To be a teacher in the right sense is to be a learner. Instruction begins when you, the

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. -SorenKiekegaard

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

3. Diverse

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

5. Need to be shown respect Autonomous and self-directed Characteristics of adult learners in post-secondary Goal-oriented Practical, focusing on the aspects Of a lesson most useful to them Relevancy-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 classroom means a different way of thinking about teaching and learning.

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

10. Learning Styles

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. Activist, Theorist, Pragmatist, Reflector • 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

20. Universal Instructional Design

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))

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

23. Three brief videos

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

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

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

28. T-560 Source: Universal Design for Learning in Postsecondary Education Reflections on Principles and their Applications David Rose, Wendy Harbour, Catherine Sam Johnson, Samatha Daley, LindayAbarbell

29. Multiple means of… Representation Expression Engagement

30. Lecture Textbooks

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

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

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

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

35. Observations from T-560

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

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

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

39. Universal Design - motivational video

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