Presentation on theme: "1 To be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learners, put yourself in their place."— Presentation transcript:
1 To be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learners, put yourself in their place so that you may understand when they understand and in the way they understand it. -Soren Kiekegaard
Describe your students. Who are they… collectively? individually? 2 Who are your students?
4 How have you responded to the learning needs of your students?
Characteristics of adult learners in post-secondary Autonomous and self-directed Goal-oriented Relevancy-oriented Practical, focusing on the aspects Of a lesson most useful to them Need to be shown respect 5
In Canada, colleges and universities are experiencing a changing student population 6
15 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
16 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
17 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
18 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
“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 content assignments and activities.” (David Rose and Ann Meyer in Journal of Special Education Technology (15.1)) 21
Universal Instructional Design 22 Inclusion Physical Access Delivery methods Information Access Interaction Feedback Demonstration of Knowledge
28 Source: Universal Design for Learning in Postsecondary Education Reflections on Principles and their Applications David Rose, Wendy Harbour, Catherine Sam Johnson, Samatha Daley, Linday Abarbell T-560
29 Multiple means of… Representation Expression Engagement
40 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
41 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.
42 A good teacher has been defined as one who makes himself/herself progressively unnecessary. -Thomas J. Carruthers