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IncreaseStudentMo/va/onwithUniversalDesigninMind
Inthissession,wewilllearnabouthowtoapplyuniversaldesignforlearning(UDL)andinclusiveteachingstrategiestoensurethatlanguagelearnersreceivemeaningfulandaccessibleinstruc/onthatrecognizesthediversestrengthsand
weaknessesthatstudentsbringtotheclassroom.Thispresenta,onwill:• explorehowincorpora/ngaUDLapproachcanleadtoclassroominstruc/onthat
fosterscrea/vityandstudentautonomy,whileincreasinglearners’mo/va/on.
• provideasetoftoolsthatEFLteacherscanusetoaccommodatediversestudentpopula/onsensuringthatalllearnerscandemonstratetheirunderstandingofclassroomcontent.
RosaDeneDavid
RosaDenebeganherteachingcareerinBolivia,andsincethenshehastaughtinColombia,Mexico,SouthKorea,andtheUnitedStates.
RosaDeneisaprofessorintheDepartmentofForeignLanguagesandCulturesatUniversidaddeLaSabanainChia,Colombia,wheresheteachesinboththeundergraduateandgraduateprograms.
SheholdsaMasterofArtsinTESOLdegreefromPortlandStateUniversity.Herresearchareasincludesuppor/ngstudentswithlearningdifferences,WorldEnglishes,cri/calpedagogies,ruralcommuni/esandlanguageeduca/on,teacherandstudentiden/ty,andinterculturalcommunica/on.
©2019byRosaDeneDavid.IncreaseStudentMo/va/onwithUniversalDesigninMindfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea,veCommonsAJribu,on4.0License,exceptwherenoted.Toviewacopyofthislicense,visithJp://crea,vecommons.org/licenses/by/4.0/
IncreaseStudentMo,va,onwithUniversalDesigninMind
Todaywewill...
• DefineUniversalDesignforLearning(UDL)
• Iden,fythetypesoflearnersthatUDLcansupport
• Experienceandreflectonwhystudentssome,messtruggleinthelanguageclassroom
• DevelopanunderstandingofthreeUDLprinciples
• Exploreac,vi,esandstrategiesforapplyingUDLprinciplesintheEFLclassroom
WhattypesoflearningchallengesdostudentsfaceintheEFLclassroom?
(Hint:Thinkaboutlimita/onsorbarrierstolearningthatboth“strong”and“weak”studentsmightface.)
WhatisUniversalDesignforLearning(UDL)?
UniversalDesignforLearning:anapproachthatusesavarietyofteachingmethodstoremovebarriersthatstudentsmighthaveintheclassroom,whilealsocrea/ngequalopportuni/esforstudentstosucceed.
WhichstudentsdoesUDLserve?
Allstudents!
ü Physicalimpairmentsü Learningdifferencesü AJen,onissuesü Andallothers
Includingstudentswith...
Whattypesofac,vi,esorpartsofalanguageclassmightbeespeciallychallengingforFreddie?
Pleasetakeoutapenorpencilandapieceofpaper.
Direc,onsStep1:
CopythetextusingonlythehandthatyoudoNOTnormallywritewith.
Ø Ifyouareright-handed,writewithyourle^hand.Ø Ifyouarele^-handed,writewithyourrighthand.
Step2:
Coveryouroppositeeyewithyourfreehandwhileyouwrite.
AdaptedfromDysTEFL,2016
Ready
(Brown,David&Smallman,2017)
!A core concept of the UDL approach is that educational institutions need to reduce the barriers that impede access to materials while at the same time provide flexibility in how students achieve their goals. The universal design approach allows instructors to think differently about teaching because it removes the focus from the individual learner and his or her “ability” to
master the material and instead requires instructors to provide a variety of acceptable formats through which each student may engage the material.!
!
Please,putyourpenorpencildown...
Letusknowinthechatifyoucopiedthewholetext.
Ifnot,telluswhythistaskwasdifficult.
Howdidthisac/vitymakeyou
feel?
Doesanyonerememberwhattheyread?
(Brown,David&Smallman,2017)
AcoreconceptoftheUDapproachisthateduca/onalins/tu/onsneedtoreducethebarriersthatimpedeaccesstomaterialswhileatthesame/meprovidingflexibilityinhowstudentsachievetheirgoals.Theuniversaldesignapproachallowsinstructorstothinkdifferentlyaboutteachingbecauseitremovesthefocusfromtheindividuallearnerandhisorher“ability”tomasterthematerialandinsteadrequiresinstructorstoprovideavarietyofacceptableformatsthroughwhicheachstudentmayengagethematerial….
“Everybodyisagenius.Butifyoujudgeafishbyitsabilitytoclimbatree,itwillliveitswhole
lifebelievingitisstupid.”
-AlbertEinstein
UDLwasbornfromtheideathat....
