Universal Design for Learning
Following on last week’s Course Redesign Studio (CRS), I thought instead of a SoTL article, I would share these suggestions for Universal Design for Learning (UDL). This model integrates many of the aspects of the Wiggins and McTighe Backward Design we shared in our CRS. The author integrates the UDL approach with creating an Inclusive Learning Environment, which we all strive to provide for our students.
From the Author:
Lectures
Create slides with a solid background (e.g., white text on black background) and use a sans serif font, such as Arial or Verdana ( easiest to read) with a minimum size of 24 points. Bear in mind that not all built-in designs offered in PowerPoint have ‘accessible’ color contrast or other design elements.
Read only key information presented aloud to ensure effective communication to all, including those with visual impairments, auditory learners, etc.
Make a conscious effort to speak slowly so that ESL (English as Second Language) students can understand.
Face class when speaking to allow students with hearing impairments to read your lips. This will also encourage engagement and interaction.
Reinforce key points using a variety of formats (e.g. verbally, graphically, or through demonstration) and explain why they are important.
Use open-ended questions to check for comprehension. Before calling on someone allow students enough time to formulate a response either by pausing for a count of ten, having students record their responses on a piece of paper or electronic device, or having them share responses with their neighbor.
Find out what your university’s policy is for recording of lectures and consider allowing students to record the class. This can be particularly useful for ESL students who struggle to keep up during the lecture.
If using videos, make sure they are captioned or contain a text transcript available for students with impaired hearing and those lacking listening comprehension.
Classroom Activities
Throughout the course, provide multiple means for engagement. For example, encourage classroom discussion through the use of small group activities, think-pair-share, case studies, one-minute papers, etc. that give students more than one way to interact.
Assessment
Use a variety of assessment methods (e.g. papers, learning journals, presentations, tests, quizzes, oral exams) to allow/encourage multiple ways of demonstrating learning.
Consider providing an opportunity to complete an assignment in various formats.
