Weiling Huang

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Exploring the Possibilities Universal Design for
Chinese Lessons
Wei-ling Huang Defense Language
Institute Foreign Language Center
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Overview

• Universal Design for Learning
• Four stages of learning
• Multiple Intelligences Theory
• Blooms Taxonomy
• Lesson planning based on the MI - Bloom Matrix
• Lesson Plan Sample

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What is Universal Design for Learning?
The concept of UDL is the intersection where,
multisensory teaching, multiple intelligences,
differentiated instruction, and the use of
technology come together.
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Brain Learning Research

• Recognition Networks require multiple methods
  of representation, to give learners various ways
  of acquiring information and knowledge (printed
  text, digital content, text-to-speech, graphics,
  multimedia)
• Strategic Networks require multiple methods of
  expression to provide learners alternatives for
  demonstrating what they know (written--word
  processing, spoken text, visual
  representation--illustration)
• Affective Networks require multiple options for
  engagement to tap into learners' interests, offer
  appropriate challenges, and increase motivation
  (hands-on, cooperative groups, individual
  learning)

The size of the regions devoted to each of these
systems is different for each person, which is
reflected in different types of learning style,
strengths, and weaknesses. These new
technologies reveal that learning is 1) modular,
2) distributed, 3) parallel, and 4) hierarchical.
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The Four Stages of Learning
1. Unconscious Incompetence 2. Conscious
Incompetence 3. Conscious Competence 4.
Unconscious Competence
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Lesson Planning For Multiple Intelligences
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Eight Ways of Teaching
Adapted from T. Armstrong, Multiple Intelligences
in the Classroom.
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Your Teaching Style
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Sample MI Profile
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Multiple Intelligences Lesson Planning
Revised Bloom Taxonomy
blank_mi_bloom_matrx.pdf
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Topic Global Warming
Bloom Taxonomy From LOTS To HOTS
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Lesson Plan Design

• Develop activities based on the MI - Bloom
  Matrix
• Applicable to real-life situations
• Syntactic semantic processing
• Practice of four proficiency skills
• Defined communicative outcome
• Corrective feedback

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References

• Armstrong, T. (1995). Multiple intelligences in
  the classroom. Virginia ASCD
• Beaver, R. Moore, J. (2004). Curriculum design
  and technology integration, Learning Leading
  with Technology, Vol. 32, No 1, 42-45.
• Christison, M. A. (1996). Seven ways to be smart
  sound recording Applying multiple intelligence
  theory in the second and foreign language
  classroom.
• Ellis, R. (2003). Task-based Language Learning
  and Teaching. New York Oxford University Press.
• OConnor, J. Seymour, J. (1995). Introducing
  Neuro-Linguistic Programming. London Thorsons