Strategies That Work : Universal Design For Learning And .
LONG ISLAND TASK FORCE FOR QUALITY INCLUSIVE SCHOOLING 2007Strategies that Work: Universal Design for Learningand the Culturally Responsive ClassroomDr. Dolores Burton New York Institute of TechnologyDr. Sarah McPherson New York Institute of TechnologyDr. Andrea Honigsfeld Molloy CollegeDr. Darra Pace Hofstra UniversityFunding for this Institute provided by the New York State TaskForce for Quality Inclusive SchoolingThe Higher Education Support Center at Syracuse University
Table of ContentsIntroduction . 3Effective Strategies for Today’s Classroom. 5Using Ideas from Universal Design .18for Learning to Teach Mathematics.18Characteristics of Legible Text.30Legible Graphs, Tables, and Illustrations .32Place Value Interactive Style!.34An Example of a Lesson in Geometry Addressing the Three Networks.35Mathematics Resources That Can Be Used to Implement Universal Design Instruction .36Universal Design for Learning Language Arts.38Universal Design for Learning Language Arts Web Resources.45Differentiated Instruction and Implications for UDL Implementations.47Developing Cross‐cultural Awareness and Competence through Games and Learning Activities .66Developing Cross‐cultural Awareness and Competence .74Understanding Your Own Cultural Diversity .77What is Cross‐Cultural or Intercultural Competence?.78Read and reflect on the following poem: .79Musical Response Sheet .81Response Sheet to Gallery Walk.82Understanding and Responding to Diversity in the Classroom .83WHAT INFORMATION IS HELPFUL? .84Student Information Profile .851
Family History Questionnaire.86The Importance of Culture.87Strategies to Empower Language Minority Students .88and Their Parents .88(Based on Jim Cummins).88Creating a Caring Classroom Environment .89Online Lessons and Units on the Immigrant Experience .90Online Resources Relating to ESL and Bilingual Instruction.92Understanding Diversity in the Classroom.99Diversity Bibliography .1002
IntroductionThe Long Island Task Force for Quality Inclusive Schooling has been providingprofessional development workshops to educators for the past few years. These workshopshave offered strategies and techniques to use in the inclusive classroom. Our latest professionaldevelopment program continued our focus on working in the inclusive classroom with a diversepopulation of students. We centered our seminars on the specific areas of Universal Design forLearning and cultural responsiveness. Both of these concepts are critical for effective teachingand learning in inclusive settings.The Center for Applied Special Technology, CAST (2001) states that the goal ofUniversal Design for Learning is to develop teaching methods that enable all students withdiverse learning needs, including those with disabilities and cultural differences, to have equalaccess to classroom curriculum. A major concern of practitioners of UDL is the creation ofclasses with equity and inclusion at the core of the learning environment (Pliner & Johnson,2004).Multiculturalism shares the same goal as UDL. According to Banks and Banks (2001),“Multicultural education incorporates the idea that all students – regardless of their gender andsocial class, their ethnic, racial or cultural characteristics – should have an equal opportunity tolearn in schools (p.3)”. In addition, multiculturalism asks for reform within schools byrestructuring the educational systems to accommodate the students, rather that asking studentsto deal with barriers to their learning individually. This is a call for culturally responsiveeducation.This paradigm shift echoes the move in special education from a deficit model to aminority rights model put forward by Hahn (1989), and which is the basis of inclusive3
educational philosophy. Together inclusion, Universal Design for Learning, and culturallyresponsive educators create learning environments that strive to serve all students. Thefollowing presentations and handouts are designed to give educators information and strategiesto increase their sense of efficacy in the inclusive classroom. These materials represent thecurrent knowledge and techniques that are facilitating the educational shift to a paradigm that isinclusive, culturally responsive, and uses universal design for learning to teach all children.ReferencesBanks, J.A., & Banks, C.A.M. (2001). Multicultural education: Issues & perspectives (4th Ed.).New York: Wiley.Center for Applied Special Technology (2001). Universal design for learning. Retrieved fromhttp://www.cast.org/udlHahn, H. (1989). The politics of special education. In D.K. Lipsky & A. Garner (Eds.), Beyondseparate education: Quality education for all (pp.225 24).Baltimore: Paul H. Brookes Publishing Co.Pliner, S.M, & Johnson, J.R.(2004). Historical, theoretical, and foundational principles ofuniversal instructional design in higher education. Equity & excellence in education, 37,105 113.4
