Edp 2.3 universal design
•Download as PPTX, PDF•
0 likes•176 views
Universal design is a framework for designing learning experiences that meet the needs of all students, regardless of their abilities or backgrounds. It aims to make sure every student can be an expert learner. There are three main principles of universal design: providing multiple means of representation, action and expression, and engagement. The process of universal design involves identifying the context, defining the scope of users, involving consumers, adopting standards, planning accommodations, providing training, and evaluating effectiveness.
Report
Share
Report
Share
Recommended
How to assess language arts
Language arts aims to teach students to proficiently communicate ideas through language. It includes four main components - listening, reading, speaking, and writing - to ensure students can use language in all forms. An effective language arts assessment uses various tools and methods, evaluates students on real-world tasks, occurs continuously over time, involves student collaboration, and focuses on what students have learned rather than what they cannot do.
Universal Design fr Learning
Universal Design for Learning (UDL) is an educational framework that provides multiple means of representation, action and expression, and engagement to accommodate all learners. UDL aims to give all students equal opportunities to learn by providing various ways to acquire knowledge, demonstrate understanding, and stay motivated. The guidelines for UDL focus on giving students choice and control in how they access and interact with new information in the classroom.
Universal design
Universal Design is an approach to designing products and environments to be usable by all people, without the need for adaptation or specialized design. When applied to education, Universal Design aims to make classrooms accessible to students of varying abilities through representation of content, multiple means of expression, and various forms of assessment. Teachers can implement Universal Design in the classroom by providing different ways for students to perceive, understand, and engage with content, as well as different options for demonstrating knowledge and skills. The goal of Universal Design in education is to create an inclusive learning environment where all students can thrive to the best of their abilities.
Universal design
Universal Design is an approach to designing products and environments to be usable by all people, including those with disabilities or limitations. When applied to education, Universal Design aims to make classrooms accessible to students of varied abilities and learning styles by providing multiple ways to represent content, allowing different modes of expression, and utilizing diverse forms of assessment. Teachers can implement Universal Design in their classrooms by offering varied content delivery methods, expressions of knowledge, and means of evaluating student comprehension to benefit all learners.
Differentiation when teaching ESL/EFL
All students are capable of learning. Teachers must find the best strategies to reach all learners. This presentation gives you hints about what can be done to help them learn at their level.
Task-based Syllabus
This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
- Interaction during tasks allows for negotiation of meaning, which is important for acquisition. Tasks provide opportunities for both input and output processing.
First steps in applying clil
The document summarizes an attempt to teach geography content about the solar system to 6th grade students through English using Content and Language Integrated Learning (CLIL). The teacher considered factors like language level and prepared materials incorporating activities to develop the four skills and vocabulary through topics like planets, adjectives, and grammar. Students engaged with content through games, presentations, role-plays and used English to learn. Most students found it motivating and remembered information, though preparation was time-consuming and some struggled with comprehension.
The Role of Learning Styles, Learning Strategies for ELLs
Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learners’ performance.
Recommended
How to assess language arts
Language arts aims to teach students to proficiently communicate ideas through language. It includes four main components - listening, reading, speaking, and writing - to ensure students can use language in all forms. An effective language arts assessment uses various tools and methods, evaluates students on real-world tasks, occurs continuously over time, involves student collaboration, and focuses on what students have learned rather than what they cannot do.
Universal Design fr Learning
Universal Design for Learning (UDL) is an educational framework that provides multiple means of representation, action and expression, and engagement to accommodate all learners. UDL aims to give all students equal opportunities to learn by providing various ways to acquire knowledge, demonstrate understanding, and stay motivated. The guidelines for UDL focus on giving students choice and control in how they access and interact with new information in the classroom.
Universal design
Universal Design is an approach to designing products and environments to be usable by all people, without the need for adaptation or specialized design. When applied to education, Universal Design aims to make classrooms accessible to students of varying abilities through representation of content, multiple means of expression, and various forms of assessment. Teachers can implement Universal Design in the classroom by providing different ways for students to perceive, understand, and engage with content, as well as different options for demonstrating knowledge and skills. The goal of Universal Design in education is to create an inclusive learning environment where all students can thrive to the best of their abilities.
Universal design
Universal Design is an approach to designing products and environments to be usable by all people, including those with disabilities or limitations. When applied to education, Universal Design aims to make classrooms accessible to students of varied abilities and learning styles by providing multiple ways to represent content, allowing different modes of expression, and utilizing diverse forms of assessment. Teachers can implement Universal Design in their classrooms by offering varied content delivery methods, expressions of knowledge, and means of evaluating student comprehension to benefit all learners.
Differentiation when teaching ESL/EFL
All students are capable of learning. Teachers must find the best strategies to reach all learners. This presentation gives you hints about what can be done to help them learn at their level.
