Yes, the method is wonderful and I guess I did not do
my homework before asking the question.  What is
really interesting is that universal design, according
to the Ohio University Grant Partnership, states
clearly that UD is essentially GOOD TEACHING  that
allows all the students to access learning, but it
does not remove academic barriers. 

So, UD really gives us a lot as teachers in terms of
our approach to teaching, but there is (stated with
hope and the commitment and understanding that this is
the reality we live in Adult Education) the academic
strides that some of us feel we need to walk to
substantiate in the best way the method suggested in
the standards.

Here is the link a had a look at (I hope it is not
repeated below):
http://telr.osu.edu/dpg/fastfact/undesign.html

Robin thanks for posting this again.  And by the way,
as a student I see my professor really going beyond
the lecture type of approach, working in groups and
using power points presentations that really make
salient the content of the class. At times it has been
painfully difficult to understand some concepts but I
can see as a student that learning is really enhanced.
 In all fairness, as a teacher, I feel closer to my
students because I am sharing with them the joy of
learning, but I am also aware that at times the
content is not immediately accessible and they
struggle just like me, despite the differences of
level and subject matter.  

Thanks again, Robin.

Nadia
--- robinschwarz1 at aol.com wrote:


> 

>  Michael-- this is beautiful-- I have forwarded it

> to a group of committed ESOL teachers who are

> striving to make their instruction more

> universal--Â  I say this in many ways, but you say

> it more eloquently!    It is so important for

> teachers to understand that these adjustments are to

> the advantage of those who need them, not giving an

> advantage to those who don't really need them.  

> After all we, really want our students to

> demonstrate what they KNOW and are learning, not

> race against a time limit or struggle to line up

> figures in an addition problem.   Thanks so much

> for these wise words.   Robin Lovrien Schwarz 

> 

> 

>  

> 

> 

>  

> 

> -----Original Message-----

> From: Michael Tate <mtate at sbctc.edu>

> To: The Adult Literacy Professional Development

> Discussion List <professionaldevelopment at nifl.gov>

> Sent: Mon, 3 Dec 2007 1:45 pm

> Subject: [ProfessionalDevelopment 1772] Re:

> Universal design, evidence-based teaching practices

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> Hi

> David, and others,

> 

> 

> 

> Â 

> 

> 

> 

> Universal design would also include 1) making a

> class syllabus

> available prior to the start of the class, so slow

> readers and those who know

> they will have other claims on their reading time

> during the quarter can start

> early, 2) designing tests without time limits, so

> that those who have slow

> processing speed or who find the best answers by

> reflecting on the question and

> the answer over a longer time frame are not

> disadvantaged, Â 3) designing

> tests that allow students to demonstrate their

> knowledge orally, in short

> answers, or through projects, 4) designing

> calculators into math classes and

> tests, so that those who have short term memory

> deficits or who understand the

> principles but get tangled up in the calculations

> can demonstrate their knowledge. 

> 

> 

> 

> 

> Â 

> 

> 

> 

> For evidence based instruction, 1) Â build strategy

> instruction into lessons so that teachers teach how

> to use a  reading

> strategy  so students can practice it on the coming

> essay assignment, 6)

> build your class around graphic organizers, so that

> students can understand how

> the classes connect to their goals, and how

> today’s lesson connects to the

> class goals.  Strategy instruction and graphic

> organizers are essential

> for students with LD, and are very beneficial to the

> rest of the students in

> class.  Another evidence-based practice, feedback,

> again is crucial for

> students with LD, but again is beneficial to all

> students.  Have teachers

> build activities and classes that have frequent

> feedback points, so students

> can gauge how well they are mastering a learning

> point.  Ideally, the

> feedback would be multimodal as the instruction has

> been.  

> 

> 

> 

> Â 

> 

> 

> 

> As a field we underuse haptic and kinesthetic

> approaches, so

> building hands-on activities into classes will be

> beneficial for all learners

> while being critical for students with disabilities

> that interfere with

> listening or reading. 

> 

> 

> 

> Â 

> 

> 

> 

> Michael Tate

> 

> 

> 

> Â 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> From:

> professionaldevelopment-bounces at nifl.gov

> [mailto:professionaldevelopment-bounces at nifl.gov] On

> Behalf Of David J.

> Rosen

> 

> Sent: Sunday, December 02, 2007 6:59 AM

> 

> To: The Adult Literacy Professional Development

> Discussion List

> 

> Subject: [ProfessionalDevelopment 1767] Universal

> design,evidence-based

> teaching practices

> 

> 

> 

> 

> 

> 

> 

> 

> 

> Â 

> 

> 

> 

> Hello Kate, and others, 

> 

> 

> 

> 

> 

> 

> Â 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> 

> On Nov 30, 2007, at 10:57 AM,

> Kate.Brandt at mail.cuny.edu wrote:

> 

> 

> 

> 

> 

> 

> 

> 

=== message truncated ===>
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