Universal Learning for the 21st Century

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Universal Learning for the 21st Century

• Damian Gordon
• Dublin Institute of Technology

Centre for Excellence In Universal Design
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Aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it deosn't mttaer in waht oredr the
ltteers in a wrod are, the olny iprmoetnt tihng
is taht the frist and lsat ltteer be at the rghit
pclae. The rset can be a total mses and you can
sitll raed it wouthit porbelm. Tihs is bcuseae
the huamn mnid deos not raed ervey lteter by
istlef, but the wrod as a wlohe.
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90 of errors in thinking are errors in
perception not judgement David
Perkins, Harvard
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What do you see ?
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• The new chief executive, one of the youngest in
  his nations history, is being sworn into office
  on a bleak, cold, cloudy day in January. Standing
  beside him is his predecessor, a military leader
  who had led his nation through a world war. The
  new chief executive was raised as a Catholic and
  rose to his new position in part because of his
  vibrant charisma. He is revered by people and
  will play a crucial role in a military crisis
  that will face his nation. His name will become
  legendary.

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How Students Learn

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Universities
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Behaviourism

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Cognitivism

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Constructivism

Lev Semenovich Vygotsky
John Dewey
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POP QUIZ
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POP QUIZ

• 1. On average do students prefer to work alone or
  in groups?
• a) in groups
• b) alone
• c) dunno

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POP QUIZ

• 1. On average do students prefer to work alone or
  in groups?
• a) in groups 1
• b) alone -1
• c) dunno 0

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POP QUIZ

• 2. Is it better for students to work
  collaboratively or competitively?
• a) collaboratively
• b) competitively
• c) Equally good for their learning

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POP QUIZ

• 2. Is it better for students to work
  collaboratively or competitively?
• a) collaboratively 1
• b) competitively -1
• c) Equally good for their learning 0

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POP QUIZ

• 3. Do students learn better if you offer a small
  reward?
• a) Yes
• b) No
• c) dunno

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POP QUIZ

• 3. Do students learn better if you offer a small
  reward?
• a) Yes -1
• b) No 1
• c) dunno 0

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POP QUIZ

• 4. Which is better, detailed feedback 3 weeks
  after an assignment in handed up, or a result
  one week later?
• a) Feedback
• b) Percentage
• c) dunno

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POP QUIZ

• 4. Which is better, detailed feedback 3 weeks
  after an assignment in handed up, or a result
  one week later?
• a) Feedback -1
• b) Percentage 1
• c) dunno 0

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POP QUIZ

• 5. How soon after a lecture starts will a
  students attention tend to drift?
• a) 10 mins
• b) 20 mins
• c) 40 mins

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POP QUIZ

• 5. How soon after a lecture starts will a
  students attention tend to drift?
• a) 10 mins 1
• b) 20 mins 0
• c) 40 mins -1

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Universal Design

• Universal design is the design of products
• and environments to be usable by all
• people, to the greatest extent possible,
• without the need for adaptation or
• specialized design.
• Ron Mace

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Seven Principles of UD

• Equitable use
• Flexibility in use
• Simple and intuitive
• Perceptible information
• Tolerance for error
• Low physical effort
• Size and space for approach and use
• http//www.design.ncsu.edu/cud/about_ud/udprincipl
  es.htm

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1. Equitable Use

• The design is useful and marketable to people
  with diverse abilities.
• For example, a website that is designed so that
  it is accessible to everyone, including students
  who are blind and using text-to-speech software,
  employs this principle.

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2. Flexibility in Use

• The design accommodates a wide range of
  individual preferences and abilities.
• An example is a museum that allows a visitor to
  choose to read or listen to the description of
  the contents of a display case.

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3. Simple and Intuitive

• Use of the design is easy to understand,
  regardless of the user's experience, knowledge,
  language skills, or current concentration level.
• Science lab equipment with control buttons that
  are clear and intuitive is a good example of an
  application of this principle

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4. Perceptible Information

• The design communicates necessary information
  effectively to the user, regardless of ambient
  conditions or the user's sensory abilities.
• An example of this principle being employed is
  when multimedia projected in a noisy academic
  conference exhibit includes captioning.