Effective Strategies for Today’s ClassroomEffective Strategies for Today’sClassroomsUniversal Design for LearningMathematics and Language ArtsDolores Burton Ed. D.Sarah McPherson Ed. D.Long Island Task Force for Quality Inclusive SchoolingJuly 10, 2007Inside View of the Brain The human brain has many parts and each has aspecific function. Each of our brains is unique and is ever changing andsensitive to its environment. Its modules are interdependent and interactive and theirfunctions are not totally fixed.5
The complex organization and unique structure ofcortex gives it a central role in learning. The approximately 1 trillion neurons in thecortex are linked by approximately 10 trillionconnections, creating an incredibly densenetwork. These multifaceted connections help individualparts of the brain communicate flexibly andalong multiple pathways, regardless of whetherthey are close to each other or on oppositesides of the brain.(Rose & Meyer, 2002) As visual sensory information we take in thoughour eyes departs from our retinas, it travels upthrough an increasingly complex hierarchicalnetwork, eventually reaching the visual cortex. This processing is responsible for identificationsbased on particular sensory features, meaningthe quality of sensory input is very important. Poor lighting, low quality photocopies, ormumbled speech can all impede bottom upprocessing and make everyday recognitiontasks difficult.6
Within this large network, many smallernetworks are specialized for performingparticular kinds of processing andmanaging particular learning tasks. Threeprimary networks, structurally andfunctionally distinguishable but closelyconnected and functioning together, areequally essential to learning. We identifythese networks by terms that reflect theirfunctions: the recognition, strategic, andaffective networks. (Rose & Meyer, 2002)Recognition NetworksNetworks in the brain that enableus to identify and understandinformation, ideas, and concepts;networks specialized to senseand assign meaning to patternswe see, hear, taste, touch, andsmell.7
These contrasting images illustrate the fact that visualstimuli are recognized in one part of the cortex and auditorystimuli in another (Kandel, Schwartz, & Jessell, 1991). Inother words, the task of recognition is distributed acrossdifferent areas, each specialized to handle a differentcomponent of recognition8
Affective NetworksAre specialized to evaluatepatterns and assign thememotional significance; theyenable us to engage with tasksand learning and with theworld around us.Affective NetworksAre specialized to evaluatepatterns and assign thememotional significance; theyenable us to engage with tasksand learning and with theworld around us.9
Fundamentals of UDL Students with disabilities fall alonga continuum of learner differencesrather than constituting a separatecategory Teacher adjustments for learnerdifferences should occur for allstudents, not just those with disabilities Curriculum materials should be variedand diverse including digital and onlineresources, rather than centering on asingle textbook tead of remediating students so thatthey can learn from a set curriculum,curriculum should be made flexible toaccommodate learner for allchildrenUDL Can be High Tech or Low Tech More DevelopmentalActivities Organize Material IntoSmaller, MoreManageable Units Simplify Vocabulary Change size of fonts Clear extraneousinformation from page Use of E programs toread text Use of internetresources for hands on, minds onactivities10
BARRIERS TO LEARNING What strategies are typically used forpresenting content information? DiscussionRecognition Networks– What? when? where? What are the current methods used toaddress the needs of all learners? What methods are needed for access,participation, and progress for all learners?11
Strategic NetworksWhat are the current methods used forstudent learning, actions, and expression?DiscussionMultiple Pathways Methods to access, participate andprogress in general education curriculum.– Flexible models– Guided practice– Feedback– Flexible opportunities to demonstrate skills– Novel problems to solve12
Affective NetworksWhat are current methods used forengaging students?DiscussionMultiple Ways to Engage StudentsMethods for all learners to access,participate and progress Choice of content and tools Adjustable levels of challenge Rewards and reinforcement Choice of learning context13
