Universal Design for Learning - Introduction

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10/31/2022 Added

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The Center for Transformative Teaching | Student-Faculty Collaboration Grant | Department of Special Education and Communication Disorders | College of Education and Human Sciences | University of Nebraska-Lincoln

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[00:00:00.000]cehs.unl.edu
[00:00:05.130]At the University of Nebraska,
[00:00:06.840]we are committed to providing
[00:00:08.225]students with the highest quality
[00:00:09.431]educational experience possible.
[00:00:11.430]Our student population continues to
[00:00:13.172]diversify and we must continue to meet the
[00:00:15.172]ever-changing educational
[00:00:16.800]needs of our students.
[00:00:18.450]Our ability to meet those needs
[00:00:20.042]starts with our incredible
[00:00:21.238]teaching staff at the university.
[00:00:23.630]Diversity can look like a lot
[00:00:25.414]of things at the university.
[00:00:27.440]We can look at people with different
[00:00:29.162]abilities being in classrooms.
[00:00:31.970]It can be people from
[00:00:33.381]all over the country.
[00:00:34.340]So representing different diversity
[00:00:37.612]and races, different
[00:00:39.260]diversity and gender.
[00:00:41.660]I think we see the whole gamut at the
[00:00:44.385]university in regards to diversity.
[00:00:46.760]You know, there's diversity in
[00:00:49.190]experiences and perspectives.
[00:00:52.174]There's diversity in access, you know,
[00:00:55.670]the way students are
[00:00:56.525]accessing information,
[00:00:58.310]there's diversity in the way
[00:00:59.854]students process the information.
[00:01:04.310]I see a lot of diversity in
[00:01:05.847]how they engage in the content.
[00:01:08.730]Diversity is a tricky one to talk about
[00:01:11.480]because it means so many different
[00:01:13.430]things to someone they different
[00:01:14.511]people. So it's not just race,
[00:01:15.950]it's not just ethnicity,
[00:01:18.586]it's not just disability,
[00:01:19.730]it's also everything else. Like
[00:01:21.453]first-generation socioeconomic status.
[00:01:24.440]The level of support you have.
[00:01:26.240]So, I try to think mostly what
[00:01:28.685]impacts me as a teacher and them
[00:01:31.130]as students.
[00:01:32.303]So, I'm a lot more flexible in
[00:01:34.299]terms of any students
[00:01:36.992]who want
[00:01:39.000]any Zoom, private tutoring sessions,
[00:01:41.480]whether I'm teaching live,
[00:01:43.167]which I currently am.
[00:01:45.440]I provide those. I make sure that
[00:01:48.770]students that would have any special
[00:01:50.595]needs are always seated where they want to
[00:01:52.730]be. I have one student,
[00:01:54.342]who's hard of hearing,
[00:01:55.580]so I make sure she sits
[00:01:57.373]in the front.
[00:02:00.050]And then always, always
[00:02:02.290]help students review for quizzes.
[00:02:04.670]The diversity comes with teaching.
[00:02:06.890]You have to be thinking about how
[00:02:09.274]all students learn and then adapt
[00:02:11.750]your teaching style to everybody.
[00:02:14.960]So it's presenting differently.
[00:02:17.324]It's having different activities,
[00:02:19.167]it's assessing students differently.
[00:02:21.980]So at some point, you're meeting all of
[00:02:24.377]their needs with the end result of making
[00:02:26.930]sure that they learn the content
[00:02:28.673]that you've deemed valuable.
[00:02:30.380]Well, it impacts the way
[00:02:31.672]I design my courses
[00:02:34.130]in thinking about how to
[00:02:35.923]ensure that, you know,
[00:02:37.610]all that diversity is welcomed and
[00:02:40.237]creating an inclusive environment
[00:02:42.140]where all the students, regardless
[00:02:44.700]of how they approach learning,
[00:02:48.169]feel,
[00:02:49.838]you know,
[00:02:50.540]comfortable engaging in
[00:02:52.400]the, in the course.
[00:02:54.148]Hello and welcome. Over the
[00:02:56.053]course of this video series,
[00:02:57.290]we will be investigating
[00:02:58.319]one very important topic,
[00:03:00.490]Universal Design for Learning.
[00:03:02.855]Over the course of this video,
[00:03:04.000]we will address three main tenants.
[00:03:06.400]What is Universal Design for Learning.
[00:03:08.340]What are the tenants of
[00:03:09.393]Universal Design for Learning.
[00:03:10.990]And what are the benefits of
[00:03:12.320]Universal Design for Learning.
