Led by Ashley Brickley, Disability Services; Christine Curran, Special Education; and Deb Gallagher, Special Education.
As university instructors, we all know that teaching is far more than telling students what they should know. And while we strive to create vibrant learning communities that foster interaction and communication among students and their teacher, we often rely on the seemingly “tried and true” transfer of content from instructor to students. Not surprisingly, we find that this approach rarely promotes deep learning and fails to engage all too many students.
This session will demonstrate how you can use Universal Design for Learning (UDL) and Assistive Technology to move beyond the conventional ‘one-size fits all’ paradigm and toward varied and flexible ways to:
• Present information and content in different forms,
• Differentiate the forms through which students can demonstrate what they know, and
• Deepen student interest, personal investment, and motivation for learning
Grounded in research on learner differences and effective instructional settings, UDL provides all students with equal opportunities to learn through activities that are collaborative, engaging, and designed to enable students to construct meaningful knowledge from their classroom experiences
The final session in a three part series called "Assessing Service-Learning and Community Engagement Activities".
Reflection activities can help participants in service and community engagement activities can deepen and extend the learning they gained from their experiences. In addition, the use of strategies for reflection can provide faculty and programs with evidence of the impact of the experiences they have created for students and other participants. The workshop, led by Donna Vinton, Office of Academic Assessment, will provide a variety of examples and resources for making use of reflection inside and outside of classroom settings. Co-Sponsored with the Office of Academic Assessment