Universal design for learning ii
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UNIVERSAL DESIGN FOR LEARNING II. “Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion.” Allan Bloom. Universal Design For Learning. BASICS.

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UNIVERSAL DESIGN FOR LEARNING II

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Universal design for learning ii

UNIVERSAL DESIGN FOR LEARNING II

“Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion.”

Allan Bloom


Universal design for learning

Universal Design For Learning

BASICS


Provides multiple means of

PROVIDES MULTIPLE MEANS OF


Teachers must provide options

Teachers Must Provide Options


Universal design for learning ii

CHOICES

FLEXIBILITY

UNIVERSAL DESIGN FOR LEARNING


Differentiated instruction

Differentiated Instruction

Personal instruction which provides different

roads to the same destination


Key points

Key Points


Balance

Balance

Teacher Assigned

Student Selected

This balance is one of the tenets of DI.


Multiple intelligence theory

Multiple Intelligence Theory

How smart are you?

How are you smart?


Intelligences

INTELLIGENCES

  • LINGUISTIC

  • MUSICAL LOGICAL

  • LOGICAL MATHEMATICAL

  • BODILY KINESTHETIC

  • SPATIAL

  • INTERPERSONAL

  • INTRAPERSONAL

  • NATURALISTIC


This is your brain

This is Your Brain

People have a unique blend of intelligences. As educators,

We must “take advantage of the uniqueness conferred

on us as a species exhibiting several intelligences'”

- Howard Gardner


Multiple intelligence curriculum

Multiple Intelligence Curriculum

  • Helps students become empowered learners by extending and promoting cognitive bridging techniques based on the seven intelligences

  • Fosters deep metacognitive understanding

  • Provides a broad selection of diversified study skills techniques.


Kolb s theory

Kolb’s Theory

  • Learners have two preferred ways for dealing with information: 

Abstractness or Concreteness

Reflection

or

Activity

  • When Combined they form Four Learning Modes:

  • Abstract Conceptualization THINKING

  •  Active Experimentation DOING

  • Concrete Experience FEELING

  • Reflective Observation REFLECTING,WATCHING,LISTENING


Kolb s experiential learning circle

Kolb’s Experiential Learning Circle

IF? HOW? WHY? WHAT?

Smith, M. K. (2001) 'David A. Kolb on experiential learning', the encyclopedia of informal education, http://www.infed.org/b-explrn.htm.


Converger

CONVERGER

AC & AE

  •  strong in practical application of ideas

  • can focus on hypo-deductive reasoning on specific problems

  • unemotional

  • has narrow interests 

  • following detailed sequential steps

  • hands-on activities

  • trial and error

  • clear objectives with application to the "real world."


Diverger

DIVERGER

CE & RO

strong in imaginative ability

good at generating ideas and seeing things from different perspectives

 interested in people

 broad cultural interests

being sensitive to feeling

being personally involved in the learning experience

group activities

web searches

self-diagnostic activities.


Assimilator

ASSIMILATOR

AC & RO

·  

Strong ability to create theoretical models

     Excels in inductive reasoning

Concerned with abstract concepts rather than people

Conceptual models

Designing experiments

Problem solving

Reading, reflection

Structured activities.


Accommodator

ACCOMMODATOR

CE&AE

  • Greatest strength is doing things

  • More of a risk taker

  • Solves problems intuitively

  • Role play

  • Narration

  • Online peer

    interaction


Universal design for learning ii

Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

Chinese Proverb


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