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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.

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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 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

2  Describe your students. Who are they… collectively? individually? 2 Who are your students?

3 Diverse 3

4 4 How have you responded to the learning needs of your students?

5 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

6 In Canada, colleges and universities are experiencing a changing student population 6

7 Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings, 7

8 The increasing diversity of the post-secondary classroom means a different way of thinking about teaching and learning. 8

9 Instruction must incorporate methods that support learning for all students. 9

10 10 Learning Styles

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15 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 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 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 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

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20 UniversalInstructionalDesign 20

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 content assignments and activities.” (David Rose and Ann Meyer in Journal of Special Education Technology (15.1)) 21

22 Universal Instructional Design 22 Inclusion Physical Access Delivery methods Information Access Interaction Feedback Demonstration of Knowledge

23 Three brief videos 23

24 Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings 24

25 Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings 25

26 Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings 26

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28 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 29 Multiple means of… Representation Expression Engagement

30 30 Lecture Textbooks

31 31 Lectures Power of the spoken word Video-recorded lectures website Collected student notes

32 32 Textbooks Two textbooks, similar content Highly visual Highly literate

33 33 Course website Syllabus, assignments, discussion groups, projects, class notes, class videos, PowerPoint slides, weblinks

34 34 Assessment Greater flexibility to express what they have learned Submit product in form of a website Models and scaffold – key

35 35 Observations from T-560

36  Universal Instructional Design is only for students with specific learning and other disabilities. 36 UDL – Misconception #1

37  Universal Instructional Design is ‘spoon- feeding’ student course content, information and strategies. 37 UDL – Misconception #2

38  Universal Instructional Design means watering down the program standards of performance. 38 UDL – Misconception #3

39 39 Universal Design - motivational video

40  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 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 42 A good teacher has been defined as one who makes himself/herself progressively unnecessary. -Thomas J. Carruthers


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