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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