Learn how to apply the Universal Design for Learning framework to develop inclusive teaching practices that support executive functioning for all learners in this one-part workshop. Many times, instructors fear that designing a neuroinclusive classroom is too difficult and may even come at the expense of some of their other students’ needs. In fact, the opposite is often true: if we take the time to look carefully at their needs and reflect on our own teaching practices, accommodating students with autism, ADHD, and other neurodivergent conditions can actually improve outcomes for every student. Through case study exploration and brainstorming around specific teaching materials, participants will work with peers to add to their toolbox for neuroinclusive teaching. By the end of this workshop, participants will be prepared to:

• Identify the principles of the neurodiversity paradigm and its application in learning
• Explain executive functioning and its relationship to neurodiversity
• Examine and resolve executive functioning pressure points in classroom situations
• Revise teaching practices to reflect executive functioning best practices

Instructors

Teresa Hooper, University of Tennessee, Knoxville
Robert Jacobsen, University of Tennessee, Knoxville

Workshop Schedule

This one-session online workshop meets on Wednesday, March 12 at 10pm-12am Gulf / 3-5pm Atlantic / 2-4pm Eastern / 1-3pm Central / 12-2pm Mountain / 11am-1pm Pacific.

Audience

This workshop is designed for participants who either have some previous teaching/teaching development experience or are in the process of developing an upcoming course.

Registration and Enrollment

REGISTER NOW

This workshop has no cap. Registration opens on Monday, February 24.

Accessibility

If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Sending pre-session reminders with upcoming assignments to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes

All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.

Associate: Evidence-based teaching

• Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
• Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning through diversity

• Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
• Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
• Describe the scope of diversity in learning environments, of both students and instructor.