1 / 42

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

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. Who are your students?.

quemby-huber
Télécharger la présentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

  11. 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

  12. 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

  13. 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

  14. 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

  15. Universal Instructional Design

  16. “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))

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

  18. Three brief videos

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

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

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

  22. 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

  23. Multiple means of… Representation Expression Engagement

  24. Lecture Textbooks

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

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

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

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

  29. Observations from T-560

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

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

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

  33. Universal Design - motivational video

  34. 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

  35. 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.

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

More Related