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UNIVERSAL DESIGN FOR LEARNING II

UNIVERSAL DESIGN FOR LEARNING II. “Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion.” Allan Bloom. Universal Design For Learning. BASICS.

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UNIVERSAL DESIGN FOR LEARNING II

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  1. UNIVERSAL DESIGN FOR LEARNING II “Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion.” Allan Bloom

  2. Universal Design For Learning BASICS

  3. PROVIDES MULTIPLE MEANS OF

  4. Teachers Must Provide Options

  5. CHOICES FLEXIBILITY UNIVERSAL DESIGN FOR LEARNING

  6. Differentiated Instruction Personal instruction which provides different roads to the same destination

  7. Key Points

  8. Balance Teacher Assigned Student Selected This balance is one of the tenets of DI.

  9. Multiple Intelligence Theory How smart are you? How are you smart?

  10. INTELLIGENCES • LINGUISTIC • MUSICAL LOGICAL • LOGICAL MATHEMATICAL • BODILY KINESTHETIC • SPATIAL • INTERPERSONAL • INTRAPERSONAL • NATURALISTIC

  11. This is Your Brain People have a unique blend of intelligences. As educators, We must “take advantage of the uniqueness conferred on us as a species exhibiting several intelligences'” - Howard Gardner

  12. Multiple Intelligence Curriculum • Helps students become empowered learners by extending and promoting cognitive bridging techniques based on the seven intelligences • Fosters deep metacognitive understanding • Provides a broad selection of diversified study skills techniques.

  13. Kolb’s Theory • Learners have two preferred ways for dealing with information:  Abstractness or Concreteness Reflection or Activity • When Combined they form Four Learning Modes: • Abstract Conceptualization THINKING •  Active Experimentation DOING • Concrete Experience FEELING • Reflective Observation REFLECTING,WATCHING,LISTENING

  14. Kolb’s Experiential Learning Circle IF? HOW? WHY? WHAT? Smith, M. K. (2001) 'David A. Kolb on experiential learning', the encyclopedia of informal education, http://www.infed.org/b-explrn.htm.

  15. CONVERGER AC & AE •  strong in practical application of ideas • can focus on hypo-deductive reasoning on specific problems • unemotional • has narrow interests  • following detailed sequential steps • hands-on activities • trial and error • clear objectives with application to the "real world."

  16. DIVERGER CE & RO strong in imaginative ability good at generating ideas and seeing things from different perspectives  interested in people  broad cultural interests being sensitive to feeling being personally involved in the learning experience group activities web searches self-diagnostic activities.

  17. ASSIMILATOR AC & RO ·   Strong ability to create theoretical models      Excels in inductive reasoning Concerned with abstract concepts rather than people Conceptual models Designing experiments Problem solving Reading, reflection Structured activities.

  18. ACCOMMODATOR CE&AE • Greatest strength is doing things • More of a risk taker • Solves problems intuitively • Role play • Narration • Online peer interaction

  19. Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” Chinese Proverb

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