[00:03:14.567]Universal Design for Learning,
[00:03:15.879]or UDL for short is a framework
[00:03:18.292]to improve and optimize teaching and
[00:03:20.369]learning for all people based on
[00:03:22.136]scientific insights into how humans learn.
[00:03:25.300]UDL is a framework that can help guide
[00:03:27.522]educators on how to meet the
[00:03:29.023]individual needs of their students
[00:03:30.538]in their classroom.
[00:03:32.530]This can range from classroom design to
[00:03:35.018]use of specific instructional methods
[00:03:37.030]and assessment methods,
[00:03:38.380]and even classroom materials such as
[00:03:40.397]textbooks and seating arrangements.
[00:03:42.760]All of which provide for
[00:03:44.393]better instruction for
[00:03:45.449]students and more efficient
[00:03:46.990]planning for teachers.
[00:03:48.780]Accessibility is always at
[00:03:50.479]the forefront of my mind,
[00:03:52.590]thinking about how to make
[00:03:54.135]my content and my activities,
[00:03:58.211]accessible to all learners.
[00:04:00.510]I try to incorporate different ways
[00:04:02.794]students can engage in my courses.
[00:04:06.510]So giving them options for how to say
[00:04:10.560]participate, whether for my
[00:04:12.888]in-class courses.
[00:04:16.186]In terms of my online courses,
[00:04:18.270]I give them options for how they want to
[00:04:20.393]respond to their discussion boards.
[00:04:22.770]Whether they want to do it
[00:04:25.080]by typing their answers or
[00:04:26.868]doing a video recording.
[00:04:29.227]Yes,
[00:04:29.740]students have to take responsibility
[00:04:31.331]for their own learning,
[00:04:32.760]but ultimately in general,
[00:04:35.348]if they're not prepared,
[00:04:36.240]that means I wasn't prepared.
[00:04:39.330]And so it's important for me to
[00:04:41.452]build that scaffolding in and build,
[00:04:44.340]build that structure around students.
[00:04:47.430]I think the way it impacts
[00:04:49.067]my teaching most is from
[00:04:51.660]the assessment perspective, I guess.
[00:04:54.540]So I think that's where I focus
[00:04:57.120]most of my teaching is I want to just
[00:04:59.038]make sure everyone can show
[00:05:00.244]me what they learned.
[00:05:01.936]In a way that they're comfortable
[00:05:03.677]with, even if they also have to do it,
[00:05:05.460]maybe in a way they're
[00:05:06.224]less comfortable with,
[00:05:07.080]there's like a measure where I can tell.
[00:05:09.240]I think all teaching is intentional.
[00:05:11.520]And if you are looking
[00:05:12.996]at those principles
[00:05:15.570]the universal design principles,
[00:05:17.587]it's all front-loaded.
[00:05:18.930]And so once you have that
[00:05:21.266]framework put into place,
[00:05:23.220]then it makes it pretty easy to
[00:05:25.334]be able to have everything
[00:05:27.943]laid out in a fashion.
[00:05:30.820]When you're teaching that
[00:05:31.876]day or you're assessing,
[00:05:32.970]or you're thinking about it.
[00:05:34.140]Now, it's just become such a
[00:05:35.800]natural part of my planning process.
[00:05:39.605]It's just how I approach my planning,
[00:05:42.210]thinking about all these different
[00:05:43.934]types of learners and
[00:05:46.491]ensuring that,
[00:05:48.000]you know, what the content
[00:05:49.714]that I'm presenting is accessible.
[00:05:51.960]If you get into the practice of doing
[00:05:54.336]that regularly for everything, it just,
[00:05:56.700]it, it's just a seamless
[00:05:58.559]part of the planning process.
[00:06:00.920]I try to spend as much time upfront as
[00:06:03.320]possible so that during the semester,
[00:06:05.720]it's less of a struggle
[00:06:07.690]because I think as students,
[00:06:09.290]you guys can tell when we show up an
[00:06:11.876]are, like I'm less prepared today.
[00:06:14.150]And so if I have a plan for that,
[00:06:16.614]then I'm not like every week going.
[00:06:18.860]Oh no, what am I doing next
[00:06:20.106]week? Cause I think that's,
[00:06:21.670]that's not good instruction, I think.
[00:06:23.740]Made my planning a lot more diverse,
[00:06:27.310]in terms of the types
[00:06:29.844]of activities that I do
[00:06:32.230]and the types of learning experiences.
[00:06:35.080]I prefer to put students in groups
[00:06:37.123]and have them go over the content.
