Delivering Equitable & Inclusive Instructional Content Using UDL Principles
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This document outlines a presentation about delivering equitable and inclusive instructional content using Universal Design for Learning (UDL) principles. The presentation's learning outcomes are for attendees to understand UDL, learn best practices for designing inclusive content, and learn how to optimize learning materials with UDL principles. The presentation defines UDL as a framework to improve teaching and learning for all people. It explains that UDL aims to be equitable, inclusive, and enable all learners to access meaningful learning opportunities. Attendees then participate in group activities to discuss designing content for different abilities and how to apply UDL guidelines before receiving resources and contact information.
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2. Determine the content needed to build students' skills in a logical sequence, distinguishing core vs extension material.
3. Plan modules that chunk content, mix media types, and set regular feedback points to support students' progress.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014
This document summarizes an upcoming presentation on scaffolding strategies for English language learners (ELLs) called "The GO TO Strategies". The presentation will be given at the 2014 TESOL International Convention by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood. It will introduce research-based instructional strategies organized in a matrix to indicate which strategies are best suited for ELLs at different proficiency levels. The goal is to provide tools for teachers to plan rigorous, scaffolded lessons for ELLs as states transition to the Common Core State Standards.
How Can We Better Serve ELL students?
This document provides guidance for teachers on best practices for serving English Language Learner (ELL) students. It discusses the five stages of second language acquisition, the three core elements essential for learning a new language, and strategies teachers can use to help ELL students make connections and engage with content. Visual aids, graphic organizers, cooperative learning groups, and parental involvement are emphasized as helpful tools for ELL students.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for All
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
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AERA 2015 Witte Gross
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Nicole Norris Breakout
This document summarizes the implementation of professional learning communities (PLCs) focused on universal design for learning (UDL) at Lansdowne Middle School in Baltimore County Public Schools. It describes establishing a UDL PLC to introduce UDL principles to staff through professional development opportunities. Initial barriers to implementation included anxiety about changes to practice and lack of time. Strategies used included support from district liaisons, developing deliverables, and sharing resources. Future plans include continued PLC meetings, UDL learning walks, and differentiated professional development to further implementation across the school.
Prince Geoge Collaboration
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
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This document outlines an agenda for a meeting about planning projects using the CLIL (Content and Language Integrated Learning) approach.
The objectives of the meeting are to outline the parts of a project, analyze example projects, differentiate between tasks, and plan projects following the 3As framework of analyzing content language, adding language for learning, and applying language through learning.
Key aspects of project planning that will be discussed include setting a theme and topics, deciding on a final product, setting objectives, choosing texts and materials, and designing tasks. Bloom's taxonomy of learning objectives and its revised version will also be referenced.
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This document summarizes Chrissi Nerantzi's presentation on open education at the University of Sussex on March 11, 2014. The presentation discussed three examples of open education initiatives: FDOL, an open professional development course for teachers in higher education developed by academic developers in the UK and Sweden; FLEX, an opportunity for continuing professional development activities and credits tailored to individual priorities at Manchester Metropolitan University; and BYOD4L, a mobile, flexible, collaborative open course. Nerantzi reflected on the experiences and preliminary findings from these initiatives, including challenges around time commitment and group work. She concluded by considering next steps, such as offering a new open cross-institutional course and research on the facilitators' experience in BY
SoTL from the Start - ISSoTL 2017
SoTL from the Start
Nancy Krusen, Anita Zijdemans Boudreau, Laura Dimmler
Traditionally, Scholarship of Teaching and Learning (SoTL) tends to focus on retrospective outcomes within one assignment, module or course. Self-study curricular design offers unique opportunities to navigate unknowns through formative, systematic SoTL work. The purpose of the session is to propose scholarly teaching and learning intentionally integrated into program development. The session explores an intricate process incorporating SoTL during creation of an interprofessional PhD in Education and Leadership. The process includes comprehensive mapping of curriculum, deliberate collaborative inquiry across an interprofessional community of novice and expert scholars, and projected chronicling of impact. Participants will review a prospective SoTL process, followed by collaborative design of projects. Literature: There are elements of backwards design and curricular self-study contributing to SoTL from the start, however, literature discussing SoTL in design processes is limited. Nelson described five general groups of SoTL, none of which specifically address prospective development (2004).More
recently, Nelson described an idealized seven-step model to design, present, and analyze SoTL projects (2014). The model hints at front-end design but only in reference to individual courses rather than entire curricula. Wilson, Doenges and Gurung (2013) proposed a continuum of SoTL and a series of benchmarks to serve as a basis for rigorous study. They suggested “SoTL should be held to a higher standard of deliberate, well-planned, programmatic, and designed research that should extend, if possible, beyond a semester and a single class” (p. 68). Salmon articulated overlapping scholarship of integration with scholarship of teaching and learning (2004). Salmon’s work described implementation of educational practice beyond crossing disciplinary boundaries to embed Boyer’s framework for informed curricular development. Presenters propose participants expand their scholarly teaching and learning as intentionally integrated into program development. Objectives: The session will enable participants to facilitate analysis of curricular change by outlining SoTL topics suited to participant-proposed investigation; compare confirmatory and exploratory research across genres to guide SoTL process; design collaborative SoTL proposals, specific to participants’ interests; identify resources for implementation of SoTL “from the start” projects.