Definition To differentiate instruction is to recognizestudents' varying background knowledge,readiness, language, preferences inlearning and interests, and to reactresponsively.Hall, Stangman, and Meyer (n.d.)National Center on Accessing the General CurriculumDefinition To differentiate instruction is to recognizestudents' varying background knowledge,readiness, language, preferences inlearning and interests, and to reactresponsively.Hall, Stangman, and Meyer (n.d.)National Center on Accessing the General Curriculum14
Learning Cycleand Decision FactorsContent Several elements and materials are usedto support instructional content. Align tasks and objectives to learninggoals. Instruction is concept focused andprinciple driven.15
Process Flexible grouping is consistently used. Classroom management benefits studentsand teachers.General Education Applications UDL calls for the design of curricula with theneeds of all students in mind, so that methods,materials, and assessment are usable by all. UDL curriculum is designed to be flexible, withmultiple media alternatives. A UDL curriculum minimizes barriers andmaximizes access to both information andlearning.16
UDL curriculum takes on theburden of adaptation so thatthe student doesn't have to!17
Using Ideas from Universal Designfor Learning to Teach MathematicsUsing Ideas From Universal Design forLearning to Teach MATHEMATICSJustin and Sarah shook all the money out of the piggy bank they shared. They put the coins in thesetwo groups:Justin’s CoinsSara’s CoinsJustin and Sarah's mom looked at the groups of coins. She told Justin and Sarah that if they couldmake each group total the same amount, she would match them that amount of money. Show Justinand Sarah how to arrange their coins in 2 equal groups. Explain your math thinking.18
Alternative Versions of TaskMore Accessible Version:Justin and Sarah shook all the money out of the piggy bank they shared. Theyput the coins in these two groups:Justin's group of coins:Sarah's group of coins:Justin and Sarah's mom looked at the groups of coins. She told Justin andSarah that if they could make each group total the same amount, she wouldmatch them that amount of money. Show Justin and Sarah how to arrange theircoins in 2 equal groups. Explain your math thinking.Using Ideas From Universal Design forLearning to Teach MATHEMATICS19
More Challenging Version:Justin and Sarah shook all the money out of the piggy bank they shared. They put themoney in these two groups:Justin's group of coins:Sarah's group of coins:Justin and Sarah's mom looked at the groups of money. She told Justin and Sarah that ifthey could make each group total the same amount, she would match them that amountof money. Show Justin and Sarah how to arrange their money in 2 equal groups. Explainyour math thinking.NCTM Content Standards and EvidenceNumber and Operation Standard for Grades Pre‐K‐12Instructional programs from Pre‐Kindergarten through grade 12 shouldenable students to. Understand meanings of operations and how they relate to one another.– NCTM Evidence A: Understand various meanings of addition and subtractionof whole numbers and the relationship between the two operations;– Evidence A: This task requires students to "even out" coin values that resultsin subtracting an amount from one value and adding it to another, the resultbeing equal values. The degree to which this will occur will depend on thestudent's problem solving strategy.– NCTM Evidence B: Understand situations that entail multiplication anddivision, such as equal grouping of objects and sharing equally.– Evidence B: This task requires students to understand a situation involvingdivision where objects (coin values) need to be shared fairly. The degree towhich this will occur will depend on the student's problem solving strategy.20
Four Types of Activities Developmental activities‐create opportunities forstudent to have experiences that the teacher can useto build a new idea. Practice activities‐ to help students becomeproficient in the use of concepts they have learned. Application activities‐ to provide opportunities forstudent to use concepts they have learned. Assessment activities‐activities that require studentsto demonstrate in an observable way their depth ofunderstanding.What kind of activity is this? Display five triangles with different shapes.Tell the children that the shapes are alltriangles. Ask the students to tell you what isthe same for all the triangles. Draw a shapethat is not a triangle. As if it is a triangle. Askwhy not. Repeat the process with counterexamples that do not have the requiredcharacteristics.21
What kind of activity is this? Prepare a set of 24 cards with basic additionfacts with the answer missing. The dealergives two children four card each. When thedealer says start the children race to place thecards in order from the smallest answer to thelargest answer. The first correct answer winsthat round. Play until the cards are all used.Use More Developmental Activities Provides connections with what the studentalready knows Has a familiar comfortable feeling Provides mental imagery for mathematicalideas Increases retention Improves problem solving ability Reduces amount of time needed to practice22
