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Do you create a learning environment in which…
ideas and information are represented in multiple ways?
- Your course syllabus clearly describes the content and your expectations of the students.
- You present information in multiple formats (e.g., lecture, text, graphics, audio, video, hands-on exercises).
- You begin each lecture with an outline of what will be covered.
- You summarize key points throughout the lecture, and tie these points to the larger course objectives.
- You post electronic equivalents of paper handouts and required reading assignments in alternative formats such as audio and video.
- You employ technologies (e.g., Clickers, Blackboard) that enhance learning.
students can express their comprehension in multiple ways?
- You encourage students to demonstrate knowledge and skills in ways other than traditional tests and exams (e.g., written essays, projects, portfolios, journals).
- Your assessments measure students' achievement of the learning objectives, as they are stated on the syllabus.
- You incorporate technologies that facilitate class communication and participation.
- You allow assignments to be submitted electronically.
students have multiple opportunities for engagement?
- You express enthusiasm for each topic you teach, and explain its real-world significance.
- You create a class climate in which student diversity is respected.
- You give prompt and instructive feedback on assignments.
- You make yourself available to students during office hours in flexible formats (e.g., face-to-face, email, online chat, telephone).
Universal Design for Learning Guidelines
I. Provide Multiple Means of Representation
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1 Perception
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1.1 Offer ways of customizing the display of information
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1.2 Offer alternatives for auditory information
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1.3 Offer alternatives for visual information
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2 Language, expressions, and symbols
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2.1 Clarify vocabulary and symbols
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2.2 Clarify syntax and structure
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2.3 Support decoding text, mathematical notation, and symbols
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2.4 Promote understanding across languages
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2.5 Illustrate through multiple media
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3 Comprehension
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3.1 Activate or supply background knowledge
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3.2 Highlight patterns, critical features, big ideas, and relationships
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3.3 Guide information processing, visualization, and manipulation
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3.4 Maximize transfer and generalization
Resourceful, knowledgeable learners
II. Provide Multiple Means of Action and Expression
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4 Physical action
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5 Expression and communication
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5.1 Use multiple media for communication
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5.2 Use multiple tools for construction and composition
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5.3 Build fluencies with graduated levels of support for practice and performance
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6 Executive function
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6.1 Guide appropriate goal-setting
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6.2 Support planning and strategy development
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6.3 Facilitate managing information and resources
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6.4 Enhance capacity for monitoring progress
Strategic, goal-directed learners
III. Provide Multiple Means of Engagement
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7 Recruiting interest
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7.1 Optimize individual choice and autonomy
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7.2 Optimize relevance, value, and authenticity
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7.3 Minimize threats and distractions
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8 Sustaining effort and persistence
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8.1 Heighten salience of goals and objectives
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8.2 Vary demands and resources to optimize challenge
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8.3 Foster collaboration and communication
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8.4 Increase mastery-oriented feedback
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9 Self-regulation
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9.1 Promote expectations and beliefs that optimize motivation
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9.2 Facilitate personal coping skills and strategies
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9.3 Develop self-assessment and reflection
Purposeful, motivated learners