UDL:ThreeCorePrinciples1. Providemul,plemeansofrepresenta,on
Teacherspresentandprac/celanguage-learningcontentandinforma/oninavarietyofwaysFocus:deliverlearningcontentindiversewaystodevelopknowledgeandskills
2.Enablemul,plemeansofac,onandexpressionTeachersenablestudentstoengagewithcontentanddemonstratetheirlearninginmorethanonemannerFocus:allowstudentstoshowwhattheyknoworcandoindifferentways
3.Supportmul,plemeansofengagement
Teachersunderstandthatdifferentfactorsmo/vateindividualstudentstolearn;theyusediverseinstruc/onalapproachesFocus:fostermo/va/onandcommitmenttolearning
• Clarifyandillustrateconceptswithmul/modalinput(listening,speaking,reading,andwri/ngcontent)
• Ac/vatebackgroundknowledge• Highlightpa]ernsandrela/onships
Principle1:Providemul,plemeansofrepresenta,on
Provideaccess
Provideguidedprac,ceandsupport
Encourageindependence
Goal:developknowledgeablelearners
• Presentlanguagelearninginforma/onindifferentways
Example:StudentswatchanEnglish-languagemoviewithEnglishsub/tleson
Languagelearning
awareness
Auditorylearningandawareness
Visuallearningandawareness
Tac/lelearningandawareness
Kinesthe/clearningandawareness
Provideallstudentswithaccesstovisualsupport,whilelisteningtotexts
Audiobooksandrecordings Peerreading
Text-to-speechso^ware
• Offerlearnersdifferentwaystoexpresswhattheyknow
• Scaffoldprac/ceandperformance
Principle2:Enablemul,plemeansofac,onandexpression
Provideaccess
Provideguidedprac,ceandsupport
Encourageindependence
Goal:developconfident,goal-directedlearners
• Supportplanningandstrategydevelopment
• Developgoal-seangskills
• Offerdifferentpathstoachievethesamelearninggoal
• Varyresponseformats(output)
Example:Onestudentmightchoosetotakeawri]entest,whileanotheronemightchoosetodoanoralpresenta/on
Ifweknowourstudentsexperiencelearningdifferently,thenwhy
shouldn’twegivethemchoices?
Providestudentsassignmentop,ons
Exampleofassignmentop,onsforaspeakingassessment
Posterpresenta,ons Grouppresenta,onsPodcastandvideopresenta,ons
• Helplearnersdevelopself-regula/onskills
• Promoteexpecta/onsandbeliefsthatbuildmo/va/on
• Developself-assessmentandreflec/onskills
Principle3:Supportmul,plemeansofengagement
Provideaccess
Provideguidedprac,ceandsupport
Encourageindependence
Goal:developpurposeful,mo/vatedlearners
• Buildteamworkandcollabora/onskills
• Increasefeedbackandvaryformat
• Plantoincorporateyourstudents’interests,individualchoice,andcollabora/oninyourinstruc/on
Example:Givestudentsopportuni/estocollaborateandshareideasinordertocreateaposi/velearningenvironment
Facilitatecollabora,on
Groupwork Debatesandteamwork Pairwork
Groupworkprovidestheteacherwiththeopportunitytoinformallyassessstudents,givefeedback,andprovideaddi,onalsupport
Learningsta,onsorlearningcenters
Sta,onsprovidestudentswiththefounda,ontodevelopagencyandautonomy
UDL:ThreeCorePrinciples1. Providemul,plemeansofrepresenta,on
Focus:deliverlearningcontentindiversewaystodevelopknowledgeandskills
2.Enablemul,plemeansofac,onandexpression
Focus:allowstudentstoshowwhattheyknoworcandoindifferentways
3.Supportmul,plemeansofengagement
Focus:fostermo/va/onandcommitmenttolearning
RemembertokeepUniversalDesignforLearninginmindbecause....
Tellme,andI’llforget.Showme,andImay
remember.Involveme,andI’llunderstand.”
-ChineseProverb
ReferencesBrown,K.,David,R.andSmallman,S.(2018).Adop/ngthePrinciplesofUniversalDesigninInterna/onalandGlobalStudies’ProgramsandCurriculum,TheJournalof
Interna1onalandGlobalStudies,9(1),78-92.Carroll,J.(2018,August9).7WaystoIntroduceUDLintoyourClassroom.Retrievedfrom
h]ps://www.texthelp.com/en-us/company/educa/on-blog/may-2017/7-ways-to-introduce-udl-into-your-classroom/.CenterforAppliedSpecialTechnology,Understood,(2018).5examplesofuniversaldesignforlearningintheclassroom.Retrievedfromh]p://www.readingrockets.org/
ar/cle/5-examples-universal-design-learning-classroom.CenterforAppliedSpecialTechnology(2018).UniversalLearningGuidelinesversion2.2.Retrievedfromh]p://udlguidelines.cast.org.CenterforAppliedSpecialTechnology(2018).UniversalLearningGuidelines2.0.Retrievedfromh]ps://sites.google.com/site/udlguidelinesexamples/.Darby,A.(2017).UnderstandingUniversalDesignintheClassroom.Retrievedfromh]p://www.nea.org/home/34693.htm.Morin,A.(2014).Universaldesignforlearning(UDL):Whatyouneedtoknow.Understood.Retrievedfrom
h]ps://www.understood.org/en/learning-a]en/on-issues/treatments-approaches/educa/onal-strategies/universal-design-for-learning-what-it-is-and-how-it-worksNovak,K.(2018,March9).WhyUDLMaKersforEnglishLanguageLearners.Retrievedfromh]ps://www.languagemagazine.com/2018/03/09/why-udl-ma]ers-for-
english-language-learners/Ralabate,P.K.(2011,August30).UniversalDesignforLearning:Mee1ngtheNeedsofAllStudents.Retrievedfrom
h]p://www.readingrockets.org/ar/cle/universal-design-learning-mee/ng-needs-all-students.Tissot,L.(2018,March13).EveryonecanlearnbeKerwithuniversaldesignforlearning.Retrievedfromh]ps://elearnmagazine.com/design-learning/.Wideman,M.&Odrowski,S.(2012).UDLprincipleII:Mul1plemeansofexpression.Retrievedfromh]ps://ssbp.mycampus.ca/www_ains_dc/Introduc/on7.html
Email:[email protected]
americanenglishwebinars.comamericanenglish.state.gov
facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators
Thankyou!