[00:06:40.090]Allows the content to
[00:06:41.155]be more accessible,
[00:06:42.850]which then in turn improves
[00:06:45.000]their, you know,
[00:06:46.960]access to the content and their
[00:06:48.502]ability to learn the content.
[00:06:51.370]By ensuring that, I mean, not
[00:06:54.615]only that it's accessible,
[00:06:55.900]but that they have,
[00:06:56.822]there's flexibility,
[00:06:58.570]that they have different
[00:06:59.794]ways to access, participate,
[00:07:03.730]and engage in the learning process. I
[00:07:05.806]think that just improves learning overall.
[00:07:09.160]I think the impact is a, my hope
[00:07:11.731]is that they learn it. I,
[00:07:13.960]that they walk away having
[00:07:15.877]the content that I have
[00:07:18.700]planned for them to learn. If, if not,
[00:07:21.580]then that comes back to me that I
[00:07:23.158]need to change things up and take the
[00:07:26.200]feedback that I get from students and
[00:07:28.095]do things differently in the future.
[00:07:30.940]But if I've done it correctly,
[00:07:33.580]the majority of all of my students
[00:07:35.073]are learning the content and
[00:07:36.738]meet the objectives.
[00:07:38.080]One of the things is when they're working
[00:07:39.755]in groups and their basically,
[00:07:42.040]basically they're doing
[00:07:43.210]their guided practice.
[00:07:45.640]And I'm circulating around.
[00:07:47.538]I can tell who's participating.
[00:07:49.600]I can tell who's getting it.
[00:07:51.357]Who's not getting it.
[00:07:53.150]Also one of the things that I've done
[00:07:55.345]is I do, I do a lot of questioning,
[00:07:58.493]with students.
[00:07:59.890]One of the things that
[00:08:01.159]teachers
[00:08:02.878]are uncomfortable with
[00:08:04.720]is silence. When they ask a question
[00:08:07.615]at all levels at all levels.
[00:08:10.719]And so lots of times
[00:08:12.711]teachers ask a question,
[00:08:14.830]they become uncomfortable and then
[00:08:17.319]they answer their own question.
[00:08:19.300]And then of course, if a teacher
[00:08:20.819]does that, students are like, ah,
[00:08:23.710]I don't have to answer this question.
[00:08:26.290]One of the things that I
[00:08:27.695]tell my students is
[00:08:31.060]my background is not only in
[00:08:32.480]education, it's also in counseling,
[00:08:35.260]so I'm very good at waiting.
[00:08:37.946]And I can, I,
[00:08:39.168]my wait time is definitely
[00:08:40.775]longer than yours.
[00:08:43.270]And once students understand
[00:08:44.947]that there's more participation,
[00:08:48.040]the technique of having students
[00:08:50.564]turn to each other and come up with
[00:08:53.140]three reasons, why,
[00:08:56.460]teachers don't understand
[00:08:57.713]positive reinforcement.
[00:09:00.150]And then that way I know
[00:09:02.429]that everyone has an answer.
[00:09:05.434]The Universal Design for Learning framework
[00:09:07.089]was first developed by researchers at
[00:09:08.780]the Harvard Graduate School of Education
[00:09:10.948]and the Center for Applied Special Technology
[00:09:13.596]in the 1990s.
[00:09:14.715]To create classrooms
[00:09:16.053]that are accommodated
[00:09:17.115]for all different types of learners.
[00:09:20.330]Since the Universal Design for Learning's
[00:09:22.681]development. Applications of its
[00:09:24.359]research and its framework have
[00:09:25.649]been incorporated into the Higher
[00:09:26.960]Education Opportunity Act of 2008,
[00:09:29.860]2004 Reauthorization of the Individuals
[00:09:32.036]with Disabilities Education Act,
[00:09:34.134]and the Every Student Succeeds Act
[00:09:35.798]of 2016.
[00:09:37.413]Now, before we dive headfirst
[00:09:39.159]into this invaluable tool
[00:09:40.523]and the educator's tool belt,
[00:09:42.230]let's first talk about some general
[00:09:43.555]truths that make up the foundation of UDL.
[00:09:47.510]One, all students can learn.
[00:09:50.139]This might seem obvious,
[00:09:51.440]but it's important to
[00:09:52.229]think about it for a second.
[00:09:54.260]Every student in your classroom
[00:09:55.751]has the potential to be successful.
