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Teaching All Students, Reaching All Learners
- 1. Universal Design for Learning TEACHING ALL STUDENTS, REACHING ALL LEARNERS www.ist.hawaii.edu Center on Disability Studies, University of Hawaii An open door leading to our round planet Earth filling the door way.
- 34. Mahalo! Contact Information: Tracie Ortiz [email_address] SDDL Contact: Steve Brown-Project Coordinator [email_address] Megan Conway [email_address]
Editor's Notes
- THIS POWER POINT CAN BE USED BY YOU AS AN INSTRUCTOR, OR YOU CAN USE IT TO TRAIN AND ANSWER QUESTIONS For OTHER FACULTY/STAFF Can email ppt to those interested for virtual copy. Inquire if ppl have finished the Different learning styles sheet. Say we will go over this later.
- When teaching at a distance, one of the first things we want to do is to know our students. It is also the student’s responsibility to inform the instructor on learning issues/accommodations, the student may need. Especially in an online environment when seeing a person face to face eliminates the personal nuances we don’t think about. Body language, expressions, reactions to something, etc… Go over The Different Learning Styles Results if taken test already. If not, take test.
- Pass out “Three Different Learning Styles” Can be used with students at a distance as well and post answer on a discussion board…icebreaker before a course begins. Also will let you know what kind of diverse learning you have in your class.
- UDL=breaking barriers What comes to mind when seeing this picture? Keep in mind UDL concept is reaching ALL learners
- Ron Mace (1941-98) Creator of the concept and the term “Universal Design”, and Fellow of the American Institute of Architects UD WAS CREATED AS AN ARCHITECTURAL CONCEPT. AN EXAMPLE OF UD IS what??? CURB CUTS OR??? AN ELEVATOR THAT MAKE IT POSSIBLE FOR A WHEELCHAIR, A STROLLER, A BICYCLE, A PULL-TYPE SUITCASE AND A DELIVERY CART TO MOVE EFFORTLESSLY UP A LEVEL. Can you think of any more?
- ‘ Universal’ does not imply a single optimal solution for everyone. Instead, it is meant to underscore the need for multiple approaches to meet the needs of diverse learners.” CAST Some of you may already be applying UDL. Can you think of something that you may be doing to meet more than one way of learning?
- REPRESENTATION IS HOW MATERIAL IS PRESENTED TO A STUDENT, I.E. VIA TEXTS, LECTURE, DISCUSSION. There is no one way of presenting information that is optimal for all students. EXPRESSION IS HOW A STUDENT SHOWS YOU WHAT THEY HAVE LEARNED, I.E. EXAM, PARTICIPATION, LAB WORK. There is no one means of expressing knowledge that will be optimal for all students. ENGAGEMENT IS THE LEVEL TO WHICH A STUDENT IS ABLE TO ATTEND TO INFORMATION AND IS MOTIVATED TO LEARN. There is no one way to engage and motivate students. IMAGES OF A WOMAN PLAYING A FLUTE AND SEVERAL WOMEN IN AN OFFICE SETTING TALKING ABOUT A LAPTOP SCREEN
- Backgrounds: Ethnicity/Culture, Language, sociaoeconomic status, sexual orientation, gender educational background experience Strengths: Learning through seeing, learning through hearing, learning through touch Challenges: Lack of interest or engagement, returning/age, disability, language barriers
- PHOTO OF A WOMAN DRAWING ON A WHITE BOARD
- Synchronous or recorded lecture PAUSE – TAKE A 1 MINUTE BREAK EVERY 10 MINUTES – STUDENTS CAN TALK OR CONTEMPLATE INTERPRETATION – SIGN LANGUAGE, CAPTIONING, SECOND LANGUAGE, INTELLECTUAL PROCESSING
