1

To be a teacher in the right sense is to be alearner. Instruction begins when you, theteacher, learn from the learners, put yourselfin their place so that you may understandwhen they understand and in the way theyunderstand it.

-Soren Kiekegaard

2

Describe your students.

Who are they…collectively?individually?

Who are your students?

3

Diverse

4

How have you respondedto the learning needs of yourstudents?

5

Characteristics of adult learners in post-secondary

Autonomous and self-directed

Goal-oriented

Relevancy-oriented

Practical, focusing on the aspectsOf a lesson most useful to them

Need to be shown respect

6

In Canada, colleges and universities are experiencing a changing student population

7Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings,

8

The increasing diversity ofthe post-secondary classroommeans a different way ofthinking aboutteaching and learning.

9

Instruction must incorporatemethods that supportlearning for all students.

10

Learning Styles

11

12

13

14

15

Activist, Theorist, Pragmatist, Reflector

Like to understand theory behind actions Need models, concepts and facts to engage in the learning process Prefer to analyze and synthesize Draw new information into systematic and logical theory Statistics, stories, background information, applying theories

Theorists

16

Activist, Theorist, Pragmatist, Reflector

Learn by observing and thinking about what happened Avoid leaping, prefer to observe from the sidelines View experiences from a number of different perspective, collecting data and taking the time to work towards an appropriate conclusion

Reflector

17

Activist, Theorist, Pragmatist, Reflector

Need to see how to put learning into practice in the real world Experimenters Try out new ideas, theories and techniques to see if they work Time to think, how to apply, learning in reality, case studies, problem solving, discussion

Pragmatist

18

Learn by doing Need to get their hands dirty Dive in with both feet Open-minded approach to learning Involve themselves fully and without bias in new experiences Brainstorming, problem solving, group discussion, puzzles, competition, role-plays

Activist, Theorist, Pragmatist, Reflector

Activist

19

20

UniversalInstructional Design

21

“The essence of Universal Design for Learning (UDL) is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles and preferences… the ‘universal’ in Universal Design for Learning does not imply a single solution for everyone, but rather it underscores the need for inherently flexible, customizable contentassignments and activities.”

(David Rose and Ann Meyer in Journal of Special Education Technology (15.1))

22

Universal Instructional Design

Inclusion

Physical Access

Delivery methods

Information Access

InteractionFeedback

Demonstration ofKnowledge

23

Three brief videos

24Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings

25Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings

26

Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings

27

28

Source: Universal Design for Learning in Postsecondary EducationReflections on Principles and their Applications

David Rose, Wendy Harbour, Catherine Sam Johnson,Samatha Daley, Linday Abarbell

T-560

29

Multiple means of…

Representation

Expression

Engagement

30

Lecture

Textbooks

31

Lectures

Power of the spoken word

Video-recorded lectures

website

Collected student notes

32

Textbooks

Two textbooks, similar content

Highly visual

Highly literate

33

Course website

Syllabus, assignments, discussion groups, projects, class notes, class videos, PowerPoint slides, weblinks

34

Assessment

Greater flexibility to express what they have learned

Submit product in form of a website

Models and scaffold – key

35

Observations from T-560

36

Universal Instructional Design is only for students with specific learning

and other disabilities.

UDL – Misconception #1

37

Universal Instructional Design is ‘spoon-feeding’ student course

content, information and strategies.

UDL – Misconception #2

38

Universal Instructional Design means watering down the program

standards of performance.

UDL – Misconception #3

39

Universal Design - motivational video

40

Principles of Universal Design in Education

Equitable Use Use of Natural

Supports Supportive Adult

Learning Environment

Perceptible Information

Multiplicity in Design, Delivery and Evaluation

Flexibility in Use

41

With a partner, select one of the Principle checklists.

Either by consensus or each person checking his/her response,Complete the checklist.

Prepare to share the following with the large group:• An explanation of the principle. What does it mean?• Activities that you checked “Almost Always” or “Often”• One or two activities that you don’t do regularly but think would be beneficial to your students.

42

A good teacher has been definedas one who makes himself/herselfprogressively unnecessary.

-Thomas J. Carruthers