Task-based Syllabus
This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
- Interaction during tasks allows for negotiation of meaning, which is important for acquisition. Tasks provide opportunities for both input and output processing.
First steps in applying clil
The document summarizes an attempt to teach geography content about the solar system to 6th grade students through English using Content and Language Integrated Learning (CLIL). The teacher considered factors like language level and prepared materials incorporating activities to develop the four skills and vocabulary through topics like planets, adjectives, and grammar. Students engaged with content through games, presentations, role-plays and used English to learn. Most students found it motivating and remembered information, though preparation was time-consuming and some struggled with comprehension.
The Role of Learning Styles, Learning Strategies for ELLs
Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learners’ performance.
Meeting the Double-Edged Challenges: ELA key practicies
This document outlines an agenda for a workshop on English Language Arts key practices aligned with Common Core State Standards. The workshop includes discussions, activities, and presentations focused on the challenges students and teachers face in meeting high CCSS expectations, as well as approaches to develop instructional practices, tools, and assessments. Participants will work on designing lesson plans integrating CALLA strategies, formative assessments, and a focus on reading, writing, speaking, listening skills and 21st century skills. The goal is to help students acquire academic English and content while developing independence, motivation and awareness of their own learning.
Clil Chapter 4
The document discusses key concepts in Content and Language Integrated Learning (CLIL), including learning outcomes, language support strategies, assessment approaches, and cross-curricular themes. It outlines that CLIL aims to support both content-related and language-related learning outcomes. It provides tips for language support, such as using repetition, modeling language, and creating opportunities for communication. Assessment in CLIL evaluates achievement of content, language and learning skills goals using various methods like student conferences, portfolios, and self-evaluation. Cross-curricular themes are suggested to create connections across subjects and engage students.
Teaching ELL Presentation
This document discusses strategies for setting language objectives for English language learners (ELLs) that are aligned with content objectives. It recommends combining language and content objectives to develop language proficiency while delivering content. Examples are provided of setting language objectives around functions like explaining, classifying and sequencing for science and math lessons. The document also covers providing feedback to students, using nonlinguistic representations like realia and graphic organizers, and how objectives and strategies may differ depending on students' stages of English acquisition.
Making Content and Curriculum Accessible for ELs with Universal Design for Le...
This document outlines a presentation about using Universal Design for Learning (UDL) to make content and curriculum accessible for English Learners while meeting Common Core State Standards. UDL is a framework that provides multiple means of representation, engagement, and action to address learner variability. The presentation defines UDL, discusses its alignment with WIDA supports and CCSS shifts, and provides examples of using technology and sensory, graphic, and interactive supports to make instruction accessible to all students.
Slideshare
Universal design aims to make learning accessible to all students by providing multiple means of representation, action and expression, and engagement. It focuses on ensuring marginalized students such as those with disabilities or who are English language learners can succeed. There are three broad principles: representing information through various formats, allowing different ways for students to demonstrate understanding, and employing multiple methods for engaging students. When implementing universal design, educators should consider goals, materials, teaching methods, and assessment.
Universal Design
Universal Design is an approach to designing products and environments to be usable by all people without needing adaptation or specialized design. It aims to make learning accessible for students with disabilities, English language learners, gifted students, and others who may struggle with traditional designs by incorporating multiple means of representation, action and expression, and engagement. This includes providing various options for how students receive and understand information, demonstrate their knowledge, and maintain interest in learning. Assessment of students also follows these principles of universality and flexibility.
Learning Styles by Tasha-Gaye Davis
No matter your learning style, we all have strengths as learners that we use to help build our success. What is your learning style?
Scaffolding
Instructional scaffolding is a learning process that provides support tailored to students' needs to help them achieve learning goals. Scaffolding supports include resources, compelling tasks, templates and guides, guidance on developing skills, and more. These supports are gradually removed as students develop independent learning strategies to promote cognitive, affective, and psychomotor skills. Scaffolding is used by modeling tasks, giving advice, and providing coaching. Effective scaffolding strategies include showing and telling, tapping prior knowledge, giving time to talk, pre-teaching vocabulary, using visual aids, and pausing to ask and review questions.
Speaking for older learners TEYL
The document discusses teaching speaking skills to older language learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. When designing speaking tasks, teachers should consider students' proficiency levels and challenge without overwhelming them. Speaking activities that promote skills include discussions after lessons, role plays, information gaps, brainstorming, storytelling, and speeches on discussed topics or special events. The conclusion states that meaningful speaking practice in a variety of activities engages students and makes learning more fun.
Aplied linguitic (learners strategies)
This document discusses developments in language learners' strategies. It covers defining learning strategies, classifying them, factors that influence strategy choice, relationships between strategies and language learning, and developments in strategy-based instruction. Key points include: learning strategies are techniques used by language learners to help acquisition and use; they have been classified into categories like cognitive, metacognitive, and social strategies; individual learner differences and task characteristics influence strategy use; and training learners in strategy use may help language development.
