Universal Design for Learning

Elements of Good Teaching

Adapted from The Ohio State University Partnership Grant

Definition

Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting. Universal design provides equal access to learning, not simply equal access to information. Universal Design allows the student to control the method of accessing information while the teacher monitors the learning process and initiates any beneficial methods.

Who Benefits

Students who speak English as a second language

International students

Older students

Students with disabilities

A teacher whose teaching style is inconsistent with the student's preferred learning style

All students

Principles

Identify the essential course content

Clearly express the essential content and any feedback given to the student

Integrate natural supports for learning (i.e. using resources already found in the environment such as study buddy)

Use a variety of instructional methods when presenting material

Allow for multiple methods of demonstrating understanding of essential course content

Use technology to increase accessibility

Invite students to meet/contact the course instructor with any questions/concerns

Common Teaching Methods

Lecture

Strengths

Ensures dissemination of specific facts

Class size is not an issue

Limitations

Little, if any, student participation

Only learn from one source

Preparation

Information to be learned needs to be clearly indicated

Course instructor should allot adequate time for content to be presented

Class Discussion

Strengths

Information and ideas drawn from multiple people

Student's attention easily maintained

Limitations

Only practical with small classroom

Some students will monopolize the conversation while others will not engage in discussion

Preparation

Course instructor needs to guide discussion and keep group from going "off-track"

Discussion topics/questions should be prepared before class

Role Playing

Strengths

Can be very impacting

Students are able to test concepts and techniques presented in class

Limitations

Students may feel "put on the spot"

Only practical for small classroom

Preparation

Course instructor needs to identify rules, situation and roles

Guest Speaker

Strengths

Provides a real-life example

Gives students contacts in the field

Limitations

Quality of the speaker may be poor

Preparation

Identify and schedule appropriate speakers

Provide introduction and background or speaker

Panel of Experts

Strengths

Allows for multiple expert opinions and ideas on a topic

May capture more students' attention

Limitations

Speakers may be poor quality

Competition among experts

Preparation

Identify and schedule experts

Provide introduction and background of experts

Videotapes

Strengths

Allows for alternate means of representation

Keeps students' attention

Limitations

Students do not have to actively participate

Unable to control what students learn from video

Preparation

Required to operate equipment

Prepare questions for discussion after video

Implementation

Put course content on-line allowing students to "pick up" material that might have been missed in lecture

Use peer mentoring, group discussions, and cooperative learning situations rather than strictly lecture

Using guided notes enables students to listen for essential concepts without copying notes off of overhead

Update course materials based on current events and student demands

Provide comprehensive syllabus with clearly identified course requirements, accommodation statement, and due dates

Fluctuate instructional methods, provide illustrations, handouts, auditory and visual aids

Clarify any feedback or instructions, ask for questions, and use multiple examples

Relate a new topic to one already learned or a real-life example

Secure a note taker, allow the student to tape record lectures or provide him/her with a copy of your notes

Allow the student to demonstrate knowledge of the subject through alternate means

Permit and encourage the use of adaptive technology

Develop study guides

Give shorter exams more frequently

Essential Qualities

Course content offers various methods of RESPRESENTATION

Universally designed course content provides alternative representations of essential concepts.

Faculty should use various methods of representation to allow the student to learn the information in their preferred means.

Example: Placing course note on the web allows students to gain the information by lecture and text. Additionally, a student with a visual impairment could tape record the lecture to capture the notes in alternate format.

Course content offers various methods of ENGAGEMENT

Universally designed course content maintains varied skill levels, preferences, and interests by allowing for options.

By having flexible teaching strategies and course content, students can choose methods that support their interest and skill level.

Example: When teaching a foreign language, students could choose from a variety of on-line options that would allow them to participate fluency and comprehension at a reading level that is appropriate for them.

Course content offers various methods of EXPRESSION

Universally designed course content allows for alternate methods of expression.

This allows the student multiple means of demonstrating mastery of the material.

Example: Allowing the students to demonstrate knowledge on a subject by doing an oral presentation or writing a paper of taking a test. Students with a speech impediment may be unable to present the information orally while students with a fine motor disability may have difficulty taking a written exam.