Organize Material Into Smaller, MoreManageable Units Easier for student to master Teacher can celebrate successes Motivating Cutting the recipe in half is a great idea for students to gainsuccess. Students can relate math concepts to everyday living. Iwould also suggest as the lesson progresses that the teacher breakup the learning material into even smaller parts to allow for studentsto see their success at relatively short intervals. If students withspecial needs are constantly encouraged with small steps of successthen motivation will increase. Often times students are discouragedeasily and are frustrated with failure. Even a small let down can setthem back pretty far.JasonSimplify Vocabulary Understanding directionsRevise to eliminate difficult wordsPrint text in larger sizeUse short sentences rather than longerones23
Where Appropriate Allow Partners Discourse helps to clarify concepts andimprove skills Both partners receive immediate feedback Lower functioning student gets immediatecorrection of errors Improve the learning of both studentsVisual Spatial Processing Losses place on worksheetDifficulties in seeing differencesProblems in writingProblems with directionDifficulty in using a number line24
Auditory Processing Difficulty in counting onfrom within a sequence Difficulty doing oraldrillsMemory, Retrieval andMotor Problems Cannot remember number factsForgets stepsDifficulty with timeForgets multiple step word problemsDifficulty in writing numbersIllegible, inaccurate or slowly25
Some Suggestions Enlarge the assignments and add spacing betweenthe problems. Use tables. Color‐code or highlight important concepts andwords or sequential‐step problems. Adjust the number of problems or pages assigned tomatch the student's capabilities. Provide samples of finished products Provide vocabulary supplements with extra space forstudents to add their own examples or visual clues.Some Strategies That Can Help Provide many examples Provide practice in discriminating betweenproblem types Provide direct instruction Teach vocabulary separately Identify the underlying skills26
Adapting your Lessons Expand the developmental portion of the lesson Provide more visual input Include more kinesthetic activity Include opportunities for more communicationwithin the lessonTask Analysis What prior skills does the student need?27
The Problem306‐ 99Underlying Skills Does the student know that 300 100 100 100 6?Does the student understand place value?Does the student know single digit subtraction?Can the student count ordinal numbers up to 306?Does the student need lined paper?Does the student understand what the – means?How can we teach this a better way?28
What Does a UDL ClassroomLook Like?ü Teachers begin where the students are.ü Teachers engage students in instruction throughdifferent learning modalities.ü A student competes more against himself or herselfthan others.ü Teachers provide specific ways for each individual tolearn.ü Teachers use classroom time flexibly.ü Teachers are diagnosticians, prescribing the bestpossible instruction for each student.(Carol Ann Tomlinson, 1999, p. 2)29
Characteristics of Legible TextDimensionCharacteristics of Legible TextContrast(degree of separationof tones in print fromthe background paper)White or glossy paper should be avoided to reduce glare (Menlove & Hammond, 1998). Bluepaper should not be used.Type Size(standard measuringunit for type size is thepoint)Black type on matte pastel or off white paper is most favorable for both contrast and eyestrain (Arditi, 1999; Gaster & Clark, 1995).Avoid gray scale and shading, particularly where pertinent information is provided.The point sizes most often used are 10 and 12 point for documents to be read by people withexcellent vision reading in good light (Gaster & Clark, 1995).Fourteen point type increases readability and can increase test scores for both students withand without disabilities, compared to 12 point type (Fuchs, Fuchs, Eaton, Hamlett, Binkley, &Crouch, 2000). Large print for students with vision impairments is at least 18 point.Type size for captions, footnotes, keys, and legends need to be at least 12 point also.Larger type sizes are most effective for young students who are learning to read and forstudents with visual difficulties (Hoerner, Salend, & Kay, 1997).Large print is beneficial for reducing eye fatigue (Arditi, 1999).Spacing(the amount of spacebetween eachcharacter)Leading(the amount of verticalspace between lines oftype)The relationship between readability and point size is also dependent on the typeface used(Gaster & Clark, 1995; Worden, 1991).Letters that are too