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Teaching Enrichment Series: Incorporating Universal Design


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Teaching Enrichment Series: Incorporating Universal Design

  1. 1. Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction<br />Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services<br />Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning<br />Tim Kamenar, M.S., Disability Specialist, Disability Services<br />Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning<br />
  2. 2. Resources<br />To download slides and handouts from today’s session, go to<br /><br />To participate in Twitter idea sharing about August Teaching Enrichment Series:<br />#atesCTL<br />
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  4. 4. Learning<br />Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society. <br />Frank Coffield<br />
  5. 5. Learning<br />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  <br />“Teaching and learning: the international higher education landscape” Sheila Trahar<br />
  6. 6. Learning<br />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.<br />.<br />
  7. 7. Centered Title<br /><br />
  8. 8. Universal Design: Key Question<br />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?<br />The Faculty Room, DoIt webpage:<br />
  9. 9. Universal Design – Core Practice<br />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. <br />
  10. 10. Universal Design – Core Practice<br />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. <br />
  11. 11. Universal Design – Core Practice<br />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. <br />
  12. 12. Integrated and Aligned Design<br />“Integrated and Aligned Design” incorporates the principles of Universal Design into well established tenants of good curricular design.<br />
  13. 13. Curriculum<br />Assessment<br />Learning& Teaching Activities<br />EnvironmentEnvironmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms<br />Instruction<br />Feedback & Assessment Components/Tasks<br />IntendedLearningOutcomes<br />INTEGRATED ALIGNED COURSE DESIGN<br />Adapted from Dee Fink<br />
  14. 14. Intended Learning Outcomes<br />Assessment<br />Learning & Teaching Activities<br />EnvironmentEnvironmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms<br />Situational Context<br />Curriculum<br />Instruction<br />Feedback & Assessment Components/Tasks<br />
  15. 15. Integrated and Aligned Design<br />Backwards Design<br />Establish Intended Learning Outcomes (Curriculum)<br />Determine various modes of feedback and assessment (Assessment)<br />Develop teaching and learning activities (Instruction)<br />
  16. 16. Backwards Design<br />Begin at the END<br />Write clear, unambiguous, and specific Learning Objectives<br />Use multiple accessible methods and tools for assessment<br />Teaching and learning activities are flexible, adaptable, and consistent with outcomes <br />Reflect<br />
  17. 17. Design Exercise<br />Think of one course you are teaching this term.<br />What are your objectives for this course? <br />With regard to these course objectives, write one learning objective for the first week of the term.<br />
  18. 18. Design Exercise – 5 Minutes<br />Write out one learning objective for the first week. <br />What is essential for this first week<br />What should students have learned by the end of the week<br />What they should know about your course structure, assessment plan, or teaching methods<br />
  19. 19. Design Exercise<br />Break into groups of two<br />Share objectives<br />Receive Scenarios and consider:<br />Will this affect my outcomes<br />Do I need to modify my assessment plan<br />Is there an impact to my teaching strategy<br />
  20. 20. What Can You Do Now<br />Syllabus<br />Technology<br />Next Steps<br />
  21. 21. Syllabus<br />Universally Designed Syllabus Tips:<br />Present information in a least 2 formats<br />Give as many resources as possible<br />Provide background information, but be brief<br />Build in flexibility<br />Go digital<br />Less is more<br />(Source: Equity and Excellence in Higher Education: Universal Course Design<br /><br />
  22. 22. Technology<br />Universal Course Design Tools<br />Computer-based presentation hardware and software<br />Videos, pictures and graphics<br />Audio related hardware<br />Software<br />Accessible communication tools<br />(Source: Equity and Excellence in Higher Education: Universal Course Design<br /><br />
  23. 23. Next Steps<br />Review instruction beyond the first week<br />Use principles of Universal Design to rethink teaching/instruction<br />Make the unexpected expected<br />
  24. 24. Thank you for your participation.<br />
  25. 25. Please complete the evaluation form.<br />