[00:09:58.970]No student is born knowing more or
[00:10:00.935]less about what you're teaching,
[00:10:03.140]nor are they any more apt to
[00:10:04.481]pick up your content faster
[00:10:06.000]or slower than their peers.
[00:10:08.180]Every student in your classroom has
[00:10:10.181]a unique learning profile and can
[00:10:12.200]demonstrate knowledge
[00:10:13.199]in diverse ways.
[00:10:15.260]It is the job of educators to adapt
[00:10:17.304]their instruction, to meet the
[00:10:19.533]needs of their students.
[00:10:20.655]Not, the job of students to rewire their
[00:10:22.257]brains so that they might
[00:10:23.175]understand you better.
[00:10:24.868]Two,
[00:10:25.705]every student is different.
[00:10:27.980]It is widely believed in educational
[00:10:29.677]research that individual's learning
[00:10:31.250]characteristics are as unique
[00:10:33.000]as one's own fingerprint.
[00:10:35.090]If you instruct every student the same,
[00:10:37.340]it's almost certain that some of your
[00:10:39.000]students will miss out on valuable
[00:10:40.760]learning opportunities.
[00:10:42.860]This means that instructors frequently
[00:10:44.904]have to make accommodations to their
[00:10:47.120]instructional methods and assessment
[00:10:48.868]technique to best teach students.
[00:10:52.250]Three,
[00:10:53.273]planning is key as we just reviewed.
[00:10:56.300]If every student can learn,
[00:10:57.740]but every student is different than
[00:10:59.318]how do we ever create instruction?
[00:11:01.700]Enter UDL.
[00:11:02.990]The framework we will be covering shortly
[00:11:04.990]is a preemptive strategy to address
[00:11:06.620]individual needs before students ever
[00:11:08.591]step into your classroom.
[00:11:10.106]Saving you valuable time
[00:11:12.000]that would have been spent
[00:11:12.923]responding to the multiple different
[00:11:14.540]individual needs of students.
[00:11:17.600]Universal Design for Learning is
[00:11:19.143]based on three major instructional and
[00:11:21.320]assessment beliefs.
[00:11:22.756]One,
[00:11:23.571]providing multiple means of engagement,
[00:11:25.310]which is frequently referred
[00:11:26.510]to as the "why" of learning.
[00:11:28.820]And it's targeted towards creating
[00:11:30.206]lessons that grab students' attention
[00:11:32.238]and keep them locked in.
[00:11:34.776]Two,
[00:11:35.722]providing multiple means of
[00:11:36.770]representation frequently referred
[00:11:39.000]to as the "what" of learning.
[00:11:40.790]It's focused on the ways in
[00:11:42.125]which information is perceived,
[00:11:44.090]comprehended and encoded.
[00:11:46.670]This area is closely tied to the second
[00:11:48.657]mindset issue we discussed earlier that
[00:11:50.480]every student is different.
[00:11:52.370]The representation provides a multitude
[00:11:54.730]of different formats to show content and
[00:11:57.000]how it might affect student outcomes.
[00:11:59.385]And finally three,
[00:12:00.945]provide multiple means of
[00:12:02.147]action and expression.
[00:12:03.786]Frequently referred to as
[00:12:04.930]the "how" of teaching,
[00:12:06.790]as stated earlier in our mindset
[00:12:07.960]section, all students can learn.
[00:12:10.360]This section will help you learn different
[00:12:12.000]ways that students can display what
[00:12:14.080]they know.
[00:12:15.310]There is not one means of action and
[00:12:16.947]expression that will
[00:12:17.746]be optimal for all learners.
[00:12:19.648]And therefore a range of
[00:12:21.000]assessment measures is essential.
[00:12:24.010]We will be covering these tenants in
[00:12:25.319]greater depth in subsequent videos,
[00:12:27.400]but it's important to know
[00:12:28.931]that these are three areas,
[00:12:30.400]crucial to establishing a healthy
[00:12:32.472]learning environment in your classroom.
[00:12:35.470]Please check out the next video in the series.
[00:12:37.669]Multiple Means of Instruction,
[00:12:39.220]The Three Tenants of UDL.
[00:12:40.870]Where we will go further into
[00:12:42.086]the specifics of
[00:12:42.945]Universal Design for Learning.
[00:12:44.813]On behalf of the University
[00:12:45.995]of Nebraska-Lincoln.
[00:12:47.440]We would like to extend our gratitude for
[00:12:49.043]you taking this important step towards
[00:12:51.010]improving your instruction.
[00:12:53.017]And as always
[00:12:53.895]Go Big Red!

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Universal Design for Learning - Introduction

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