The focus of today's session is to assist each participant in conducting an accessibility audit of an existing course. The goal is to explore specific resources, strategies, and tools that could be integrated into a course to enhance accessibility, engagement, and performance.
A. Reflections on Day 1
B. Accessing a Kohl's Store
A. ABD: Access by Design or Accomodations by Default
Accessibility does not happen by accident. It is the result of thoughtful design.
3. Task
A. Syllabus Revision
Revise your syllabus to incorporate UDL principles by illustrating your intentionality to increase access and engagement for diverse students.
1. This may involve new language.
2. This may involve changes in one or more of the following areas:
a. Instructional Methods
How does the instructor operationalize the concept of teaching? How does the instructor operationalize the concept of learning?
Theory into Practice Database (select appropriate theories)
http://tip.psychology.org/Opening Classroom Doors: Teaching Methods
http://newali.apple.com/ali_sites/ali/exhibits/1000328/b. Instructional Materials
What types of digital materials could be used to faciliate multiple means of representations? View example (.doc). Download template (.doc).
c. Learning Activities
Design a Tic-Tac-Toe learning activity in which you explicitly plan for multiple means of expression. View examples (html). Download template (.doc).
d. Assessment Methods
Implement rubrics or electronic quizzes (see Day 1, Section 10)
B. Process
Work in small groups
Select a dimension of academic diversity that you will address.
Explore Syllabus Development Resources:
The Faculty Room
http://www.washington.edu/doit/Faculty/The UD Syllabus Generator
http://www.uwplatt.edu/tec/udgenerator/Explore Content Specific Resources (Sections 6-10) from Day 1
Consult with Dave
Create
C. Show and Tell
A. TSCD Model: Evidence of Effectiveness
B. Classroom Management
C. Grading
• Reeves, D.B. (2004). The case against zero. Phi Delta Kappan, 86(4), 324-325. pdf
• A Principal's Guide to Teacher Grading Policies
• Solving the Grading Puzzle for Students with Disabilities (book)D. Fairness
• Welch, A.B. (2000). Responding to student concerns about fairness. Teaching Exceptional Children , 33(2), 36-40. pdf
E. Teacher vs. Student Roles and Responsibilities
A. Syllabus submission (May, September)
B. Instructor survey (September, December)
C. Student survey (Beginning & End of Class, Fall Semester)
The final activity for today will involve responding to structured prompts that will serve as a short evaluation of today's workshop. Please enter the information in the form below and then click on the submit button to have the information emailed to Prof. Edyburn. A copy of your evaluation will be forwarded to your email address automatically.
9:00 Welcome
9:15 Syllabus Makeover
9:45 Intro to UD
10:15 Break
10:30 Work Session Continues
11:15 Show and Tell Presentations
Noon Lunch
12:45 Implementations
2:00 Break
2:15 Debrief
2:30 Adjourn
If you find the topic of Universal Design for Learning interesting, you may be interested in a new course that will be offered this Summer at UWM (EXCED 740 Universal Design for Learning Research and Practice). The course will be taught entirely online by Prof. Edyburn. Contact Prof. Edyburn for more information.