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.
-Soren Kiekegaard

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. Characteristics of adult learners in post-secondary
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 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. Universal Instructional Design
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, Linday Abarbell

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