To be a teacher in the right sense is to be a learner. Instruction begins when you, the
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Transcript of To be a teacher in the right sense is to be a learner. Instruction begins when you, the
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To be a teacher in the right sense is to be alearner. Instruction begins when you, theteacher, learn from the learners, put yourselfin their place so that you may understandwhen they understand and in the way theyunderstand it.
-Soren Kiekegaard
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Describe your students.
Who are they…collectively?individually?
Who are your students?
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Diverse
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How have you respondedto the learning needs of yourstudents?
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Characteristics of adult learners in post-secondary
Autonomous and self-directed
Goal-oriented
Relevancy-oriented
Practical, focusing on the aspectsOf a lesson most useful to them
Need to be shown respect
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In Canada, colleges and universities are experiencing a changing student population
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7Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings,
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The increasing diversity ofthe post-secondary classroommeans a different way ofthinking aboutteaching and learning.
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Instruction must incorporatemethods that supportlearning for all students.
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Learning Styles
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Activist, Theorist, Pragmatist, Reflector
Like to understand theory behind actions Need models, concepts and facts to engage in the learning process Prefer to analyze and synthesize Draw new information into systematic and logical theory Statistics, stories, background information, applying theories
Theorists
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Activist, Theorist, Pragmatist, Reflector
Learn by observing and thinking about what happened Avoid leaping, prefer to observe from the sidelines View experiences from a number of different perspective, collecting data and taking the time to work towards an appropriate conclusion
Reflector
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Activist, Theorist, Pragmatist, Reflector
Need to see how to put learning into practice in the real world Experimenters Try out new ideas, theories and techniques to see if they work Time to think, how to apply, learning in reality, case studies, problem solving, discussion
Pragmatist
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Learn by doing Need to get their hands dirty Dive in with both feet Open-minded approach to learning Involve themselves fully and without bias in new experiences Brainstorming, problem solving, group discussion, puzzles, competition, role-plays
Activist, Theorist, Pragmatist, Reflector
Activist
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UniversalInstructional Design
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“The essence of Universal Design for Learning (UDL) is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles and preferences… the ‘universal’ in Universal Design for Learning does not imply a single solution for everyone, but rather it underscores the need for inherently flexible, customizable contentassignments and activities.”
(David Rose and Ann Meyer in Journal of Special Education Technology (15.1))
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Universal Instructional Design
Inclusion
Physical Access
Delivery methods
Information Access
InteractionFeedback
Demonstration ofKnowledge
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24Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings
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25Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings
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Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings
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Source: Universal Design for Learning in Postsecondary EducationReflections on Principles and their Applications
David Rose, Wendy Harbour, Catherine Sam Johnson,Samatha Daley, Linday Abarbell
T-560
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Multiple means of…
Representation
Expression
Engagement
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Lecture
Textbooks
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Lectures
Power of the spoken word
Video-recorded lectures
website
Collected student notes
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Textbooks
Two textbooks, similar content
Highly visual
Highly literate
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Course website
Syllabus, assignments, discussion groups, projects, class notes, class videos, PowerPoint slides, weblinks
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Assessment
Greater flexibility to express what they have learned
Submit product in form of a website
Models and scaffold – key
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Observations from T-560
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Universal Instructional Design is only for students with specific learning
and other disabilities.
UDL – Misconception #1
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Universal Instructional Design is ‘spoon-feeding’ student course
content, information and strategies.
UDL – Misconception #2
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Universal Instructional Design means watering down the program
standards of performance.
UDL – Misconception #3
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Universal Design - motivational video
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Principles of Universal Design in Education
Equitable Use Use of Natural
Supports Supportive Adult
Learning Environment
Perceptible Information
Multiplicity in Design, Delivery and Evaluation
Flexibility in Use
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With a partner, select one of the Principle checklists.
Either by consensus or each person checking his/her response,Complete the checklist.
Prepare to share the following with the large group:• An explanation of the principle. What does it mean?• Activities that you checked “Almost Always” or “Often”• One or two activities that you don’t do regularly but think would be beneficial to your students.
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A good teacher has been definedas one who makes himself/herselfprogressively unnecessary.
-Thomas J. Carruthers