WIDA 2014
This document discusses the benefits of collaborative learning for English language learners (ELLs) from pre-kindergarten through 5th grade. It describes different types of collaboration including cooperative learning, project-based learning, hands-on projects, and maker education/makerspaces. Effective collaboration can increase social interaction, build language skills, and involve active learning for ELLs. Teachers must model language, pre-teach vocabulary, and design activities that meet student needs and abilities. Small group work benefits ELLs more than lectures. Collaboration helps ELLs develop confidence and capitalize on their strengths.
Tslcd ch. 14
The document discusses strategies for enhancing language and communication skills for students with disabilities at different grade levels, including preschool, elementary, and secondary. It emphasizes the importance of collaboration between special educators and other professionals to deliver evidence-based language instruction. The document also examines different models for delivering speech-language services and their advantages and limitations.
Plpko
Today's agenda includes:
- Meeting the community leader and PLP fellows
- Discussing how education will change based on today's meeting
- Defining communities and networks
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Writer's workshop presentation
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The Surprising Strategy to Accomplish what Matters: Doing Less
Overwhelmed by your to-do list? If you are constantly saying ‘yes’ while dreaming of a future with a manageable workload, room for creativity, and time for self-care, this session is for you. Come learn strategies to employ minimalism at work, which brings clarity and focus to only the most essential items. Leave with an online toolkit including templates for saying no and communicating priorities, and practical methods for limiting scope creek, so you can accomplish what truly matters.
View the TOOLKIT: Doing Less to Accomplish what matters on Google Drive at bit.ly/Toolkit_DoingLess
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Let’s challenge the status quo of library spaces, and dream about future spaces together. Come find out all the glorious details about why sensory spaces are the next big wave in libraries. We all learn differently and prefer different types of environments. Sensory spaces offer unique study and relaxation spaces in libraries, that help support neurodiversity, inclusivity, and accessibility by offering a range of sensory experiences. Some are high sensory environments, with a flood of colors, patterns, fidget toys, and tactile elements. Some are low sensory environments for people who prefer limited distractions, often with a muted color pallet and a minimalist aesthetic. We will cover why these spaces are beneficial, how they support different types of library users, and how to pitch the idea at your library. We’ll see an example of sensory spaces at the MSU Library, and hear from attendees who have sensory spaces in their own libraries. Then we will break out into groups, or individually, to create digital mood-boards (using Padlet) for high sensory, and/or low sensory spaces, before sharing all the sparkling ideas with the group. We will think big, and also brainstorm elements that could be pulled together on a limited, or zero-dollar budget. Walk away prepared to successfully advocate for new sensory spaces to library leadership, with specific ideas you can implement at our library.
Workshop Demolition: Rebuilding as 15 min of Pop-in Fun
Like many libraries, the MSU Library despaired at low turnout for our high prep, traditional workshops. Dismantling the old format, MSU Librarians switched it up with a series of 15 minute pop-in workshops. The new format reduced prep times and propagated waves of imagination in our instruction, reigniting librarian excitement. Let these creative ripples reach you, and come learn practical steps to try this approach at your library.
Instruction Strategies to Support Neurodivergent Students
DOI: 10.13140/RG.2.2.29467.48169/1
This presentation will outline specific teaching strategies to better support neurodivergent students. Adapting our instructional approach as we learn more about neurodiversity is crucial to accommodate different learning needs. This presentation will share strategies for supporting students with ADHD, dyslexia, students on the autism spectrum, and other neurodivergent differences. We will discuss techniques ranging from providing outlines and timelines, offering content in different formats, gathering feedback from students, and utilizing helpful technology and resources on campus. Participants will be asked to share their own strategies, experiences, resources and tools, with opportunities to learn from each other. In addition to supporting neurodivergent students, these strategies ultimately help make instruction more accessible and inclusive to all students.
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The document provides learning strategies and study tips for students with ADHD, including establishing routines for sleep and self-care, using a planner to manage time and break large tasks into smaller parts, limiting distractions while studying, reviewing material multiple times, and utilizing tools like speech recognition software, writing assistance programs, and lecture recording to support studying and test taking. Recommendations are evidenced-based and include contacting the university library for additional help or resources.