close together are difficult for partially sighted readers. Spacing needs to be widebetween both letters and words (Gaster & Clark, 1995).Fixed space fonts seem to be more legible for some readers than proportional spaced fonts(Gaster & Clark, 1995).Insufficient leading makes type blurry and gives the text a muddy look (Schriver, 1997).Increased leading, or white space between lines of type makes a document more readablefor people with low vision (Gaster & Clark, 1995).Leading should be 25 30 percent of the point (font) size for maximum readability (Arditi,1999).Leading alone does not make a difference in readability as much as the interaction betweenpoint size, leading and line length (Worden, 1991).Suggestions for leading in relationship to type size:····Typeface(characters,punctuation, and12‐point type needs between 2 and 4 points of leading.14‐point type needs between 3 and 6 points of leading.16‐point type needs between 4 and 6 points of leading.18‐point type needs between 5 and 6 points of leading (Fenton, 1996)Standard typeface, using upper and lower case, is more readable than italic, slanted, small caps, or allcaps (Tinker, 1963).30
symbols that share acommon design)Avoid font styles that are decorative or cursive. Standard serif or sans serif fonts with easilyrecognizable characters are recommended.Text printed completely in capital letters is less legible than text printed completely in lower‐case, ornormal mixed‐case text (Carter, Dey & Meggs, 1985)Italic is far less legible and is read considerably more slowly than regular lower case (Worden, 1991).Justification(text is either flushwith left or rightmargins – justified – orstaggered/ragged –unjustified)Boldface is more visible than lower case if a change from the norm is needed (Hartley, 1985).Justified text is more difficult to read than unjustified text – especially for poor readers (Gregory &Poulton, 1970; Zachrisson, 1965).Justified text is also more disruptive for good readers (Muncer, Gorman, Gorman, & Bibel, 1986).A flush left/ragged right margin is the most effective format for text memory. (Thompson, 1991).Unjustified text may be easier for poorer readers to understand because the uneven eye movementscreated in justified text can interrupt reading (Gregory & Poulton, 1970; Hartley, 1985; Muncer,Gorman, Gorman, & Bibel, 1986; Schriver, 1997).Line Length (length ofthe line of text; thedistance between theleft and right margin)Justified lines require the distances between words to be varied. In very narrow columns, not only arethere extra wide spaces between words, but also between letters within the words (Gregory &Poulton, 1970).Longer lines, in general, require larger type and more leading (Schriver, 1997).Optimal length is 24 picas ‐ about 4 inches (Worden, 1991).Lines that are too long make readers weary and may also cause difficulty in locating the beginning ofthe next line, causing readers to lose their place (Schriver, 1997; Tinker, 1963).Blank Space(Space on a page thatis not occupied by textor graphics)Lines of text should be about 40‐70 characters, or roughly eight to twelve words per line (Heines,1984; Osborne, 2001; Schriver, 1997).Use the term “blank space” rather than “white space” because the background is not always white(Schriver, 1997).Blank space anchors text on the paper (Menlove & Hammond, 1998).Blank space around paragraphs and between columns of type helps increase legibility (Smith &McCombs, 1971)A general rule is to allow text to occupy only about half of a page (Tinker, 1963). Too many test itemsper page can make items difficult to read.31
Legible Graphs, Tables, and IllustrationsSymbols used on graphs need to be highly distinguishable (Schutz, 1961), especially if they are in blackand white. Gregory and Poulton (1970) suggested placing labels directly next to plot lines, enablingpeople to find information more quickly than when a legend or key is used, and reducing the load onshort term memory. According to Schriver (1997), “document designers must give structure toquantitative displays so that readers can construct appropriate inferences about the data” (p. 393). Shegoes on to state that a well designed quantitative graphic creates a context for interpreting data.Shorrocks Taylor and Hargreaves (1999) described three types of illustrations that appear onassessments:···Decorative illustrations that are not related to the questions and serve no instructional purpose.Related illustrations that have the same context as the questions and are used to support text andemphasize ideas.Essential illustrations that are not repeated in the text, but the text refers to them, and they haveto be read or worked with to answer the question.For some students, illustrations result in problems of discrimination due to visual acuity or relatedchallenges. Other