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5. Tolerance for Error

• The design minimizes hazards and the adverse
  consequences of accidental or unintended actions.
  
• An example of a product applying this principle
  is educational software that provides guidance
  when the student makes an inappropriate
  selection.

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6. Low Physical Effort

• The design can be used efficiently and
  comfortably, and with a minimum of fatigue.
• Classroom doors that are easy to open by people
  with a wide variety of physical characteristics
  demonstrate the application of this principle.

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7. Size and Space for Approach and Use

• Appropriate size and space is provided for
  approach, reach, manipulation, and use regardless
  of the user's body size, posture, or mobility.
• A science lab work area designed for use by
  students with a wide variety of physical
  characteristics and abilities is an example of
  employing this principle.

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What is Universal Design for Learning?

• Universal Design for Learning (UDL) is a
  research-based framework for designing
  curriculathat is, educational goals, methods,
  materials, and assessmentsthat enable all
  individuals to gain knowledge, skills, and
  enthusiasm for learning. This is accomplished by
  simultaneously providing rich supports for
  learning and reducing barriers to the curriculum,
  while maintaining high achievement standards for
  all students.

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Universal Design for Learning

• Multiple means of representation, to give
  learners various ways of acquiring information
  and knowledge,
• Multiple means of expression, to provide learners
  alternatives for demonstrating what they know,
• Multiple means of engagement, to tap into
  learners' interests, offer appropriate
  challenges, and increase motivation.

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Multiple Methods of Presentation

• Content could be presented using multiple media,
  such as oral lectures, textbooks, charts or
  diagrams, audio tapes, and videos.
• The same content could be changed from one medium
  to another, such as oral output for students with
  reading difficulties or pictures and
  illustrations for students who need a visual
  image.
• Materials would have adjustable presentation
  characteristics changeable font style and size,
  highlighting of main concepts, or variable volume
  and speed controls.
• Material could be adjusted to match students'
  cognitive styles. For example, students who
  prefer sequential, factual information might
  learn a history lesson from a timeline-style
  presentation.

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Variations in presentation

• Can be read aloud using screen reading software
  (useful for students with reading problems)
• Can include dialogue, music, sound effects, and
  video clips (helpful to students who learn
  through more sensory involvement)
• Can be changed to different print sizes, colors,
  spacing, or highlighting (helpful for students to
  see and remember)
• Can be printed as a personalized copy (helpful
  for most students)
• Can be copied and pasted into outlining or
  graphic organizers (particularly useful for
  students who find organizing information
  difficult)

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Universal Instructional Design

• Universal Instructional Design (UID) is a method
  of designing course materials, content, and
  instruction to benefit all learning styles. The
  principles of Universal Instructional Design
  promote equal access to learning for students
  from a variety of backgrounds, abilities, and
  learning styles. UID encourages a range of
  instructional methods, evaluation methods, and
  technology to remove barriers to education while
  maintaining high academic standards.
• Students who can benefit from UID include
  students with disabilities, students who speak
  English as a second language, older students, and
  students whose learning style may be inconsistent
  with a professors teaching style. In short, all
  students may benefit from UID.

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Systematic Approach to Curriculum Development
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WhyLecture???

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Reasons

• 1. To Enthuse Students

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Reasons

• 1. To Enthuse Students
• How? Put yourself in their shoes,
• Consider, if youve taught the topic for years...
• Consider, if new to you to do...

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Reasons

• 1. To Enthuse Students
• How? Put yourself in their shoes,
• Consider, if youve taught the topic for years...
• Consider, if new to you to do...
• 2. To give students the info they need

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Reasons

• 1. To Enthuse Students
• How? Put yourself in their shoes,
• Consider, if youve taught the topic for years...
• Consider, if new to you to do...
• 2. To give students the info they need
• How? Handouts can give 10 times more material,
  but must mix info with other materials (Make sure
  handout has lots of free space)

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Reasons

• 3. To cover the syllabus

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Reasons

• 3. To cover the syllabus
• How? In a meaningfully manner. Give the students
  time to reflect and revise. So stop teaching for
  the last 3 weeks and get students to reflect and
  revise.

