This document discusses incorporating universal design principles in developing, delivering, and assessing instruction. It emphasizes integrating universal design into curriculum design from the beginning to maximize learning for all students. Key practices include establishing clear learning outcomes, using multiple assessment methods, and designing flexible teaching activities aligned with outcomes. The document provides examples and encourages reflecting on how to apply universal design concepts, such as creating accessible syllabi and course materials and using technology tools, to benefit student learning.

1. Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your InstructionSusan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability ServicesIlene D. Alexander, PhD, Teaching Consultant, Center for Teaching and LearningTim Kamenar, M.S., Disability Specialist, Disability ServicesKate Martin, M.A., Teaching Consultant, Center for Teaching and Learning

2. ResourcesTo download slides and handouts from today’s session, go tohttp://slideshare.net/uminnteachlearnTo participate in Twitter idea sharing about August Teaching Enrichment Series:#atesCTL

4. LearningLearning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society. Frank Coffield

5. LearningOne of the differences that has had the most influence on my own approach is that Confucian philosophy encourages questioning and discussion but after the learner has focused on understanding and acquiring concepts “Teaching and learning: the international higher education landscape” Sheila Trahar

6. LearningSilence, 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..

7. Centered Titlehttp://www.joebower.org/2011/08/

8. Universal Design: Key QuestionStudents want to learn and their instructors share this goal. How can instructors select their curriculum and instructional strategies to maximize the learning of all students?The Faculty Room, DoIt webpage:http://www.washington.edu/doit/Faculty/Strategies/Universal/

9. Universal Design – Core PracticeEmploying 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.

10. Universal Design – Core PracticeHowever, applying universal design concepts in course planning will assure full access to the content for most students and minimize the need for specific accommodations.

11. Universal Design – Core PracticeFor 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.

12. Integrated and Aligned Design“Integrated and Aligned Design” incorporates the principles of Universal Design into well established tenants of good curricular design.

13. CurriculumAssessmentLearning& Teaching ActivitiesEnvironmentEnvironmental Factors:Institutions, Disciplines, Cultures, Communities, ClassroomsInstructionFeedback & Assessment Components/TasksIntendedLearningOutcomesINTEGRATED ALIGNED COURSE DESIGNAdapted from Dee Fink

14. Intended Learning OutcomesAssessmentLearning & Teaching ActivitiesEnvironmentEnvironmental Factors:Institutions, Disciplines, Cultures, Communities, ClassroomsSituational ContextCurriculumInstructionFeedback & Assessment Components/Tasks

15. Integrated and Aligned DesignBackwards DesignEstablish Intended Learning Outcomes (Curriculum)Determine various modes of feedback and assessment (Assessment)Develop teaching and learning activities (Instruction)

16. Backwards DesignBegin at the ENDWrite clear, unambiguous, and specific Learning ObjectivesUse multiple accessible methods and tools for assessmentTeaching and learning activities are flexible, adaptable, and consistent with outcomes Reflect

17. Design ExerciseThink of one course you are teaching this term.What are your objectives for this course? With regard to these course objectives, write one learning objective for the first week of the term.

18. Design Exercise – 5 MinutesWrite out one learning objective for the first week. What is essential for this first weekWhat should students have learned by the end of the weekWhat they should know about your course structure, assessment plan, or teaching methods

19. Design ExerciseBreak into groups of twoShare objectivesReceive Scenarios and consider:Will this affect my outcomesDo I need to modify my assessment planIs there an impact to my teaching strategy

20. What Can You Do NowSyllabusTechnologyNext Steps

21. SyllabusUniversally Designed Syllabus Tips:Present information in a least 2 formatsGive as many resources as possibleProvide background information, but be briefBuild in flexibilityGo digitalLess is more(Source: Equity and Excellence in Higher Education: Universal Course Designwww.eeonline.org)

22. TechnologyUniversal Course Design ToolsComputer-based presentation hardware and softwareVideos, pictures and graphicsAudio related hardwareSoftwareAccessible communication tools(Source: Equity and Excellence in Higher Education: Universal Course Designwww.eeonline.org)

23. Next StepsReview instruction beyond the first weekUse principles of Universal Design to rethink teaching/instructionMake the unexpected expected

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