Create an electronic archive of course Consider adopting a For writing assignments, allow for materials for student reference. approach to teaching. drafts and revisions; consider using Structure classes so that students peer review. take on multiple roles: facilitator, recorder, presenter, etc. Adopt instructional technologies that Make learning relevant. Draw on help achieve learning opportunities. examples whenever possible. Provide digital equivalents of all hardcopy handouts. Expression Describe objectives in ways that Provide options for students to Use assessments that measure Provide options for building skills are measurable and achievable express what they skill development Set goals and objectives that guide Consider accepting alternative project Emphasize time on task. Create Allow students to submit assignments instruction and assessment. formats: oral presentations, videos, assignments that require students to electronically, as appropriate. newspaper articles, photo essays, practice recalling and utilizing radio documentaries, community information. Brain research confirms research, web publications, etc. the adage makes perfect.” “Practice Define expectations at the beginning Adopt instructional technologies that Allow students to grasp material in Give prompt, ongoing, and instructive of the course so that support services increase communication and allow their preferred learning style and at feedback to support learning and can be arranged if needed. for alternate modes of expression. their own pace. Key Concept: Communicate high expectations for Provide ample time for online Help students in determine how they all students, while expressing your assignments to allow for technical learn. Learning styles include Provide students with willingness to make malfunction. (reading and writing), multiple ways to express “appropriate accommodations” for students with (graphs and pictures), auditory their comprehension and disabilities. (listening), or kinesthetic (touching mastery of a topic. and moving). The Neuroscience: Require students to find and rate web Begin each class with an essential resources using criteria you’ve question that you will address "Strategic networks established. throughout the class. Have students answer the question at the end of class. The Goal: Capture students' attention to pique their interest in the topic. Skill building Allow students to work in pairs in labs where physical effort may disadvantage someone with a disability.
Create an electronic archive of course materials for student reference. Consider adopting a approach to teaching. Structure classes so that students take on multiple roles: facilitator, recorder, presenter, etc. For writing assignments, allow for drafts and revisions; consider using peer review. Adopt instructional technologies that help achieve learning opportunities. Make learning relevant. Draw on examples whenever possible. Provide digital equivalents of all hardcopy handouts. Expression Describe objectives in ways that are measurable and achievable Provide options for students to express what they Provide options for building skills Use assessments that measure skill development Set goals and objectives that guide instruction and assessment. Consider accepting alternative project formats: oral presentations, videos, newspaper articles, photo essays, radio documentaries, community research, web publications, etc. Emphasize time on task. Create assignments that require students to practice recalling and utilizing information. Brain research confirms the adage “Practice makes perfect.” Allow students to submit assignments electronically, as appropriate. Define expectations at the beginning of the course so that support services can be arranged if needed. Adopt instructional technologies that increase communication and allow for alternate modes of expression. Allow students to grasp material in their preferred learning style and at their own pace. Give prompt, ongoing, and instructive feedback to support learning and Key Concept: Provide students with multiple ways to express their comprehension and mastery of a topic. Communicate high expectations for all students, while expressing your willingness to make “appropriate accommodations” for students with disabilities. Provide ample time for online assignments to allow for technical malfunction. Help students in determine how they learn. Learning styles include (reading and writing), (graphs and pictures), auditory (listening), or kinesthetic (touching and moving). The Neuroscience: "Strategic networks Require students to find and rate web resources using criteria you’ve established. Begin each class with an essential question that you will address throughout the class. Have students answer the question at the end of class. The Goal: Skill building Capture students' attention to pique their interest in the topic. Allow students to work in pairs in labs where physical effort may disadvantage someone with a disability.
udl_quick_tips.docx