Universal Design
Universal Design is an educational approach that aims to help all students succeed by incorporating multiple means of representation, expression, and engagement. It recognizes that students learn in different ways and may need alternatives to standard instruction. The goal of Universal Design is to reduce the number of students labeled as disabled by teaching in a manner that considers various learning needs, abilities, and styles. It seeks to create learners who are resourceful, strategic, purposeful and motivated by providing options for perception, language comprehension, physical expression, sustaining effort, and self-regulation.
Edp 279 2.3 Universal Design
Universal Design (UD) emerged from Universal Design in architecture and aims to maximize learning for all students through flexible instructional methods. UD principles include multiple means of representation, expression, and engagement. Guidelines include providing options for perception, language, comprehension, physical action, expression of skills/knowledge, recruiting interest, persistence, and self-regulation. The goal is for education to be accessible and effective for students with diverse backgrounds and needs.
Factors affecting language learning
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
Autonomy in language learning
Autonomy in language learning refers to learners' ability to self-direct their own learning by developing skills to know how to learn independently. Promoting autonomy in the classroom involves shifting from a teaching to a learning culture with new roles for teachers and students, explicitly representing students' learning strategies, and introducing self-directed learning resources. Benefits of autonomy include learners having more control over and commitment to their learning, acquiring strategies to learn outside class, increased self-confidence, and valuing their own work and achievements.
The 4Cs Of CLIL - Module 1
This document discusses the 4Cs framework for CLIL (Content, Communication, Cognition, Culture). It provides details on each of the 4Cs: Content refers to the subject matter being taught; Communication means using the target language to communicate ideas; Cognition involves developing critical thinking skills; and Culture promotes understanding of different cultures. Mastering these four principles is essential for creating successful CLIL lessons.
Pre-writing and learning styles
The document provides information and activities for visual, auditory, and kinesthetic learners to help with pre-writing tasks. It discusses learning styles and defines them. Example activities are presented that incorporate different learning styles, such as using a voice recorder for auditory learners or forming groups to move around for kinesthetic learners. The document aims to show the connection between pre-writing activities and accommodating different learning styles.
Learner Autonomy
This study investigated the effects of strategy-based instruction on developing learner autonomy and improving writing ability. 37 students received an 8-week metacognition training program focused on planning, monitoring, and evaluating writing tasks, while 54 students served as controls. Students who received training improved their use of metacognitive strategies and writing ability more than the control groups. The training group maintained improvements on a delayed writing test. The study suggests that strategy-based instruction can effectively promote learner autonomy and writing skills.
2.3 assignment
Universal Design in Education
Universal Design is the creation of environments and objects that are equally usable and accessible to all people. It aims to create things universally for everyone rather than altering them to fit specific needs. The classroom curriculum currently favors an "average student" but there is no such thing - a Universal Design curriculum allows every student to succeed. It implements multiple means of representation, expression, and engagement so each student can learn in their own way. A Universal Design classroom provides flexible goals, universally designed materials, various teaching methods, and assessments to create equal opportunities for all learners.
How to increase brand awareness with social media?
The purpose of the research is to determine how ByLykke, can establish awareness for its brand as a whole and with a focus on distributing the products by using innovative measures as opposed to the traditional channels customarily chosen.
We choose particularly these online marketing platforms, because they benefit cost efficiency, each of these channels have its own purpose, they also are completely different from each other and therefore are the interest of the ByLykke to develop business and product wise.
ByLykke provides products with a unique ingredient and is based on natural substances.
By selectively choosing online platforms for consideration,this research provides an innovative way how to gain brand awareness and subsequently broaden the consumer base.
Strategic Management & Export Marketing
Solerebels uses a differentiation strategy to create competitive advantage by producing unique shoes. It manufactures shoes made from recycled tire soles and Ethiopian cotton in its local plant, paying workers higher wages. It differentiates through product quality, packaging, customer service and fair trade practices. Value is created through reliable, durable and convenient shoes, fast delivery, understanding customer preferences, and innovative design. This strategy supports Africa's development by providing fair salaries and good working conditions.
Project work- snowboard party
The document summarizes a snowboard party event held at an EXiL Bar on January 28, 2011. It was organized by an international team consisting of Kristine, Gatis, Cherie, and Markus. The summary describes the happy hour drink specials and all-night activities like a DJ, snowboard movies, and table football. It also outlines the roles each team member played in setting meetings, collecting information, coordinating, advertising, and decorating for the event. The document concludes that people had fun at the party and provides suggestions for improvements in future events.
Melonaju
This document provides instructions for making a melona-ju cocktail, a popular Korean ice cream drink. The recipe calls for layering melona ice cream, vodka, and Sprite in a cup, mixing after 3 minutes, and then drinking or refilling with more ice cream. The pros are that it is sweet, inexpensive since refills are allowed, and easy to make, though the con is that it can intoxicate quickly due to the vodka.
