Universal Design in Learning. Social Studies: Culture By: Hamidah , Pebbles, Jing Yi, Rafidah , Shareena and Shi Hui. Culinary Diverse Classroom. http://www.youtube.com/watch?v=k--oVQq8x_o&feature=my_liked_videos&list=LL_yU0sSLOJsan4BNX37Z0EA. What is UDL?.
Universal Design in Learning
Social Studies: Culture
By: Hamidah, Pebbles, Jing Yi, Rafidah, Shareena and Shi Hui
An educational framework that guides the development of flexible learning environments that can accommodate individual learning differences.
1. Equitable use
2. Flexibility in use
3. Simple and intuitive use
4. Perceptible information
5. Tolerance for error
6. Low physical effort
7. Size and space for approach and use
The design is useful for people with diverse abilities or different cultural backgrounds.
- Caters to every child's individual needs
- Avoid segregation and stigmatizing each other
The design accommodates a wide range of individual preferences and abilities.
- The environment the art and display showing the different cultures and not only focusing on one culture but all
- The materials accommodate to all children; special materials suitable for children with special needs
Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
- Age-appropriate activities
- Culturally sensitive
Flexibility in Use The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
Activities: music and movement, visual aid and materials that explores diversity and culture, set clear and specific instructions and boundaries
The design minimizes hazards and the adverse consequences of accidental or unintended actions
- The physical environment of the classroom
(Entries and pathways, furniture etc)
The design can be used efficiently and comfortably and with a minimum of fatigue.
- Learning corners (should not contain activities that require a lot of effort, and not overwhelming for the children)
Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.
- Set clear pathways and boundaries
- Allow room for children with special needs
- Ensure that each child has enough space for themselves
Children have many different styles of learning (Visual, Auditory, Kinesthetic ). Some children may likely fit into more than a single category. The tools need to be a good fit to further impact the student’s achievement. If the children are more empowered, they would more likely to take control over their learning, making them more independent. Hence teachers need to think of various different ways to present the lesson to the children.
- Children given flexibility to interpret information : reduces barriers to learning, sensory, perceptual
- Teacher presenting information in various modalities (powerpoint, videos, brailles) eg.
Auditory : lectures, singing, reading aloud
Visual : reading articles, videos
Kinesthetic : Field trip, demonstrating, using a braille
Affective : role playing, connecting to children’s interest, presenting to large or small groups
Technology options : video, DVD, YouTube, Podcasts, online tutorial
- Different and appropriate ways to engage children so they learn and understand better
- Video clips on Chinese New Year/Hari Raya celebrations and get children to identify what colours are mainly seen the video. By adding digital formats, it captures children’s attention and increases engagement.
- Have a sharing session and talk about what they did during Chinese New Year/Hari Raya to share their experiences.
Having different ways children may respond to the information they have received
- Drawing: Children to draw what they see during Chinese New Year/Hari Raya Celebrations and share to the class.
- Storytelling: Stories about different festivals, cultures
- Journal writing: Write about their own experiences during festivals
- Drama production: Role-playing a celebration of their festivals
- To educate children about the different cultures in Singapore
- To create awareness in children about different cultures
- To promote acceptance and understanding in children about the different races
- To introduce appropriate terms and words to address the different races
- Multiple Intelligences:
1. Verbal/linguistic: Write a short journal about their experiences, show and tell about an object that represents their culture and share with the class
2. Logical/mathematical: Classifying/sorting cultural representations
3. Musical/rhythmic: Learning songs of other languages, folk songs
4. Bodily/kinesthetic: Learning dances from other cultures
5. Visual/spatial: Videos on different cultures, celebrations, festivals
6. Interpersonal: Role-playing
7. Intrapersonal: Write a short journal about their experiences, show and tell about an object that represents their culture
- To cater to all the different learners' needs, children may choose to display understanding through various means.
- Writing a journal
- Role-playing a scene
- Creating a presentation with the aid of technology
- Carrying out follow-up activities to review children's current knowledge
- Prompting children with questions
- Carrying out observations (anecdotal, running records)
- Creating a checklist