Supporting Student Success: Universal Design for Learning

(UDL) and Your Library

Claire Holmes, Sarah Gilchrist, Sarah EspinosaAlbert S. Cook Library, Towson University

2015 Joint Library Conference, MLA/DLA, May 8, 2015

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UDL Librarians

Claire HolmesAssistant University Librarian for Public

Services

Sarah GilchristResearch and Instruction Librarian for Education

and Visual Arts

Sarah EspinosaResidency Librarian

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SlideShare Link to Supporting Student Success

http://tinyurl.com/UDLSupportingStudentSuccess

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Learning Outcomes

• List the three main principles of UDL in order tointegrate them into information literacy instruction planning

• Recognize learner variability in all classrooms in order toplan information literacy instruction activities that: • engage all learners, • reduce barriers, • optimize levels of support, and • challenge personal instruction experiences or scenarios

• Build a toolkit of UDL instructional design activities in order toapply UDL principles to teaching and learning CH

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The UDL framework offers flexible instructional materials, techniques, and strategies to help us differentiate instruction to meet students’ varied needs.

CAST

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Universal Design for Learning History

• UDL grew out of architecture• Special Educators adopted UDL• CAST focuses on neuroscience• Towson University facilitates a UDL

Professional Learning Network

Towson University

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The Myth of the Average: Todd Rose

Rose, T. (2012, January 18). Todd Rose: Variability Matters. Address at the Cyberlearning Research Summit, National Geographic Society, Washington, DC. Retrieved from https://youtu.be/8WClnVjCEVM

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The Myth of the Average

• Shoes are not average• Pilots are not average• Learner variability is the norm

• Instructors need to:• Modify learning environments• Design well to remove barriers• Consider learning goals

Bessie Coleman

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Reflect and Share

• Where have you encountered the Myth of Average?

• Do you see your environment aiding or discouraging diversity?

• What role do librarians play in the development of talent?

Thinking

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Practical Application of UDL

Instruction: ARTH 391• Scaffolded instruction• Replaced in-person session with

three online sessions in Blackboard• Focused on ACRL Threshold Concepts• Included video and text instructions• Citations submitted via Google forms• Pilot project for advanced art students

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Practical Application of UDL

Instruction: ARTH 391• Grading motivates students• Participation was low• Citations were good assessment• Infographics were popular

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Practical Application of UDL

Instruction: TSEM 102• Ongoing assessment• Incorporates gamification• Supplemented three in-person

sessions with six online sessions in Blackboard

• Focused on understanding material types for correct citation styles

• Included video and text instructions• Shared Audio and visual feedback

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Practical Application of UDL

Internship Program:• About the program• Learning

environment design analysis

• Online modules• Vocabulary• Modeling• Activity

• Learning environment design post-analysis

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UDL at a Glance

CAST. (2010, January 6). UDL at a Glance [Video file]. Retrieved from https://youtu.be/bDvKnY0g6e4

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Networks of the Brain

Affective = WhyHow learners get

engaged and stay motivated.

How they are challenged, excited

or interested.

Strategic = HowPlanning and

performing tasks. How we organize and

express our ideas. Writing an essay or

solving a math problem.

Recognition = What

How we gather facts and categorize what we

see, hear, and read. Identifying letters,

words, or an author’s style.

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Engagement Action & Expression Representation

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UDL Principles, Guidelines, & Checkpoints

Principles

Guidelines

Checkpoints

Reflect and Examine – UDL Worksheet

What strategies and methods do you currently incorporate into your instruction to create more options for variable learners?• Use the UDL Worksheet to write down some

of the strategies, technologies, and methods you use to provide multiple options for learning.

Reflecting

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Group Activity

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Share Ideas about UDL

Group Activity: Part One

1. Look at your UDL Worksheet. Do you feel most comfortable designing learning environments with:• Multiple options for representation?• Multiple options for action and expression?• Multiple options for engagement?

2. Locate the poster paper that lists the UDL Principle for which you feel MOST comfortable designing multiple options in your instruction.

Discussion

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Group Activity: Part One

3. As a group, discuss strategies, technologies, and methods you use to create multiple options for learning that relates to this UDL principle.

4. On the poster, write at least 3 strategies, technologies, and methods you incorporate in your instruction to provide multiple means of learning.• Include your name and institution on the

poster or leave a business card so people may contact your if they think your strategy is brilliant!

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Group Activity: Part Two

1. Locate the poster paper that lists the UDL principle for which you feel LEAST comfortable designing multiple options for instruction.

2. With your group, discuss some of the strategies, technologies, and methods that the previous group wrote on the poster paper.

3. Write your favorites on your UDL Worksheet to take home with you.

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UDL, Instruction, and the Framework

UDL means rethinking what we know about information literacy instruction.• Preparing for variable learners helps

librarians plan for classroom visits• We can be more flexible when we arrive in an

unfamiliar classroom because we plan for a variety of learners

UDL guidelines align with the new ACRL information literacy Framework.SMART goal setting may be used to create new instruction scenarios.

Representation

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Universal Design for Learning Goals

UDL helps instructors:• Improve student access,

engagement, and achievement• Eliminate or reduce academic

barriers• Value diversity through proactive

design

Instruction

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Learning Outcomes

• List the three main principles of UDL in order tointegrate them into information literacy instruction planning

• Recognize learner variability in all classrooms in order toplan information literacy instruction activities that: • engage all learners, • reduce barriers, • optimize levels of support, and • challenge personal instruction experiences or scenarios

• Build a toolkit of UDL instructional design activities in order toapply UDL principles to teaching and learning CH

Two Stars and a WishPlease share two things you liked and one opportunity for improvement.

Resources

• Burgstahler, S., & Cory, R. (2008). Universal Design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press.

• CAST. (2015a, April 24). CAST UDL bookbuilder. Retrieved from http://udlexchange.cast.org/home

• CAST. (2015b, April 24). CAST UDL exchange. Retrieved from http://udlexchange.cast.org/home

• CAST. (2015c, April 24). CAST website. Retrieved from http://www.cast.org/• CAST. (2010, January 6). UDL at a Glance [Video file]. Retrieved from

https://youtu.be/bDvKnY0g6e4• Center for Individual Opportunity. (2015, April 28). The myth of average.

[Infographic]. Retrieved from http://www.individualopportunity.org/infographic/

• Christie, B. (2015, April 24). UDL-Universe: A comprehensive Universal Design for Learning faculty development guide. Retrieved from http://enact.sonoma.edu/content.php?pid=218878&sid=2028805

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Resources

• Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Random House.

• Maryland State Department of Education. (2011. December 16). UDLinks. Retrieved from iTunes and Google.

• Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.

• Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. Wakefield, MA: CAST Professional Publishing. Retrieved from http://udltheorypractice.cast.org

• National Center on Universal Design for Learning. (2015, April 24). UDL connect. Retrieved from http://community.udlcenter.org/

• National Center on Universal Design for Learning. (2015, May 4). UDL guidelines – Version 2.0: Download the UDL guidelines!. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/downloads

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Resources

• Rose, T. (2012, January 18). Todd Rose: Variability Matters. Address at the Cyberlearning Research Summit, National Geographic Society, Washington, DC. Retrieved from https://youtu.be/8WClnVjCEVM

• Wolf, M., & Stoodley, C.J. (2007). Proust and the squid: The story and science of the reading brain. New York, NY: Harper Collins.

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