- INQUIRY-BASED LEARNING IS “SOCRATIC METHOD” WHERE THE INSTRUCTOR DIALOGUES WITH STUDENTS BASED UPON EXISTING STUDENT KNOWLEDGE AND EXPERIENCES
- DEMONSTRATE – F/EX HOW TO COMPLETE A LAB EXERCISE CORRECTLY ACCESSIBILITY – PHYSICAL/SENSORY ACCESS TO LAB EQUIPMENT, PRACTICUM SITE:If online, having a discussion board to post feedback for students to students where everyone can see MULTIPLE OPTIONS – IF TOTAL ACCESSIBILITY IS NOT POSSIBLE, STUDENTS CHOOSE WHAT FITS STRENGTHS
- Focusing more on asynchronous ASSIGNMENTS - PROVIDE A MIX IN THE KIND OF ASSIGNMENTS – GIVE STUDENTS CHOICE TO DO MORE INDEPENDENT RESEARCH OR A FIXED EXAM Provide opportunity to show what they know; oral presentation ex. link to a recording, written presentation email or Laulima, email or upload via Laulima ppt project, Voicethread, iMovie, YouTube video
- Refer to Laulima discussion/private messages board...Ning INCLUDE ALL STUDENTS, WATCH OUT FOR STUDENTS WITH HEARING, PROCESSING, LANGUAGE DIFFICULTIES ONLINE DISCUSSION MAY BE BETTER OPTION FOR SOME STUDENTS
- THIS VIDEO AND OTHERS IS AVAILABLE VIA THE IST WEBSITE
- Challenges with power points???
- Excellent source for distance learning class to create a warm ‘aloha’ feeling for those not physically here. From the videos used before, what can you tell me about the videos? No captioning. There can also be a text description on a word doc. Other good ways??? Share.
- ALTERNATIVE TEXTS – OFFER AT LEAST 2 OPTIONS WITH SIMILAR CONTENT BUT DIFFERENT PRESENTATION FORMATS – AVAILABLE/TRANSCRIBEABLE BRAILLE, AUDIO, ELECTRONIC NOTES – ASSIGN 1-2 STUDENTS EACH CLASS TO TAKE NOTES – POST INSTRUCTOR’S 1 WK AHEAD GRAPHIC ORGANIZERS – INSPIRATION, CONCEPT MAPPING, PLANNING SHEETS, COLOR CODING GUIDED NOTES – STUDENTS FILL IN OUTLINE (show example) can be added to Laulima as attachment SYLLABUS – EXAMPLE TO FOLLOW – USE ONLINE LINKS AND TOOLS
- STRATEGIC DISCUSSION – GROUP MIX REFLECTS VARIOUS BACKGROUNDS, SKILLS, SKILL LEVELS; use Laulima discussion/message board or an extention of the class..we used Ning. SCAFFOLDING – WORKSHOPS TO PROVIDE NECESSARY SKILL SETS SUCH AS WEB-DESIgn STUDENTS CAN STUDY TOGETHER, WORK WITH PROFESSOR, INFORMAL SETTING Other examples of group work in an online setting? Google Docs,
- Take advantage of Real-Time Notetaking - Professional notetaker or captioner captures class content on computer screen - Often used for deaf and hard of hearing students but beneficial to ALL students (In Elluminate) Also for synchronous-have a notetaker for the class-students can take turns Encourage - “how to” technology workshops - Online research - Electronic completion of class assignments - Electronic exams Accessible - Some users may be using screen readers and other adaptive technology - Conform to guidelines set out by the World Wide Web Consortium for content accessibility (WCAG 1.0) http://www.w3.org/WAI/ Online Materials - Syllabus - Online discussion - Online office hours- Professor and student notes- Electronic textbooks and audio recordings -Further resources – blogs Podcasts – video/record lectures, student discussion/broadcast
- This is only one version. As long as you follow the UDL guidelines, you can create your own version.
- Go over SDDL project and provide info on participation. Go over SDDL Website, then go over handout
- Or do you feel like this???