student centered teaching through universal instructional design part ii

Student Centered Teaching Through Universal Instructional DesignPart II

Principle 1 Create A Welcoming Environment

Principle 1Create a Welcoming Environment

Students, from all backgrounds, find this course a safe & fair learning environment because …

• physical environment is accessible & comfortable

• faculty promote and respect diversity

• faculty establish ground rules to honor all students

• students have an effective orientation to the course

• faculty design an inclusive syllabus

• faculty get to know students

Principle 1Creating an Accessible Environment

• Can every student get into the classroom?

• Can every student navigate the room?

• Does everyone have a choice of where to sit?

• Can everyone see and hear the instructor?

• Are the accessibility features on the AV equipment on?

Principle 1Create a Welcoming Environment

Possible Goals for the First Day of Class• Motivating students regarding course

outcomes• Framing the course content• Establishing expectations for workload• Assessing students Informally• Creating a comfortable class climate• Engaging with course content• Informing on essential administrative and

immediate Student Tasks

Principle 1Create a Welcoming Environment

Strategies• Design inclusive syllabus

• "Any students with a need for reasonable accommodations are encouraged to discuss this with me after class or during office hours. Students must be registered with Disability Services to receive accommodations.“

• Establish ground rules to honor all students

• Acknowledge diversity of students

ACeS Faculty Strategies:Creating a Welcoming Environment

• Mini-Biography Card

• Debunking Math Myths

• Syllabus Revisions

Principle 2 Determine Essential Components of a Course

Principle 2Essential Course Components

• What are the outcomes• skills • knowledge • attitudes

all students must demonstrate with or without using accommodations

• Differentiate what is “essential” knowledge for a course vs. what the professor would “prefer” a student to know

Principle 2 Essential Course Components

In determining essential components of a course, consider:

• College standards and requirements

• Departmental standards and requirements

• Course description

• Learning objectives/outcomes

• External licensing requirements

Principle 2Essential Course Components

• Purpose of the course – in lecture or syllabus• “Frame the course” – The five essential

questions this course will answer are…• Use a graphic flow chart or concept map of the

course to explain how the course fits in with the program or major

• Outcomes required of all students • What must all students know and be able to do

by the conclusion of the course?• Why must students be able to do or know it?

ACeS Faculty Strategies:Essential Course Components

Principle 3Communicate Clear Expectations

Principle 3Communicate Clear Expectations

• What the students will be expected to learn

• What the students will be expected to do

• How the students will be evaluated

• What resources are available to students

Principle 3Communicate Clear Expectations

Syllabus elements• Introductory information• Contact information• Essential components and course prerequisites • Course goals and learning objectives• Textbooks and readings• Course calendar or listing of topics• Additional materials required• Grading procedures• Course policies• Helpful tips or strategies• Disability statement

Principle 3Communicate Clear Expectations

Strategies• Organization

• Organize materials, including course management sites, in a way that makes them easy to navigate

• Provide consistent procedures for assignments, quizzes, etc.

• Review important course information to enhance understanding

• Review syllabus at the start of class and again a week later

• Explain and discuss rules more than once

Principle 3 Communicate Clear Expectations

Strategies• Quality work

• Provide examples of good quality papers and projects

• Post the examples online

• Grading• Use rubrics to communicate how performance

translates to grade• Provide a chart for students to use to track their

own grades• Return graded items in a timely manner

ACeS Faculty Strategies: Communicating Clear Expectations

• Student Friendly Language• Table of Contents with Simplified Language• Friendlier Format• Visual Icons • Color coded assignments with pie chart of

grading percentages• Assignments in calendar format• Interactive elements within syllabus• Highlighters distributed for syllabus review

Principle 4 Provide Constructive Feedback

Principle 4 Provide Constructive Feedback • Provide feedback that is:

• specific• relevant• timely• frequent• accurate• offers a mix of positive and corrective

feedback

Principle 4 Provide Constructive Feedback

• Provide feedback at regular intervals regarding:

• In-class assignments

• Short-term assignments

• Long-term assignments

• Group work

• Class participation

• Tests/evaluations

Principle 4Provide Constructive Feedback

Strategies

• Use rubrics to communicate how students’ performance translates to their grade

• Structure long-term assignments providing students with the option of turning in sections and/or early drafts for constructive feedback

• Provide feedback that includes an explanation for both correct and incorrect answers

• Include suggestions for improvement

ACeS Faculty Strategies: Providing Constructive Feedback

• Progress reports

• Remediate multiple choice sections on exams

• Homework checklist/chart for recording grades

• Review assignments/provide feedback

• Contract