More Related Content
What's hot
Meeting the Double-Edged Challenges: ELA key practicies
This document outlines an agenda for a workshop on English Language Arts key practices aligned with Common Core State Standards. The workshop includes discussions, activities, and presentations focused on the challenges students and teachers face in meeting high CCSS expectations, as well as approaches to develop instructional practices, tools, and assessments. Participants will work on designing lesson plans integrating CALLA strategies, formative assessments, and a focus on reading, writing, speaking, listening skills and 21st century skills. The goal is to help students acquire academic English and content while developing independence, motivation and awareness of their own learning.
Clil Chapter 4
The document discusses key concepts in Content and Language Integrated Learning (CLIL), including learning outcomes, language support strategies, assessment approaches, and cross-curricular themes. It outlines that CLIL aims to support both content-related and language-related learning outcomes. It provides tips for language support, such as using repetition, modeling language, and creating opportunities for communication. Assessment in CLIL evaluates achievement of content, language and learning skills goals using various methods like student conferences, portfolios, and self-evaluation. Cross-curricular themes are suggested to create connections across subjects and engage students.
Teaching ELL Presentation
This document discusses strategies for setting language objectives for English language learners (ELLs) that are aligned with content objectives. It recommends combining language and content objectives to develop language proficiency while delivering content. Examples are provided of setting language objectives around functions like explaining, classifying and sequencing for science and math lessons. The document also covers providing feedback to students, using nonlinguistic representations like realia and graphic organizers, and how objectives and strategies may differ depending on students' stages of English acquisition.
Making Content and Curriculum Accessible for ELs with Universal Design for Le...
This document outlines a presentation about using Universal Design for Learning (UDL) to make content and curriculum accessible for English Learners while meeting Common Core State Standards. UDL is a framework that provides multiple means of representation, engagement, and action to address learner variability. The presentation defines UDL, discusses its alignment with WIDA supports and CCSS shifts, and provides examples of using technology and sensory, graphic, and interactive supports to make instruction accessible to all students.
Slideshare
Universal design aims to make learning accessible to all students by providing multiple means of representation, action and expression, and engagement. It focuses on ensuring marginalized students such as those with disabilities or who are English language learners can succeed. There are three broad principles: representing information through various formats, allowing different ways for students to demonstrate understanding, and employing multiple methods for engaging students. When implementing universal design, educators should consider goals, materials, teaching methods, and assessment.
Universal Design
Universal Design is an approach to designing products and environments to be usable by all people without needing adaptation or specialized design. It aims to make learning accessible for students with disabilities, English language learners, gifted students, and others who may struggle with traditional designs by incorporating multiple means of representation, action and expression, and engagement. This includes providing various options for how students receive and understand information, demonstrate their knowledge, and maintain interest in learning. Assessment of students also follows these principles of universality and flexibility.
Learning Styles by Tasha-Gaye Davis
No matter your learning style, we all have strengths as learners that we use to help build our success. What is your learning style?
Scaffolding
Instructional scaffolding is a learning process that provides support tailored to students' needs to help them achieve learning goals. Scaffolding supports include resources, compelling tasks, templates and guides, guidance on developing skills, and more. These supports are gradually removed as students develop independent learning strategies to promote cognitive, affective, and psychomotor skills. Scaffolding is used by modeling tasks, giving advice, and providing coaching. Effective scaffolding strategies include showing and telling, tapping prior knowledge, giving time to talk, pre-teaching vocabulary, using visual aids, and pausing to ask and review questions.
Speaking for older learners TEYL
The document discusses teaching speaking skills to older language learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. When designing speaking tasks, teachers should consider students' proficiency levels and challenge without overwhelming them. Speaking activities that promote skills include discussions after lessons, role plays, information gaps, brainstorming, storytelling, and speeches on discussed topics or special events. The conclusion states that meaningful speaking practice in a variety of activities engages students and makes learning more fun.
Aplied linguitic (learners strategies)
This document discusses developments in language learners' strategies. It covers defining learning strategies, classifying them, factors that influence strategy choice, relationships between strategies and language learning, and developments in strategy-based instruction. Key points include: learning strategies are techniques used by language learners to help acquisition and use; they have been classified into categories like cognitive, metacognitive, and social strategies; individual learner differences and task characteristics influence strategy use; and training learners in strategy use may help language development.
Universal Design
Universal Design is an educational approach that aims to help all students succeed by incorporating multiple means of representation, expression, and engagement. It recognizes that students learn in different ways and may need alternatives to standard instruction. The goal of Universal Design is to reduce the number of students labeled as disabled by teaching in a manner that considers various learning needs, abilities, and styles. It seeks to create learners who are resourceful, strategic, purposeful and motivated by providing options for perception, language comprehension, physical expression, sustaining effort, and self-regulation.
