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Universal Design for Learning and Approaches Reflection paper
Universal Design for Learning and Approaches Reflection paper
Universal Design for Learning and Approaches Reflection paper
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This paper will explore the intelligence that started universal design. Describe and discuss ideas about Universal Design instructional approaches which teachers can employ to boost the success of learners. How universal design will impact, the teaching profession on a personal level will be addressed. The principles of universal design such as what, why, and how of learning will be reviewed. Is universal design the course to take for a free appropriate education for all learners? It is time to find out what universal design is all about.
How It Got Started
All people have dreams, but how many people dreams actually become a reality? The fruition towards universal design began in Europe, Japan, and the United States in the 1950’s to people with serious physical limitation. The United States and part of Europe begin moving towards normalization and integration by the 1970’s. Michael Bednar an American architect, suggested that a new concept beyond accessibility was needed that would broader and more “universal.” Another American architect, Ron Mace started using the term universal design, he made the case that universal design is “not a new science, a style, or unique in any way. It requires only an awareness of need and market and a
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The human mind seeks for a pattern to help the memory process what they just learned. Learning is recognition of skills and strategies as well as knowledge acquired by experience. Learning in different ways is one approach of universal design such as options for reading, for example, large print, text-to-speech and audio books. The curriculum can be available to the class in multiple forms to accommodate all learning styles of the students. Tina Greene, a kindergarten teacher at Bartholomew Consolidated School Corp said, “We do not see a deficit in a student. We see a deficit in a curriculum or in a learning
Avi Friedman. 1995. The Evolution of Design Characteristics during the Post-Second World War Housing Boom: The U.S. Experience. Journal of Design History. Volume: 8. Issue: 2.
After reading Sir Ken Robinson 's book "Creative Schools The Grassroots Revolution That 's transforming Education" the reader can visualize several examples about how to change the actual educational system. He analyzes the process of education in which we are involved and how this one could be replaced with a creative one, which encourages students to be creative in all spheres and subjects; instead, prepare them for standardized tests. Education should be a process where students learn gradually at their own level. The author defines it as " organized programs of learning … that young people need to know, understand and able to do things that they wouldn 't if left to their own devices" (Robinson, p 17) Also, he suggest and analyze, in base of his experience, how education needs to be transformed in order to benefit students and prepare them for life, instead guide them through the straight line of standardized tests. He pointed the importance of teaching and education itself, and how creativity can be a key factor that makes students engage with the learning process.
In chapter four the focus switches away from assistive technology supporting students in one content area and focuses on the teaching profession and how assistive technology can assist teachers to employ a universal design for learning. The Universal Design for Learning (UDL) promote learning that best for the student and promoting students a variety of methods to express their knowledge.
...tly what Futurism would have done when it first came around, as nobody had ever seen something like it before. Although Futurism was not a very long lasting art movement, it’s ideas and influence on designs are still being recognised now.
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.
SUCCEED draws primarily on the cognitive and constructivist learning theories. The cognitive learning theory espouses that the human mind is complex in nature and must be the central focus of any learning model. According to Learning Theories Knowledgebase (2010), “Mental processes such as thinking, memory, knowing, and problem-solving need to be explored” in order for educators to best address learning needs. According to this theory, learners are like a computer. New information serves as the input, the brain processes the information, and the output is observable behavior that results from new understanding. It is important to note that behavioral outcomes are not the result of stimuli, but rather the mental processes that take place within the brain. These processes make information meaningful by relating it to prior knowledge, organizing it, and s...
The Universal Design for Learning (UDL) is a concept that is used at the point of teachers planning. This idea stems from the field of architecture and attempts to design products and environments so that they are usable by all people, in this case students, to the greatest extent possible without the need for adaption or specialised design. (Ashman & Elkins, 2008) The universal design for learning aims to promote access, participation and progress in regular education for all students and therefore has been suggested as a response that meets the needs of students.
There are several principles that form the foundation of universal design, which is defined as “an alternate path to accessible products or services, […] that have features that enable a person with a disability to use the product or service, whether by itself or in conjunction with assistive technology” (Tobias, 2003).Thus the main purpose of universal design is to make products usable to the greatest number of people, without the use of specially designed equipment (Connell, Jones, Mace, et al, 1997). The seven design elements serve as guidelines for reaching this goal.
We ignore the plain fact that students learn at different rates and in different ways” (3). Furthermore, teachers are the main source of knowledge in the classroom. When teaching, teachers determine almost everything that happens within their classroom. Including what information they have students learn, and how they pass on that information. However, over the years, it has been neglected that every student learns differently. Additionally, it needs to be remembered that it is the students who are learning. A school system is needed that can retain all students’ curiosity, individuality, and creativity. For instance, whether it is the amount of homework given, the type of test, the pace of teaching, or the style of notes required, students should not be confined to only one way of
Therefore the teacher proactively plans a variety of ways to ‘get at’ and express learning” (Tomlinson, 2001, p. 3). Planning for a variety of teaching strategies does not mean giving more work to the smart children. Instead the teacher must assess who understands the material, who is struggling, who needs to be challenged and decide what or how to teach the students from there (Tomlinson, 2001). Differentiation should occur naturally and involve individual, class and group work to allow for the differences in all students and all subjects of study (Tomlinson, 2001). Probably the most important aspect of differentiation is the idea of challenging all learners at their level instead of giving extra work to those students whom learn the concepts quickly.
Did you find it easier to understand a thing by reading or hear it from someone else or do your understand better by looking at the picture ? Some people may find it even harder to read a map. Things may difficulty for some peoples but others learn, it is because everyone learns in different ways. How people interprets or understand the information depends on how their learning style. Learning style may vary depending on factor that influence . While learning style has been defined as the way people learn, or how one interprets information. The most common learning style is the Visual, Auditory, Read/Write, and Kinaesthetic. Most of us may have some idea of how we learn better, but often we surprise to find out what our predominant learning style. In 1987 Neil D. Fleming, an experienced educator developed the VARK learning style as an effort to help students learn better. VARK contains 16 question that help identify a person's learning style. For some students they may have a preference for one type of learning, but also
Jencks believes “the glass-and-steel box has become the single most used form in Modern Architecture and it signifies throughout the world ‘office building’” (27). Thus, modern architecture is univalent in terms of form, in other words it is designed around one out of a few basic values using a limited number of materials and right angles. In...
To distinguish a student by their learning style, there must first be a review of the student’s abilities and the factors affecting their learning. When reviewing these factors there will be a sense of when the students responses are more consistent and help a teacher figure out when a student learns the best and how they learn as an individual. There are six different things that could affect the learning of a student: brain processing, senses, physical needs, environment, social needs, and emotional attitudes (Creative learning,1997).
Constantly judged and evolving, the practice of architecture is forever plagued by the future. The future of people, of culture, technology and its resulting implications on the built environment that more often than not, outlives their creators. Much of the conversation surrounding this future architecture currently hinges itself on the creation of new experiences, forms and spatial relationships brought about by technological innovation.
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.