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Reasons

• 3. To cover the syllabus
• How? In a meaningfully manner. Give the students
  time to reflect and revise. So stop teaching for
  the last 3 weeks and get students to reflect and
  revise.
• 4. Give the student group a sense of identity

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Reasons

• 3. To cover the syllabus
• How? In a meaningfully manner. Give the students
  time to reflect and revise. So stop teaching for
  the last 3 weeks and get students to reflect and
  revise.
• 4. Give the student group a sense of identity
• How? Group work is vital

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Reasons

• 5. Because its cost-effective - large groups

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Reasons

• 5. Because its cost-effective - large groups
• How? Instead of throwing out questions to
  students (as some may be intimidated) ask student
  to spend next 3 minutes writing down 3 most
  important ideas weve been talking about, and
  spend a minute comparing youve with your
  neighbourlook for 5 volunteers.
• Rather than getting student to asks questions at
  end of class collect on slips of paper and answer
  at start of next class or on-line on discussion
  board.

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Reasons

• 6. To help map curriculum

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Reasons

• 6. To help map curriculum
• How? Signpost the course. Show the students the
  syllabus, included learning outcomes. Number the
  topics instead of bullet pointing them

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Reasons

• 6. To help map curriculum
• How? Signpost the course. Show the students the
  syllabus, included learning outcomes. Number the
  topics instead of bullet pointing them
• 7. To see how the students are doing

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Reasons

• 6. To help map curriculum
• How? Signpost the course. Show the students the
  syllabus, included learning outcomes. Number the
  topics instead of bullet pointing them
• 7. To see how the students are doing
• How? Look at their faces
• How? Handout your slides, with first slide having
  questions about previous lecture - spend 5
  minutes of lecture getting student to answer.

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Reasons

• 8. To change student beliefs

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Reasons

• 8. To change student beliefs
• How? By sharing your experience Expert views
  Existing Theories Other students ideas.
• Make the students learning active, when students
  apply their ideas, it becomes their knowledge.

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Reasons

• 9. To help students learn

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Reasons

• 9. To help students learn
• How? For a few minutes ask the students to
  reflect on HOW they are learning. Share with
  others their approaches, their triumphs and
  disasters.
• How? Stop class for a few minutes and discuss
  their note-making techniques.
• How? Ask student to write down 3 things they
  dont yet know about a topic and want to
  learnamalgamate lists and hand to lecturer

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Reasons

• 10. To help students figure out what the lecturer
  is going to ask in the exam

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Reasons

• 10. To help students figure out what the lecturer
  is going to ask in the exam
• How? Students need to be more strategic about
  assessment, it is an intelligent response to
  their situation. But you just need to help them
  figure out your culture of assessment, not every
  little facet of it.

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Differentiated Instruction

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Differentiated Instruction

• No two students are alike.
• No two students learn in the identical way.
• An enriched environment for one student is not
  necessarily enriched for another.
• In the classroom we should teach students to
  think for themselves.

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Differentiated Instruction

• Although essential curricula goals may be similar
  for all students, methodologies employed in a
  classroom must be varied to suit to the
  individual needs of all students ie. learning
  must be differentiated to be effective.

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Differentiated Instruction

• Differentiating instruction means creating
  multiple paths so that students of different
  abilities, interest or learning needs experience
  equally appropriate ways to absorb, use, develop
  and present concepts as a part of the daily
  learning process. It allows students to take
  greater responsibility and ownership for their
  own learning, and provides opportunities for peer
  teaching and cooperative learning.

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Differentiated Instruction

• Differentiation can occur in four ways
• the content,
• process,
• product or
• environment in the classroom

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1. Differentiating the Content/Topic

• Differentiating content requires that students
  are pre-tested so the teacher can identify the
  students who do not require direct instruction.
  Students demonstrating understanding of the
  concept can skip the instruction step and proceed
  to apply the concepts to the task of solving a
  problem.

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2. Differentiating Process/Activities

• Differentiating the processes means varying
  learning activities or strategies to provide
  appropriate methods for students to explore the
  concepts. It is important to give students
  alternative paths to manipulate the ideas
  embedded within the concept.