Edp 279 2.3 Universal Design
Universal Design (UD) emerged from Universal Design in architecture and aims to maximize learning for all students through flexible instructional methods. UD principles include multiple means of representation, expression, and engagement. Guidelines include providing options for perception, language, comprehension, physical action, expression of skills/knowledge, recruiting interest, persistence, and self-regulation. The goal is for education to be accessible and effective for students with diverse backgrounds and needs.
Factors affecting language learning
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
Autonomy in language learning
Autonomy in language learning refers to learners' ability to self-direct their own learning by developing skills to know how to learn independently. Promoting autonomy in the classroom involves shifting from a teaching to a learning culture with new roles for teachers and students, explicitly representing students' learning strategies, and introducing self-directed learning resources. Benefits of autonomy include learners having more control over and commitment to their learning, acquiring strategies to learn outside class, increased self-confidence, and valuing their own work and achievements.
The 4Cs Of CLIL - Module 1
This document discusses the 4Cs framework for CLIL (Content, Communication, Cognition, Culture). It provides details on each of the 4Cs: Content refers to the subject matter being taught; Communication means using the target language to communicate ideas; Cognition involves developing critical thinking skills; and Culture promotes understanding of different cultures. Mastering these four principles is essential for creating successful CLIL lessons.
Pre-writing and learning styles
The document provides information and activities for visual, auditory, and kinesthetic learners to help with pre-writing tasks. It discusses learning styles and defines them. Example activities are presented that incorporate different learning styles, such as using a voice recorder for auditory learners or forming groups to move around for kinesthetic learners. The document aims to show the connection between pre-writing activities and accommodating different learning styles.
Learner Autonomy
This study investigated the effects of strategy-based instruction on developing learner autonomy and improving writing ability. 37 students received an 8-week metacognition training program focused on planning, monitoring, and evaluating writing tasks, while 54 students served as controls. Students who received training improved their use of metacognitive strategies and writing ability more than the control groups. The training group maintained improvements on a delayed writing test. The study suggests that strategy-based instruction can effectively promote learner autonomy and writing skills.
2.3 assignment
Universal Design in Education
Universal Design is the creation of environments and objects that are equally usable and accessible to all people. It aims to create things universally for everyone rather than altering them to fit specific needs. The classroom curriculum currently favors an "average student" but there is no such thing - a Universal Design curriculum allows every student to succeed. It implements multiple means of representation, expression, and engagement so each student can learn in their own way. A Universal Design classroom provides flexible goals, universally designed materials, various teaching methods, and assessments to create equal opportunities for all learners.
What's hot (18)
Meeting the Double-Edged Challenges: ELA key practicies
Meeting the Double-Edged Challenges: ELA key practicies
Making Content and Curriculum Accessible for ELs with Universal Design for Le...
Making Content and Curriculum Accessible for ELs with Universal Design for Le...
Viewers also liked
How to increase brand awareness with social media?
The purpose of the research is to determine how ByLykke, can establish awareness for its brand as a whole and with a focus on distributing the products by using innovative measures as opposed to the traditional channels customarily chosen.
We choose particularly these online marketing platforms, because they benefit cost efficiency, each of these channels have its own purpose, they also are completely different from each other and therefore are the interest of the ByLykke to develop business and product wise.
ByLykke provides products with a unique ingredient and is based on natural substances.
By selectively choosing online platforms for consideration,this research provides an innovative way how to gain brand awareness and subsequently broaden the consumer base.
Strategic Management & Export Marketing
Solerebels uses a differentiation strategy to create competitive advantage by producing unique shoes. It manufactures shoes made from recycled tire soles and Ethiopian cotton in its local plant, paying workers higher wages. It differentiates through product quality, packaging, customer service and fair trade practices. Value is created through reliable, durable and convenient shoes, fast delivery, understanding customer preferences, and innovative design. This strategy supports Africa's development by providing fair salaries and good working conditions.
Project work- snowboard party
The document summarizes a snowboard party event held at an EXiL Bar on January 28, 2011. It was organized by an international team consisting of Kristine, Gatis, Cherie, and Markus. The summary describes the happy hour drink specials and all-night activities like a DJ, snowboard movies, and table football. It also outlines the roles each team member played in setting meetings, collecting information, coordinating, advertising, and decorating for the event. The document concludes that people had fun at the party and provides suggestions for improvements in future events.
Melonaju
This document provides instructions for making a melona-ju cocktail, a popular Korean ice cream drink. The recipe calls for layering melona ice cream, vodka, and Sprite in a cup, mixing after 3 minutes, and then drinking or refilling with more ice cream. The pros are that it is sweet, inexpensive since refills are allowed, and easy to make, though the con is that it can intoxicate quickly due to the vodka.
