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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:americanenglish@state.gov

americanenglishwebinars.comamericanenglish.state.gov

facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators

Thankyou!