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3. Differentiating the Product

• Differentiating the product means varying the
  complexity of the product. Students do
  assignments to demonstrate mastery of the
  concepts. Weaker students may have reduced
  performance expectations, while advanced students
  may be asked to produce work that requires more
  complex or more advanced thinking.

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4. Differentiating By Manipulating The
Environment or Through Accommodating Individual
Learning Preferences

• There has been a great deal of work on learning
  styles over the last 2 decades.
• Dunn and Dunn focuses on manipulating the school
  environment
• Howard Gardner identifies individual talents or
  aptitudes in his Multiple Intelligences theories.
  
• Based on Jungs work, the MBTI and Kiersey
  focuses on understanding how people's personality
  affects the way they interact personally, and how
  this affects the way individuals respond to each
  other within the learning environment

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"You might belong in Gryffindor, Where dwell the
brave at heart, There daring, nerve, and
chivalry Set Gryffindors apart
"You belong in Hufflepuff,Where they are just
and loyal,Those patient Hufflepuffs are true
And unafraid to toil"
"Here in wise old Ravenclaw, If you've a
ready mind, Those of wit and learning, Will
always find their kind."
"Here you are in Slytherin,Where you'll make
your real friends, Those cunning folk use any
means To achieve their ends."
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Dunn and Dunn
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Multiple Intelligences
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V.A.R.K.

• Visual
• Auditory
• Read/Write
• Kinaesthetic

V
A
K
R
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Jungs Model
Sensing
Feeling
Thinking
Judgement
Perception
Perception
Intuiting
Carry out different teaching for different
students - Ancient Chinese Proverb
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Ability rather than disability

• Teachers who focus on students learning styles
  tend to forget about the disabilities.
• They group students according to learning
  preference rather than disability.

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Plus Minus Interesting PMI

• THE TREATMENT OF IDEAS
• Instead of just deciding whether or not you like
  an idea, make an effort to find
• the good points (PPlus)
• the bad points (MMinus)
• the interesting points (Ilnteresting)

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Plus Minus Interesting PMI

• P Plus
• The good things about an idea - why you like it
• M Minus
• The bad things about an idea - why you don't like
  it
• I Interest
• What you find interesting about an idea

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PMI - Example

• Windows should be made of transparent plastic
  instead of glass
• P
• They wouldnt break as easily
• They would not be as dangerous when broken
• M
• Plastic would be more expensive than glass
• Plastic would get scratched very easily
• I
• Perhaps windows could be of all colours if
  plastic
• Perhaps we take it for granted that glass is best
  since we are used to it

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PMI - Exercise

• All seats should be taken out of buses
• P
• 3 minutes
• M
• 3 minutes
• I
• 3 minutes

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PMI - Exercise

• All seats should be taken out of buses
• P
• More people would be able to get into buses
• It would be easier to get in and out
• Buses would be cheaper to make and to repair
• M
• Passengers would fall over if sudden stops
• Old people and the disabled might not be able to
  use buses
• It would be harder to carry shopping bags and
  babies
• I
• Might be two types of bus one with seats, one
  without
• The same bus might do more work
• Comfort is less important on a bus ??

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PMI - Exercise

• In Groups with your own LS
• Aer Lingus move to Belfast
• P
• 2 minutes
• M
• 2 minutes
• I
• 2 minutes

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PMI - Exercise

• In Groups with different LS
• Aer Lingus pulling out of Shannon
• P
• 2 minutes
• M
• 2 minutes
• I
• 2 minutes

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Six-Hats Technique

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Instruction Design

• A range of models exist
• The Elaboration Theory
• Component Display Theory
• Gange Nine events of Instruction
• We have a new one based on the Six Thinking Hats
  Technique

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6-Hats Instruction Design
BLUE Introduction and overview of topic
WHITE Facts and Figures about the Topic
YELLOW Positive outcomes of Topic
BLACK Negative outcomes of Topic
GREEN Interesting outcomes of Topic
RED Personal, emotional and people-oriented aspects of topic
WHITE Review of new facts uncovered
BLUE Summary and finish up