The document discusses universal design for learning (UDL), which seeks to decrease disabilities in the curriculum by creating flexible learning experiences that work for all students. UDL focuses on students who are not average, such as those with disabilities or who are gifted. It has three main principles: providing multiple means of representation, action and expression, and engagement. UDL benefits all learners by creating an inclusive environment and complying with disability laws. Teachers must thoughtfully plan instruction using UDL to fully support student needs and potential.
At each step of the way, systematic and careful guidance will be given, so that regardless of one’s current GP standard, every student will find my lessons helpful and interesting.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
At each step of the way, systematic and careful guidance will be given, so that regardless of one’s current GP standard, every student will find my lessons helpful and interesting.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Presentation materials design created by Shama Kalam Siddiqui Shama Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
2. Seeks to decrease disabilities in
the curriculum itself.
Many classrooms focus on an
average student, but the reality
is, there is really no average
student.
Universal design focuses on the
students who are not “average.”
For example, students with
disabilities and English as a Second
Language students, and gifted
students. 4 Main Components
Universal design is a curriculum of Curriculum:
1. Goals
that works for a wide range of 2. Materials in
learning abilities. classroom
Learning experiences are 3. Methods
designed to be universal. Choices 4. Means of
for students are flexible. assessment
3. Help teachers to design and
plan for how to help students
overcome personal learning
difficulties.
Teachers must be creative
and plan ahead in order to
meet the needs of all the
students.
Universal design learning
helps all students.
Students of all levels can
communicate, participate,
interact, and learn from each
other.
4. 1. Multiple ways of presenting information.
1. Options for perception.
2. Options for language and symbols.
3. Options for comprehension.
2. Multiple ways of action in expressing what the
students has learned.
1. Options for physical expression.
2. Options for expression and fluency.
3. Options for executive tasks.
3. Multiple means of engagement.
1. Options for recruiting interest.
2. Options for maintaining effort and persistance.
3. Options for self-regulation
*More concrete explanations within each guideline.
5. 1. Equitable use 5. Tolerance for error
2. Flexibility in use 6. Low physical effort
3. Simple & Intuitive use 7. Size and space for approach
4. Perceptible information
1. Class Climate 5. Information resources and
2. Interaction technology
3. Physical environments and 6. Feedback
products 7. Assessment
4. Delivery methods 8. Accommodation
6. Havingseveral books for them to choose
from with varying skill levels.
Includes students in planning process.
Provides flexibility in skill level.
UsingPost-It notes to mark parts of the book
you have a question about.
Use these questions to guide planning:
What is the basic concept being learned?
What are the varying ways this can be
learned?
Is reading involved? Are there other ways
to communicate the concepts?
7. Universal design requires
teachers to plan ahead.
Planning ahead saves
time and money.
Universal design learning
is inclusive. It attempts
to create an
environment in which all
students feel welcome,
comfortable, capable,
and encouraged.
Universal design
contributes to legal
compliance with ADA
and IDEA.
8. Flexible grouping- this is important because learners must
interact with each other to develop understanding. This can
include small groups or pairs. Grouping must change with the
process and content.
Classroom management is very important when using
instructional design learning to keep students on task at hand
in order to reach full potential.
Initial and on-going assessment of learners is crucial. This can
be both formal and informal.