University of Saskatchewan—Creative Commons License
GETTING TO KNOW STUDENTS:
UNIVERSAL INSTRUCTIONAL DESIGN
GSR 989-Philosophy and Practice of University
Teaching
September 17th 2013
Amelia Horsburgh
OUTLINE OF TODAY’S CLASS

2:30-2:50 Class Discussion


“Enhancing the Inclusiveness of First-Year Courses
Through Universal Instructional Design” (61-64)
2:50-3:10 Stan Yu

Undergraduate Demographic Landscape
3:10-3:25 Break
 3:25-3:45 Jacki Andre



DSS & Universal Instructional Design
3:45-4:30 Class Work & Discussion

“Enhancing the Inclusiveness of First-Year Courses
Through Universal Instructional Design” (65-75)
CLASS OBJECTIVES:
BY THE END OF TODAY’S CLASS, STUDENTS
SHOULD BE ABLE TO...
 Verbally
define Universal Instructional
Design
 In writing, list essential
components/principles of Universal
Instructional Design
 Via dialogue with classmates, critique and
comment on the findings presented by
guest speakers regarding the
undergraduate landscape and DSS at
UofS
GETTING TO KNOW STUDENTS:
UNIVERSAL INSTRUCTIONAL
DESIGN (UID)
“Enhancing the Inclusiveness of FirstYear Courses Through Universal
Instructional Design” (61-64)
WHAT IS UNIVERSAL INSTRUCTIONAL
DESIGN?
“UID
is a model for creating
inclusive curricula that are
accessible to a larger proportion
of students, especially those with
disabilities.”

From Higbee, Chung & Hsu’s “Enhancing the Inclusiveness
of First-Year Courses Through UID”
COMPONENTS OF UID INCLUDE...
 Creating
welcoming classrooms
 Determining essential course
components
 Using diverse teaching strategies
 Enabling students to demonstrate
knowledge in multiple ways

From Higbee, Chung & Hsu’s “Enhancing the Inclusiveness of
First-Year Courses Through UID”
FOUR STEPS TO MEET THE NEEDS OF ALL
LEARNERS:


Creating
Welcoming
Classrooms
What elements
make up a
welcoming
classroom?
Syllabus Statement
(63)
 Equal Access, Equal
Opportunity for all
Learners (63)
 Others?

FOUR STEPS TO MEET THE NEEDS OF ALL
LEARNERS:


Determining
Essential
Components
In what ways
can students
demonstrate
their
knowledge?
Verbally
 Written
 On-line
 Presentation
 Debate
 Co-Writing
 Teaching
 Others?

FOUR STEPS TO MEET THE NEEDS OF ALL
LEARNERS:
 Designing
Diverse
Teaching
Methods
 What types of
teaching
methods can you
suggest?
Small Group
Activities/Discussions
 Mixed Media
 Computer-Assisted
 Others?

FOUR STEPS TO MEET THE NEEDS OF ALL
LEARNERS:
 Demonstrating
Knowledge in
Multiple Ways
 Can you name
different types of
assessment or
evaluation?
Multiple Choice
 In-Class Essay
 Presentation
 Take-Home Essay
 Artistic Work
 Others?

GETTING TO KNOW STUDENTS:
UNDERGRADUATE
DEMOGRAPHIC LANDSCAPE
Stan Yu, Research and Program Evaluation
Specialist for the GMCTE
GETTING TO KNOW STUDENTS:
ACCESSIBILITY & INCLUSIVITY
IN THE CLASSROOM
Jacki Andre, Coordinator for DSS
STUDENT-CENTERED LEARNING
 Class




Work & Discussion
Take out a piece of paper
On that piece of paper, write down one
point that you found
surprising/interesting/troubling
presented by Stan Yu
Share your point with your classmates
in your row
Were there commonalities/differences?
STUDENT-CENTERED LEARNING
 Class




Work & Discussion
Take out another piece of paper
On that piece of paper, write down one
point that you found
surprising/interesting/troubling
presented by Jacki Andre
Share your point with your classmates
in your row
Were there commonalities/differences?
STUDENT-CENTRED LEARNING
 Independent

Learning
You will be assigned a number
The Physical Science Course Taught
by Leon Hsu (65-67)
2. The Symbolic Logic Course Taught by
Carl Chung (67-70)
3. The Psychology Course Taught by
Jeanne Higbee (70-73)
1.
STUDENT-CENTRED LEARNING
 Independent
Learning
Read through your assigned course (Physical
Science, Symbolic Logic, or Psychology)
 Find at least one example for each of the
following principles of Universal
Instructional Design
 Highlight/underline them in your reading
and/or notes

THE SEVEN PRINCIPLES OF UNIVERSAL
INSTRUCTIONAL DESIGN (UID)
Accessibility
Adequate Space
Minimizing
Unnecessary Tasks
and Requirements
Flexibility
Straightforward
and Intuitive Use
Supportive
Learning
Environment
Effective and Clear
Instructional
Methods
Dawson, Teresa, and Laurie Keenan. 2009. Universal Instructional Design: Creating an Accessible
Curriculum at the University of Victoria. Canada: First Choice Books. 20.
POST-ASSESSMENT

Name one example for each of the following
principles of UID:
1. Accessibility
2. Flexibility
3. Straightforward and Intuitive Use
4. Effective and Clear Instructional Methods
5. Supportive Learning Environment
6. Minimizing Unnecessary Tasks and
Requirements
7. Adequate Space
DID WE MEET TODAY’S CLASS
OBJECTIVES?
Verbally define Universal Instructional
Design
 In writing, list essential
components/principles of Universal
Instructional Design
 Via dialogue with classmates, critique and
comment on the findings presented by
guest speakers regarding the
undergraduate landscape and DSS at
UofS

GSR 989 SEPTEMBER 17TH 2013
LEARNING ASSESSMENT



What teaching strategies did Amelia use in class
today?
What learning strategy did you find the most
effective and why?
Please let me know if there is a particular type of
teaching strategy and/or learning strategy not
modeled today that you would like me to use in
future classes.