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
1
Who are your students?

Describe your students.
Who are they…
collectively?
individually?
2
Diverse
3
How have you responded
to the learning needs of your
students?
4
Need to be shown respect
Autonomous and self-directed
Goal-oriented
Characteristics of adult learners
in post-secondary
Practical, focusing on the aspects
Of a lesson most useful to them
Relevancy-oriented
5
In Canada,
colleges and
universities are
experiencing a
changing student
population
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Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings,
7
The increasing diversity of
the post-secondary classroom
means a different way of
thinking about
teaching and learning.
8
Instruction must incorporate
methods that support
learning for all students.
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Learning Styles
10
11
12
13
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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
15
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
16
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
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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
18
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Universal
Instructional
Design
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“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))
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Inclusion
Delivery methods
Universal Instructional Design
Information Access
Demonstration of
Knowledge
Physical Access
Interaction
Feedback
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Three brief videos
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Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings
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Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings
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Source: Bryson, Jim, Universal Instructional Design in PostSecondary Settings
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27
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
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Multiple means of…
Representation
Expression
Engagement
29
Lecture
Textbooks
30
Lectures
Power of the spoken word
Collected student notes
Video-recorded lectures
website
31
Textbooks
Two textbooks, similar content
Highly visual
Highly literate
32
Course website
Syllabus, assignments, discussion groups,
projects, class notes, class videos, PowerPoint
slides, weblinks
33
Assessment
Greater flexibility to express what they have
learned
Submit product in form of a website
Models and scaffold – key
34
Observations from T-560
35
UDL – Misconception #1

Universal Instructional Design is only for
students with specific learning and other
disabilities.
36
UDL – Misconception #2

Universal Instructional Design is ‘spoonfeeding’ student course content,
information and strategies.
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UDL – Misconception #3

Universal Instructional Design means
watering down the program standards of
performance.
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Universal Design motivational video
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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
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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.
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A good teacher has been defined
as one who makes himself/herself
progressively unnecessary.
-Thomas J. Carruthers
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