Research ppt
This document discusses compounding and discounting of annuities, with a focus on how loan schedules are calculated. It provides an example of how banks calculate equal monthly installments (EMI) for a home loan compared to the actual calculation. While banks charge slightly more, the difference is small for short-term loans but can amount to hundreds of thousands extra over a long-term 20-year loan. The document concludes with a formula to convert between annual, half-yearly, quarterly, and monthly interest rates when interest is compounded over different time periods.
Characters
The document provides character bios for the main inhabitants of Sub Rosa, a secret city. It introduces Arsen, the daddy of the House of Arsen, and his wives: Della O'Kande, Second, and Little. It also describes Jellyfish, the former first wife, and includes bios for other characters like the Diamond Dowager and her orphan Isabella. The document also includes a map of Sub Rosa and identifies the different houses and their inhabitants.
Reflection on Marketing Strategies by Promoting Danish Universities
The document summarizes marketing strategies used to promote study opportunities in Denmark to local schools and communities in Latvia. Print marketing materials like posters, flyers and handouts were distributed and social media campaigns were run on Facebook and a Latvian social media site. The Facebook campaign reached over 1,300 users total and reminders were posted leading up to information sessions held at local schools, with over 200 people attending the main event summarizing study opportunities in Denmark.
Best practises on Twitter
The document summarizes typical bank presence and activity on Twitter. It finds that most banks have fewer than 10,000 followers and follow fewer than 10 accounts. The average bank sends around 900 tweets, with most tweeting weekly or less. Data is shown on the top 10 banks by followers, and example businesses that have found success on Twitter, both large global companies and local businesses. A case study also examines a customer service issue a user had that they raised awareness of through a tweet.
How to increase brand awareness with social media?
In order to understand how to outreach brand awareness of successfully following 6 p’s framework, it is necessary to compare the chosen social media platforms, that is Facebook, LinkedIn and blogs.
By doing this comparison ByLykke will know how to thoughtfully engage its online brand community, thus will increase its Brand awareness in a smart way.
We choose particularly Facebook, LinkedIn and the company’s blog because they benefit cost efficiency, give extensive consumer base and have been of interest to the company. Also platforms create synergy effect between them.
It is also not only enough to set up account in any of these social media platforms and have a presence, without any destination. Thus all three social media platforms are different Bylykke needs to have a purpose when choosing to interact on specific social media. It also takes time and effort to engage the users in the smart way and keep them engaged with Bylykke online brand community. In addition we provide critics on chosen theories and models and also alternative's. Successfully following our suggestions and recommendations this digital marketing strategy will increase ByLykke Brand awareness and distribute its products in a new innovative way. More in the end of the presentation you can find current improvements.
Business Models and internationalisation strategy
Many SMEs are challenged to implement its business principles. Their success depends on sustaining viability and growth; therefore an innovative approach helps them to identify the core of its business. Osterwalder’s Business Model Canvas translates SME’s expectations into business processes providing a clear focus, and the Business Model Shafer helps enterprises to execute strategic choices.
The influence of these two business models on internationalization of SMEs should be displayed by the case of Create it REAL. Create it REAL is active in the 3D printing industry and focuses on developing new technology to improve 3D printers. It is believed that the different business models enables thinking through all the aspects of the company, thus finding the influence on its internationalisation strategy.
By merging the findings from Osterwalder’s Business Model Canvas and Business Model Shafer, the thesis underlines the potential way how Create it REAL’s business model influence its internationalisation's strategy.
Digestion in gene cloning
Restriction enzyme digestion is a common technique used in gene cloning to prepare DNA fragments for insertion into a vector. Restriction enzymes recognize specific sequences in DNA and cleave the bonds between nucleotides at that site. The amount of restriction enzyme needed in microliters to completely digest one microgram of substrate DNA in one hour at the optimal temperature is defined as one unit of restriction enzyme activity. Restriction digestion is performed as part of gene cloning to isolate the desired DNA fragment, which is then inserted into a vector for cloning.
Apple's Sustainable_competitive_advantage
The focus of this project was to capture success of one of the most worldwide know company - Apple and track down its way to overcome its competitors. With the use of RBV Theory, Dynamic Capabilities Framework and Business Model Canvas.
Viewers also liked (13)
How to increase brand awareness with social media?
How to increase brand awareness with social media?
Reflection on Marketing Strategies by Promoting Danish Universities
Reflection on Marketing Strategies by Promoting Danish Universities
How to increase brand awareness with social media?
How to increase brand awareness with social media?
Similar to Edp 2.3 universal design
Assignment 2.3 final
Universal Design is a model that aims to create inclusive classrooms that meet the needs of all students. It focuses on students who have been marginalized by traditional curricula, such as those with disabilities or gifted students. The model emphasizes designing flexible learning experiences and providing multiple means of representation, action and expression, and engagement. Teachers implementing Universal Design constantly differentiate instruction, evaluate student progress, and change lessons to keep students engaged in their learning.
