Presentation on theme: "To be a teacher in the right sense is to be a"— Presentation transcript:
1 To be a teacher in the right sense is to be a learner. 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
2 Who are your students?Describe your students. Who are they… collectively? individually?
4 How have you respondedto the learning needs of yourstudents?
5 Characteristics of adult learners in post-secondary Need to be shown respectAutonomous and self-directedCharacteristics of adult learnersin post-secondaryGoal-orientedPractical, focusing on the aspectsOf a lesson most useful to themRelevancy-oriented
6 In Canada, colleges and universities are experiencing a changing student population
7 Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings,
8 The increasing diversity of the post-secondary classroommeans a different way ofthinking aboutteaching and learning.
9 Instruction must incorporate methods that supportlearning for all students.
15 Activist, Theorist, Pragmatist, Reflector Like to understand theory behind actionsNeed models, concepts and facts to engage in the learning processPrefer to analyze and synthesizeDraw new information into systematic and logical theoryStatistics, stories, background information, applying theoriesTheorists
16 Activist, Theorist, Pragmatist, Reflector Learn by observing and thinking about what happenedAvoid leaping, prefer to observe from the sidelinesView experiences from a number of different perspective,collecting data and taking the time to work towards anappropriate conclusionReflector
17 Activist, Theorist, Pragmatist, Reflector Need to see how to put learning into practice in the real worldExperimentersTry out new ideas, theories and techniques to see if they workTime to think, how to apply, learning in reality, case studies,problem solving, discussionPragmatist
18 Activist Activist, Theorist, Pragmatist, Reflector Learn by doing Need to get their hands dirtyDive in with both feetOpen-minded approach to learningInvolve themselves fully and without bias in new experiencesBrainstorming, problem solving, group discussion, puzzles,competition, role-playsActivist
21 “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))
28 T-560 Source: Universal Design for Learning in Postsecondary Education Reflections on Principles and their ApplicationsDavid Rose, Wendy Harbour, Catherine Sam Johnson,Samatha Daley, Linday Abarbell
29 Multiple means of…RepresentationExpressionEngagement
40 Principles of Universal Design in Education Equitable UseUse of Natural SupportsSupportive Adult Learning EnvironmentPerceptible InformationMultiplicity in Design, Delivery and EvaluationFlexibility 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 wouldbe beneficial to your students.
42 A good teacher has been defined as one who makes himself/herself progressively unnecessary.-Thomas J. Carruthers