Dyslexia Learner Strategies Updated Oct 2023
This presentation provides strategies and tools to help students with dyslexia manage their time, study effectively, and perform well on tests. It recommends breaking large tasks into smaller, more manageable pieces. Studying using multiple senses by listening, visualizing, touching, and smelling/tasting can aid memory. Flashcards, the Pomodoro technique, and studying with partners are also suggested. When taking tests, students should plan their time, read questions carefully, and avoid overthinking. The presentation lists various software tools that can help with writing, reading, organization, and accessibility.
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This document provides time management tips for students. It discusses the benefits of effective time management such as feeling less stressed and more productive. Quick tips include using a planner, prioritizing tasks, breaking up large tasks, and scheduling time for tasks and breaks. Specific time management strategies covered are the Pomodoro technique, eating the frog first, the Pareto principle, studying with a partner, and the Getting Things Done method. Tools, motivation, limiting distractions, self-care, and library resources are also addressed.
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Implementing accessibility means making change from within. But real barriers stand in the way. In response, we have looked to the infrastructure of strategic planning as a vehicle for change. This presentation describes an approach for improving accessibility by integrating accessibility goals, measures, and initiatives into strategic planning.
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Join our discussion to see how four academic librarians are working to advance digital equity and inclusion for their users, by removing barriers that inhibit student access. The presenters will discuss the current digital divide in Montana and how access to, or lack of access to resources impacts student success in remote learning environments, including personal device ownership, access to internet or cell service, remote authentication, and digital accessibility. Libraries serve as an integral IT access point for many students, faculty, and staff, and play a critical role in the higher education IT community. The session will outline a variety of ways academic libraries are connected to information technology including through online instruction, acquisitions and remote access to resources, and public and digital accessibility services. Finally, they will share perspectives and strategies to promote digital equity and inclusion and increase the accessibility of library and online resources.
Accessibility & Inclusive Design to Enable Success
So much of the library information and service we provide is online, and making our digital content accessible helps everyone in our community succeed. Following accessibility best practices not only improves the library experience, it also promotes diversity and inclusion by directly improving the equity of access for all library users. Learn some simple, inclusive-design guidelines for creating accessible digital content such as your website, LibGuides, Word docs, PDFs, and more. Finally, leave with tools and actionable tips for how to help make your library services and digital content more accessible and inclusive.
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Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Delivering Equitable & Inclusive Instructional Content Using UDL Principles
- 1. Delivering Equitable & Inclusive Instructional Content Using UDL Principles
- 2. Hello! Lisa Campbell Instruction and Outreach Librarian, University of Florida Jacqueline Frank Research & Instruction Librarian, Montana State University Stephanie C Gillespie Instruction Coordinator & Reference Librarian, Pellissippi State Community College 2
- 3. Learning Outcomes ● Understand what UDL is, and how UDL makes instruction and content more inclusive. ● Learn Best Practices for designing content with different abilities in mind. 3
- 4. Learning Outcomes ● Learn how to optimize learning materials with UDL principles. ● Outline next steps to implement UDL and/or share UDL info at your library. ● Connect with others who are interested and motivated to implement UDL principles, to continue sharing and learning together after the conference. 4
- 6. “Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people - CAST 6
- 7. Why UDL? ● Equitable ● Inclusive ● Enables all learners to access and participate in meaningful learning opportunities. 7
- 8. UDL Guidelines Provide multiple means for: ● Engagement ● Representation ● Action & Expression 8
- 9. Group Activity 1 1. Review the designing for abilities handouts. 2. Discuss with your group. 3. Share any existing knowledge. 4. Prepare to share out to other groups. 5 minutes sharing in groups 15 minutes sharing out 9
- 10. Group Activity 2 1. Split up and move to new tables, one designer from each group. 2. Combine your knowledge and discuss how to design materials to enable perception for all learners. 10 minutes collaborating 5 minutes sharing out
- 11. Discussion Thinking about your population, what is one thing that’s important when designing the document type at your table?
- 12. Reflection How will you incorporate UDL into your teaching? How can you share what you’ve learned with others? What questions do you still have?
- 13. Resources ● Universal Design for Learning Guidelines (CAST) ● Do’s and don'ts of designing for accessibility (UK.gov) ● Designing Online Content (PCC) ● Accessibility & UDL Guide (PSCC) 13
- 14. Thanks! Any questions? Please contact us! jacqueline.frank@montana.edu lisacampbell@uflib.ufl.edu scgillespie@pstcc.edu 14
- 15. Slides Accessibility Check ● Minimum 24 sans serif font ● Use of bullets/numbers for lists ● Correct reading order ● Sufficient color contrast ● Descriptive links ● Plain language ● (No images, but ALT Text if added) 15
- 16. Credits Thanks to all the people who made and released these awesome resources for free: Presentation template by SlidesCarnival 16