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Teaching Enrichment Series: Incorporating Universal Design
 

Teaching Enrichment Series: Incorporating Universal Design

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  • While they’re writing
  • For brief discussion about learning
  • Prompt for specific example – asking for students to report on readings
  • Prompt for specific example – designated listener(s) during a discussion of readings
  • Build reading example – Ida note

Teaching Enrichment Series: Incorporating Universal Design Teaching Enrichment Series: Incorporating Universal Design Presentation Transcript

  • Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction
    Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services
    Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning
    Tim Kamenar, M.S., Disability Specialist, Disability Services
    Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning
  • Resources
    To download slides and handouts from today’s session, go to
    http://slideshare.net/uminnteachlearn
    To participate in Twitter idea sharing about August Teaching Enrichment Series:
    #atesCTL
  • Learning
    Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society.
    Frank Coffield
  • Learning
    One of the differences that has had the most influence on my own approach is that Confucian philosophy encourages questioning and discussion but after the learner has focused on understanding and acquiring concepts  
    “Teaching and learning: the international higher education landscape” Sheila Trahar
  • Learning
    Silence, rather than an indicator of a lack of engagement in the process of learning, or of passive learning, regarded pejoratively by many Western Academics is thus an active process, socially positive and beneficial to higher levels of thinking and to deepening understanding.
    .
  • Centered Title
    http://www.joebower.org/2011/08/
  • Universal Design: Key Question
    Students want to learn and their instructors share this goal. How can instructors select their curriculum and instructional strategies to maximize the learning of all students?
    The Faculty Room, DoIt webpage:http://www.washington.edu/doit/Faculty/Strategies/Universal/
  • Universal Design – Core Practice
    Employing universal design principles in instruction does not eliminate the need for specific accommodations for students with disabilities. There will always be the need for some specific accommodations, such as sign language interpreters for students who are deaf.
  • Universal Design – Core Practice
    However, applying universal design concepts in course planning will assure full access to the content for most students and minimize the need for specific accommodations.
  • Universal Design – Core Practice
    For example, designing web resources in accessible format as they are developed means that no re-development is necessary if a blind student enrolls in the class; planning ahead can be less time-consuming in the long run. Letting all students have access to your class notes and assignments on an accessible website can eliminate the need for providing materials in alternative formats.
  • Integrated and Aligned Design
    “Integrated and Aligned Design” incorporates the principles of Universal Design into well established tenants of good curricular design.
  • Curriculum
    Assessment
    Learning& Teaching Activities
    EnvironmentEnvironmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
    Instruction
    Feedback & Assessment Components/Tasks
    IntendedLearningOutcomes
    INTEGRATED ALIGNED COURSE DESIGN
    Adapted from Dee Fink
  • Intended Learning Outcomes
    Assessment
    Learning & Teaching Activities
    EnvironmentEnvironmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
    Situational Context
    Curriculum
    Instruction
    Feedback & Assessment Components/Tasks
  • Integrated and Aligned Design
    Backwards Design
    Establish Intended Learning Outcomes (Curriculum)
    Determine various modes of feedback and assessment (Assessment)
    Develop teaching and learning activities (Instruction)
  • Backwards Design
    Begin at the END
    Write clear, unambiguous, and specific Learning Objectives
    Use multiple accessible methods and tools for assessment
    Teaching and learning activities are flexible, adaptable, and consistent with outcomes
    Reflect
  • Design Exercise
    Think of one course you are teaching this term.
    What are your objectives for this course?
    With regard to these course objectives, write one learning objective for the first week of the term.
  • Design Exercise – 5 Minutes
    Write out one learning objective for the first week.
    What is essential for this first week
    What should students have learned by the end of the week
    What they should know about your course structure, assessment plan, or teaching methods
  • Design Exercise
    Break into groups of two
    Share objectives
    Receive Scenarios and consider:
    Will this affect my outcomes
    Do I need to modify my assessment plan
    Is there an impact to my teaching strategy
  • What Can You Do Now
    Syllabus
    Technology
    Next Steps
  • Syllabus
    Universally Designed Syllabus Tips:
    Present information in a least 2 formats
    Give as many resources as possible
    Provide background information, but be brief
    Build in flexibility
    Go digital
    Less is more
    (Source: Equity and Excellence in Higher Education: Universal Course Design
    www.eeonline.org)
  • Technology
    Universal Course Design Tools
    Computer-based presentation hardware and software
    Videos, pictures and graphics
    Audio related hardware
    Software
    Accessible communication tools
    (Source: Equity and Excellence in Higher Education: Universal Course Design
    www.eeonline.org)
  • Next Steps
    Review instruction beyond the first week
    Use principles of Universal Design to rethink teaching/instruction
    Make the unexpected expected
  • Thank you for your participation.
  • Please complete the evaluation form.