Differentiated instruction
1. The document provides an overview of differentiated instruction (DI), including definitions, key principles, and examples of how teachers can differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles.
2. It discusses theories of multiple intelligences and learning styles/modalities that form the basis for DI, which is a way of thinking about and planning instruction that aims to address student differences.
3. Examples are given of how teachers can differentiate instruction across various subjects and intelligences like linguistic, logical-mathematical, visual-spatial, and kinesthetic. Flexible grouping, formative assessment, and creating an inclusive learning environment are also emphasized.
Differentiated Instruction (1).pptx
This document provides an overview of differentiated instruction. It begins with learner objectives which are to become familiar with differentiated instruction vocabulary, understand how to differentiate content, process and product, and learn strategies to support differentiation. It then discusses key aspects of differentiation like addressing student readiness, interests and learning profiles. Examples of differentiation strategies are provided ranging from tiered lessons to thinking buddies. The document emphasizes that differentiation is a process that respects all students and provides multiple avenues for content acquisition and demonstrating learning.
Inclusion: Methods and strategies
What incluisive education looks like in the language classroom. Presentation for Richmond Annual Conference, 12 May 2018
Differentiated Learning.pptx
Differentiated learning, also known as differentiated instruction, is a teaching approach that tailors instruction to meet individual student needs. It allows students to show what they have learned in different ways. There are four main ways to differentiate: content, process, product, and learning environment. Teachers can differentiate by adjusting activities, materials, lessons, and assessments based on a student's readiness, interests, and preferred mode of learning. The goal is to develop engaging tasks that challenge and enhance learning for each student. While research shows differentiated instruction is effective, it also requires more planning time from teachers.
Universal Design for Learning
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by removing barriers. There are three broad UDL principles: providing multiple means of representation, action and expression, and engagement. UDL encourages teachers to present content in various ways, allow for diverse modes of student expression, and make learning engaging. Proper implementation of UDL requires teachers to anticipate barriers for all students and utilize flexible materials and team teaching.
Edt 279-presentation-universal-design
Universal design is a process that allows all students to learn regardless of ability level. It aims to meet the needs of every student so they can succeed. There are many steps to effective universal design, including identifying the environment, involving diverse consumers, adopting guidelines, applying standards, accommodating all students, training, and evaluating. Universal design uses flexible methods and materials to provide alternatives and challenges all students while meeting their individual needs. It recognizes there is no average student and aims to find learning experiences that work for all.
Teaching and Learning Strategies for Differentiated Instruction (1).ppt
The document provides information on differentiated instruction strategies for meeting the needs of diverse learners. It discusses tiered instruction, RAFT (role-audience-format-topic), and think-tac-toe strategies. Tiered instruction involves assigning different tasks at varying levels of difficulty. RAFT encourages writing across the curriculum by having students assume a role, consider their audience, and write about a topic in a particular format. Think-tac-toe gives students alternative ways to explore key ideas through completing tasks in a game-like grid format.
Planning aims and objectives in language programs.pptx 1
This lesson explains about Planning, Aims, and Objectives in Language Program. it is also based on Jack C. Richards's book (2002)
Differentiated Instruction (1).pptx
This document provides an overview of differentiated instruction. It begins by noting that differentiated instruction is a broad topic that cannot be fully covered in the brief presentation. It then lists the learner objectives, which are for participants to become familiar with vocabulary, understand principles of differentiating content, process and product, and be able to implement instructional strategies. The document then discusses concepts like readiness levels, interests and learning profiles that contribute to student diversity. It also outlines principles of a differentiated classroom and compares traditional and differentiated models. Specific differentiation strategies like tiered lessons, flexible grouping and anchor activities are then explained in more detail.
Differentiated-Instruction.pptx
The document discusses differentiated instruction, which enables teachers to meet the diverse needs of students by varying the content, process, product, and learning environment based on students' readiness, interests, and learning profiles. It explains that teachers should use flexible grouping, tiered lessons, choice boards, and varied products. The goal of differentiated instruction is to respect each student's learning needs and provide multiple avenues for meaning making.
Differentiated instruction 04162014
This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It begins by defining differentiated instruction as a systematic approach that allows teachers to accommodate the individual learning needs of students. It then provides examples of how teachers can differentiate the content, process, and products of lessons. This includes varying reading materials, activities, notes, assessments, and assignments to engage students with different skills and backgrounds. The document emphasizes that differentiation involves knowing each student as an individual and adapting instruction accordingly.
UDL Presentation
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by providing flexible approaches. UDL is based on the concept of universal design, which aims to make products usable by everyone without need for adaptation. UDL guidelines involve providing multiple means of representation, action and expression, and engagement. This allows students to access, participate in, and make progress in their learning in ways that are best suited to their unique abilities. The goal is a curriculum that can be customized to meet the individual needs of all students.