students may be unnecessarily distracted due to an inability to shift their focusbetween the relevant information and extraneous or irrelevant information. For example, illustrationsadded for interest may draw attention of some students away from the construct an item is intended toassess. Some illustrations use color to attract student attention and maintain student interest. Ifillustrations use greens and reds, some students may have difficulty due to color blindness. Illustrationsneed to be directly next to the question to which they refer (Silver, 1994; West, 1997). Black and whiteline drawings of very simple design are the clearest. Illustrations also may complicate the use ofmagnifiers, enlargement, or other assistive technology.Szabo and Kanuka (1998) outlined design principles for computer tests that optimize completion ratesand speed of test taking. Principles of unity, focal point, and balance have been shown to reduce thecognitive load of perceiving graphic information, increasing speed of perceiving information, andincreasing speed of tests taken with graphic material.Illustrations need to be meaningful to students participating in the assessment. According to Schriver(1997), “In evaluating graphics, it is essential to explore their appropriateness in relation to the readers’knowledge and cultural context” (p. 375). Cultural norms, beliefs, and customs need to be respectfullyreflected in illustrations (Schiffman, 1995).Legible Response Formats. Tests that have small print, small bubbles to fill in for answers, and smalldiagrams are inherently biased against people with low vision and people who have difficulty with finemotor skills. Marking in the test booklet is recommended for both Braille and large print users. One ofthe characteristics sometimes associated with learning disabilities is lack of body awareness and poordirectionality. Response mechanisms thus should allow larger circles for bubble responses or multipleforms of response (Willingham et al., 1988).Several studies have been conducted on the use of different response formats. Grise et al. (1982) foundthat placing answer options in a vertical format with flattened, horizontal elliptical ovals for answerbubbles was useful. By placing answer bubbles on the same sheet as questions, the opportunity to miss32
one bubble and mismark many items was greatly diminished. Other research has had mixed results atdifferent grade levels. For example, Rogers (1983) reported that separate answer sheets resulted ininvalid scores for both typical and hearing impaired students in grades 1–3 and only resulted in validscores for students in grades 4 and 5 when special instructions and practice were provided. Tindal et al.(1998) found separate answer sheets to provide invalid scores for students in grades 1–3, but no
Justin and Sarah shook all the money out of the piggy bank they shared. They put the money in these two groups: Justin's group of coins: Sarah's group of coins: Justin and Sarah's mom looked at the groups of money. She told Justin and Sarah that if
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Universal Design for Learning: Implementation in Six Local Education Agencies . INTRODUCTION . Universal Design for Learning (UDL) is a theoretical framework developed by the Center for Applied Special Technology (CAST) 1. that builds upon architectural concepts of universal design described by the Center for Universal Design (CUD) 2
Universal Messaging Clustering Guide Version 10.1 8 What is Universal Messaging Clustering? Universal Messaging provides guaranteed message delivery across public, private, and wireless infrastructures. A Universal Messaging cluster consists of Universal Messaging servers working together to provide increased scalability, availability, and .
Universal Design for Curriculum Design The promotion of Universal Design in education, and Universal Design for Learning (UDL) in particular, has become ever more prevalent over the last number of years. With the previous AHEAD conferences and seminars and the recent National Disability Authority (NDA) conference we can see
Universal Design. Universal Design means the design of products, environments, programs and services to be usable by all people, to the greatest extent possible, without the need . for adaptation or specialized design. Universal Design for Learning. The term ‘Universal Design for Learning’ has been defined in US legislation as ‘A
1998). Universal design puts high value on both diversity and inclusiveness. A group of architects, product designers, engi-neers, and environmental design researchers at the CUD established seven principles for the universal design of products and environments (The Center for Universal Design, 1997). These principles of UD are listed below.
