Getting Started with Universal Design for Learning
December 7 @ 12:00 pm - 1:30 pm CST
We know the one-size-fits-all approach to learning design is not optimal. But how do we incorporate flexibility into teaching and learning while still maintaining rigorous learning? In this workshop, participants will learn the three principles that underpin Universal Design for Learning (UDL), an evidence-based pedagogical framework that fosters motivated, resourceful, and strategic learners. They will have the opportunity to apply these principles to a teaching artifact of their choice, be it a syllabus, assignment, and/or teaching practice. Participants will come away with an expanded understanding of learner variability, how it can be leveraged as an asset in the classroom, and how to make learning more accessible for their students. No previous experience with UDL is necessary. By the end of this workshop, participants will be able to:
- Identify the 3 main principles of Universal Design for Learning
- Explain why each principle is important to consider when designing inclusive learning opportunities
- Critique a proposed learning activity and identify potential barriers to equitable access
- Propose ways of re-designing a learning community to foster equity by following the principles of UDL
This workshop is part of CIRTL’s fall programming on accessibility.
Katie Healey, University of California, Los Angeles
Amanda Modell, Stanford University
This workshop meets in Zoom on Thursdays, December 7 and 14 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT.
This workshop is designed first and foremost for graduate students, postdoctoral researchers, faculty, and instructional staff in STEM/SBE disciplines, but generally relevant to anyone looking for an introduction to Universal Design for Learning (UDL) and accessible teaching practices at the college level.
Registration & Enrollment
No cap. Registration opens Monday, August 14 and closes Thursday, December 7.
REGISTER BY DECEMBER 7
If you have a disability, please let us know your learning needs. Contact Kate Diamond (firstname.lastname@example.org), 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:
- Using alt-text on images in reading materials
- Sending pre-session reminders with session information 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
- 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 how an instructor’s beliefs and biases can influence student 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