6 Teaching Style and Learning Style.ppt
The document provides information about teaching and learning styles presented at a faculty induction program. It discusses the objectives of understanding different teaching styles, learning styles, and how to match the two. It then defines and describes four common teaching styles: formal authority, demonstrator/personal model, facilitator, and delegator. It also defines learning styles and discusses the three main types: auditory, visual, and kinesthetic. Specific characteristics of each learning style are provided. The purpose is to help faculty understand how students learn best so they can adapt their teaching accordingly.
Differentiated instruction 04162014
This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It begins by defining differentiated instruction as a systematic approach that allows teachers to accommodate the individual learning needs of students. It then provides objectives and examples of differentiated instruction strategies for content, process, and product. These include using flexible grouping, varying reading materials and assignments, and allowing students to demonstrate knowledge in different ways. The document emphasizes that differentiated instruction is important for maximizing all students' learning.
LARC STARTALK differentiation handout 2011
This tiered lesson on the business of clothing in French II has 3 activity options at different levels of difficulty that allow students to demonstrate their understanding of clothing vocabulary and culture in various ways. At the basic level, students create a clothing catalog with prices. At the average level, students role play as sales associates helping customers and give clothing suggestions. At the advanced level, students research and present on the impact of the French fashion industry. The activities address communication and culture standards while allowing choice based on readiness.
(Presentation) How to teach Speaking March 2023.pptx
This document provides guidance on teaching speaking skills. It defines speaking as building and sharing meaning through verbal and non-verbal communication in various contexts. The main objectives are to develop teachers' ability to teach speaking and students' oral proficiency. It emphasizes the importance of speaking and recommends providing authentic speaking practice and real-life situations to develop students' fluency. Suggested activities to promote speaking include discussions, interviews, role plays, storytelling and picture describing. Teachers should involve students, reduce teacher talking time, and provide feedback to develop students' confidence in speaking.
Universal Design
Universal Design for Learning (UDL) is a framework for designing curriculum that meets the needs of all learners by providing multiple means of representation, engagement, and expression. UDL recognizes there is no "average student" and aims to ensure everyone can become an expert learner through flexible options tailored to their individual needs. The three UDL principles involve providing options for perception, language, action, expression, recruiting interest, sustaining effort, and self-regulation. Curriculum should be universally designed through its goals, materials, methods, and means of assessment.
the principles of teaching speaking
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
Diff learn
The document discusses differentiating instruction to meet the varied needs of students by modifying content, process, and product based on learning styles, interests, and ability levels. It provides examples of differentiation strategies like scaffolding, tiered lessons, interest centers and formative assessment to engage all students. The goal of differentiation is to ensure all students have access to the curriculum by providing what each student needs to succeed.
Similar to Edp 2.3 universal design (20)
Teaching and Learning Strategies for Differentiated Instruction (1).ppt
Teaching and Learning Strategies for Differentiated Instruction (1).ppt
Planning aims and objectives in language programs.pptx 1
Planning aims and objectives in language programs.pptx 1
(Presentation) How to teach Speaking March 2023.pptx
(Presentation) How to teach Speaking March 2023.pptx
Recently uploaded
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Recently uploaded (20)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Edp 2.3 universal design
- 1. UNIVERSAL DESIGN By: Cara Deaton
- 2. The reasoning behind Universal Design Not all students are the same and all students come from a variety of backgrounds, some are different ages, some have special gifts or talents, some have a different ethnicity, some have learning disabilities but all students deserve to learn and do it to the best of their abilities!
- 3. What is Universal Design • Not all students are the same and all students come from a variety of places • “Framework for designing learning experiences that work across a wide range of learners” • “The main purpose is to make sure everybody is an expert learner”
- 4. Principles of Universal design 1. • Provide multiple meaning of representation Provide options for perception Provide options for language and symbols Provide options for comprehension Teaching should have a variety of ways of teaching to a class. 2. • Provide multiple means of action and expressions Provide options for physical actions Provide options for expression skills and fluency Provide options for executive function Student should be able to express what they know 3. • Provide multiple means of engagement Provide options for recruiting interests Provide options for sustaining effort and persistence Provide options for self regulation Students need to interact with teachers as they are learning
- 5. The process of Universal design • Identify the application • Define the universe • Involve consumers • Adopt guidelines or standards • Plan for accommodations • Train and support • Evaluate
- 6. Universal Design in the Classroom
- 7. Work sited • http://www.washington.edu/doit/Brochures/Programs/ud.html • http://www.youtube.com/watch?feature=player_embedded&v=pGL TJw0GSxk • http://www.youtube.com/watch?v=rfsx3DGpv5o&feature=relmfu • http://www.youtube.com/watch?v=vr3ardmq0a0&feature=relmfu • http://www.washington.edu/doit/CUDE/inst_sec.html