Designing Instruction for ALL Learners

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Designing Instruction for ALL Learners

• Dr. Marcia Hoover, Nik Roberts, Ryan L. Sittler
• California University of PA

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Image Analysis
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The Inquiry Process

• What questions would you ask to learn more about
  this image? Where would you find evidence?
• Who are these people?
• Occupation?
• Who is the second woman?
• Is she a visitor?
• What time period is this image from?
• Style clothing, hair, etc.
• What is the groups socioeconomic status?
• What do the surroundings tell us?
• What does the food / dishes tell us?
• What do the seating arrangements tell us?
• The truth about this image
• Everyone has different context

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How would you like to learn

• What ways would you like to do this?
• What ways would you NOT like to do this?

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How do you learn?

• Everyone
• Learns differently
• Thinks differently
• Brings their prior experience, background
  knowledge, individual context to learning
  situations (learning is personal.)

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How do your students learn?
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Disconnection Reflection

• Does your teaching match the way your students
  learn? Do you know?
• Do you teach in a pedagogically sound way or
  just do whats easy?
• Is changing your style pandering to students?
• Does your discipline favor a certain teaching
  style?
• Does your teaching method matter?

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Two Frameworks for Instruction

• Universal Design
• Understanding by Design

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So, whats the problem?

• Do we use inflexible, one-size-fits-all
  curricula? (unintentional barriers)
• Do our learning activities take into
  consideration
• Differing abilities
• Learning styles
• Backgrounds
• Preferences
• Critical thinking

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Universal Design

• Not one size fits all but alternatives
• Designed from the beginning not added later
• Increases access opportunities for everyone

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The Learning Brain

• 3 brain networks
• Recognition networks
• Strategic networks
• Affective networks
• Parallel the three prerequisites for learning
  described by Lev Vygotsky (1962)
• Each network has a unique role in learning.

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Recognition Networks

• The WHAT of learning
• e.g. gathering facts, identifying and
  interpreting patterns (of style, sound, light,
  taste, smell and touch).
• Enable us to identify and understand information,
  ideas and concepts

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Eye Movements and Vision by Alfred L. Yarbus ?
1967 by Plentum Publishers, Inc.
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Strategic Networks

• The HOW of learning
• Enable us to plan, execute and monitor actions
  and skills
• Planning, performing, organizing, expression
• e.g. solving a math problem, writing an essay

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Eye Movements and Vision by Alfred L. Yarbus ?
1967 by Plentum Publishers, Inc.
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Affective Networks

• The WHY of learning
• Evaluate and set priorities
• Enable us to engage with tasks and learning and
  with the world around us
• Are students challenged, excited, interested?

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Eye Movements and Vision by Alfred L. Yarbus ?
1967 by Plentum Publishers, Inc.
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Universal Design for Learning

• Based on three primary principles
• Provide multiple means of REPRESENTATION
• (what Recognition network)
• Provide multiple means of EXPRESSION
• (how Strategic Network)
• Provide multiple means of ENGAGEMENT
• (why Affective Network)

From CASTs Universal Design for Learning (UDL)
Guidelines http//www.cast.org/publications/UDLgui
delines/version1.htmlintro
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The Intersection

• The concept of UDL, is the intersection where
  all our initiatives integrated units,
  multi-sensory teaching, multiple intelligences,
  differentiated instruction, use of computers in
  schools, performance-based assessment, and others
  come together (Rose Meyer, 2002)

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Understanding by Design

• Based on the idea of working backward to design
  instruction.
• Consider learning objectives first then design
  your course.
• Dont cover material teach for understanding.
• Constructivist classes lend themselves toward
  understanding. (Thanksgiving!)

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Resources

• UDL Videos http//lessonbuilder.cast.org/window.p
  hp?srcvideos
• Model UDL Lessons http//lessonbuilder.cast.org/e
  xplore.php

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Any Questions? / Contact Info
Marcia Hoover, EdDSecondary Educationhoover_m_at_cu
p.eduNik Roberts, MSTeaching with Primary
Sources roberts_n_at_cup.edu Ryan L. Sittler,
MSLS, MSITManderino Librarysittler_at_cup.edu