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BCC Universal Design for Learning Presentation
- 1. UNIVERSAL DESIGN Lori Cooney, M.Ed. Project Coordinator & Universal Design Specialist Institute for Community Inclusion University of Massachusetts Boston
- 3. AGENDA
- 6. Example: Universally Designed Syllabus
- 10. Â
- 11. Active Learning
- 15. Active Learning STRATEGY: Focused Listing
- 16. Active Learning STRATEGY: Two Minute Paper
- 17. Active Learning STRATEGY: Muddiest Point
- 20. Assessment Tool
- 21. Example: UDL Assessment using a Rubric
- 23. Group Activity
- 25. Â
- 26. Instructional Technology Tools for All Learning Styles
- 27. Instructional Technology to meet all Learning Styles
- 33. Contact Information Lori Cooney Project Coordinator and Instructional Design Specialist Institute for Community Inclusion University of Massachusetts Boston [email_address]
Hinweis der Redaktion
- Course curriculum, instruction, assessment and environment. The following are the best practices for each of these UCD components. We suggest you use this list as you work to incorporate UCD into your course.
- There is an image of a student in her professors office yelling “an f? I did everything you told me to!!!”
- There is an image of a student in her professors office yelling “an f? I did everything you told me to!!!”
- Course curriculum, instruction, assessment and environment. The following are the best practices for each of these UCD components. We suggest you use this list as you work to incorporate UCD into your course.
- Learning style survey at the beginning of class, adjust your instructional plan based on the results
- “Writing to learn” helps students make sense of what a course teaches.
- Many of the active learning strategies that are covered elsewhere in this tutorial can also double as classroom assessment techniques. Brainstorming is one such example, as is another technique closely related to it: focused listing. Focused listing measures what students do and don't know about a subject, as well as the network of ideas related to it. This technique is very adaptable. It lends itself well to multiple disciplines and can be used at the beginning, middle, or end of a class session. When to use focused listing depends on the kind of feedback the instructor wants. For instance, individuals who wish to assesses students' prior knowledge of important terms, concepts, or ideas would administer the technique at the beginning of class or as an introduction to new content. The data, then, might suggest a starting point for the lecture or a focus for it. Using focused listing in the middle of a lesson might provide feedback that the instructor can use during the lesson itself, while focused listing at the end of a class might measure how well students have grasped the material and the effectiveness of the instructor's teaching methods. Focused listing is easy to implement via PowerPoint. Simply create a slide with a focal concept and brief instructions, setting aside a minute or so for students to construct their lists. Some instructors ask students question about the content of their lists as a way getting immediate feedback, while others collect the lists and review them after class.
- The two minute paper is most appropriate for use at the end of a class session, where it measures how well students have learned material up to that point. It works well in classes of all sizes and is extremely easy to implement, making it a good classroom assessment technique for large lecture sections. There are many variations on this technique. Some instructors ask students to summarize the day's lecture, others ask them to state the most important thing they learned during the session, while others ask students to state questions that they have. In each case, the instructor is provided valuable information that can help determine what students have learned and how best to proceed in subsequent meetings. To implement the technique, instructors should plan at least two or three minutes for the exercise. Prepare a PowerPoint slide with the instructions and the question students should address. Have them write on a sheet of paper or on a 3" x 5" note card, and collect students' responses as they leave the room.
- There is an image of a student in her professors office yelling “an f? I did everything you told me to!!!”
- There is an image of an eye next to the heading of visual learners. On the right side of the slide, there is an image of a concept map with the words stating “a diagram may be all a visual learner needs when trying to understand a complex concept. For other students it may not be helpful to receive a diagram without another form of instruction.”
- Image of a speaker next to the word Auditory Learners. On the right side of the slide, there is an image of instructor holding a glass beaker with a bubble quote stating “Next, pour the solution into the glass beaker.”
- Image of a hand next to the heading kinesthetic Learners. On the right side of the slide, there is an image of a nursing student holding a needle to draw blood from a patient lying in the bed. The student and the patient both appear nervous.
- Image of Molly Boyle on the top left. Image of Lori Cooney on the bottom left.