplemental Resources (recommended, but not required)
1. Diversity, Equity, Inclusion, and Belonging in D2L by LCC’s eLearning department
NOTE: This is a segment from a larger training, CMS Course Design Training, that is available for instructors in D2L. The CMS Course Design Training is a self-paced learning experience designed to assist instructors with the planning, design, and delivery of online, hybrid, and face-to-face courses in D2L. If you are interested in accessing the whole training, you may self-register for it at any time.
2. A Whole Lot More UDL Info – a Padlet by Nicole Tucker-Smith, CAST
I found this section to be full of relevant information regarding UDL. I particularly liked the CAST website, as it has an incredible amount of resources. UDL has been a topic at our faculty meetings for the last year, but not really in any sort of detail. It’s been mentioned in meetings, almost like someone using the latest buzz word, but not really expanding on it or asking for a a greater, deeper discussion, so I’m feeling grateful to be a part of this learning experience.
I think oftentimes when we hear UDL we think it applies to students with various accommodations. I think we should also think of how we are teaching to the high-performing “edges” our classrooms as well. How can we offer challenging choices for all students? How can we not only make these choices accessible, but how can we make sure they are reaching students and bringing them even higher in their knowledge and skills? I would love more info on how to reach all the “edges” of my classroom!
~ Kate
I’m teaching sections where my class has a mix of developmental students and those with college-ready reading/writing levels. I altered assignments such that I am giving more options (types of papers, ways to submit, ways to contact me, etc.), and modeling more examples. Although not intentionally thinking of UDL, I have seen that what benefits this subgroup of developmental students ended up benefitting all! I now do the same even for classes that don’t have developmental students.
“The idea is to plan for the “edges” and not the middle and to keep in mind that if it helps one student- it will help all students.”
This really spoke to me when I review this concept in Week 2.
( just realized today that at the end of this unit is a place to comment.)
I try to make projects have strong choices for students so they can decide on topic and mode of presentation, from a power point to a video and then have them available for all students to view and enjoy.
Students are given the opportunity to improve course skills and scores by redoing part or all of assignments after they have feedback on ways to help meet items on rubrics. I think the ability to self edit and retry is a great way to reach the “edges”.
This was interesting on alterante deliveries to student – the issue that I have is online. But in talking with others and reading info – one thing I can do is to do a short video about things – I thnk that can help
Larry Lewis
This was interesting on alterante deliveries to student – the issue that I have is online. But in talking with others and reading info – one thing I can do is to do a short video about things – I thnk that can help –
Larry Lewis
The nice thing about UDL is how nicely it fits with the concept of multiple modes of delivery/learning. While yes, some express preferences for specific modes of delivery, and some require specific modes of delivery, visual, auditory, tactile, kinesthetic, and so on, the more parts of the brain we activate the better the understanding. I have found describing a geometric figure in addition do simply drawing or naming it, helps people understand the relationships involved. Likewise, demonstrating and encouraging hand motions and movements while considering applications seems to aid students.
The downside of course is that while these “enhancements” help everyone, it does widen the perceived success gap.