Pilot Strategies
During the first two years of the UDL Project, several
instructors volunteered to champion the use of UDL in their
classrooms, create the Student Learning Assessment System and try
out assistive technologies.
Following is a list of instructors in the initial UDL Pilot and
the strategies they used.
Mike Biell
Engineering Design Technology
Use of Interactive Whiteboard in both lecture and lab classrooms.
Downloading lecture notes and drawings for drafting so that students
can review and manipulate.
Digitized materials.
Scanning and digitizing text or hand-out materials for
students to be able to access on an Assistive Technology work station as well
as in the lab.
Barbara Culler
Early Childhood Careers
Expanded syllabus .
Creating a visual “road map” for the course with enlarged print, highlighting
and bolding to accent important dates, assignments, tests and test weights.
CITE Learning Styles Inventory
Adjusts delivery to meet learning style needs of class based on an assessment
of the number of visual, auditory, tactile, social and individual learners.
Added PowerPoint, Video and DVD to increase multi-modal delivery.
Tim Culler
Computer Science
Using volunteer classroom note-takers.
Notes are available for downloading to Shared Space on
computer lab or Assistive Technology computer workstation to increase
accessibility of information for students who have difficulty with auditory
processing or English skills.
Interactive Whiteboard
Downloading board notes and PowerPoint lectures to Shared
Space for student to review and manipulate.
Developing a tool to help determine students' strengths and weaknesses as it
relates to programming.
Assessment for critical thinking abilities related to
programming gives instructor and student cues to areas of strengths and
weaknesses in learning.
Students receive a CD with all of the handouts for the quarter.
Digitizing handouts allows students to prepare or review or
manipulate handouts using Assistive Technologies.
Michele Lesmeister
Basic Studies
Daily practice of higher level thinking skills.
Students use paper based and computerized critical thinking
activities to increase cognitive skills.
Using task flow diagrams to track the sequencing of event and
passage details.
Students create daily task flow diagrams to assess the
relationships and details within reading passages. The technique will be
transferred from reading passages to daily tasks and decision making as well as
become a strategy for test-taking.
Capture Word features to provide improved writing instruction.
Students receive written feedback in text boxes directly on their emailed
assignments and use s use email to send and receive writing assignments and
feedback, increasing their familiarity with this medium.
DeEtta Ryan
Basic Studies
Interactive Whiteboard
Downloading board notes and PowerPoint lectures to Shared
Space for student to review and manipulate.
Three-column note-taking strategy in conjunction
with interactive whiteboard .
Students learn writing organization skills through modified visual
organizer system.
Two-column Math strategy in conjunction with
interactive whiteboard.
Students learn how to decipher math formulas through modified
visual organizer system.
Paul Baeder
Major Appliance and Refrigeration Technology
Use of Screencorder for demonstration during lecture.
Screencorder program records instructor's voice and
demonstrates actions on computer screen for student to review and use for
demonstration.
Interactive Whiteboard
Downloading board notes and PowerPoint lectures to Shared Space and projecting
electrical drawings to illustrate active circuits for visual clarity.
Cheryl Dedmon
Pharmacy Technician
Multi-modal approach to learning top 200 drugs.
Students learn a variety of techniques for memorizing a drug
matrix including mnemonics, research on the internet, drawing or creating
pictures, chanting, and using flashcards.
Interactive Whiteboard
Downloading board notes and PowerPoint lectures for student to access and
manipulate.
Donna Maher, Shannon Sharpe
Medical Office Programs
Integrating information across classes taught by all teachers.
Students learn body systems and terminology at the same time as coding, thereby
increasing their ability to see larger systems, recognize patterns, and think
critically. Skills learned such as formatting will be used consistently in all
three classes to help students understand how skills can transfer across
subject matters.
Interactive Whiteboard
Downloading board notes and PowerPoint lectures for student to access and
manipulate.
Safe Spelling Environment-Shannon Sharpe
Students are able to turn in assignments in certain classes
and circle the words they think might be misspelled, receiving no consequence
for misspellings. This promotes creativity and opportunity to improve spelling
in a “safe” way.
Teaching with TextHelp Read and Write - Shannon Sharpe
Students use assistive technology to improve reading and
writing skills with a word prediction, text-to-speech program.
John Mundy
Ford ASSET
Use of Screencorder for demonstration during lecture.
Screencorder program records instructor's voice and
demonstrates actions on computer screen for student to review and use for
demonstration.
Creating an extensive library of training DVDs.
Students will be able to take out training DVDs to watch at
their own convenience and pace thereby increasing overall access to
information, both visual and auditory.
Wendy O'Reilly
ParaEducation
Interactive Whiteboard
Downloading board notes and PowerPoint lectures for student to access and
manipulate.
Students develop skills to train others on Assistive Technologies
.
Students learn a variety of assistive technologies and are prepared to train
other students, thereby increasing both content knowledge and teaching skills.
Richard Nicholls
Basic Studies
Teaching with Assistive Technologies
Students use assistive technology to improve reading and
writing skills with a word prediction, text-to-speech program and a graphic
organizing program.
Teaching Organizing Skills for Improved Learning
Students are showed how to use a system for organizing notes,
handouts and other materials.
Since 2004, many other instructors and staff have joined the UDL
Project, made important learning contributions and changed the way
they teach!
For an up to date list of all the UDL Project participants and
activities, see the Instructional Improvement website’s UDL grant
section at http:webs.rtc.edu/ii/dsdp.html
|