Tag: universal design for learning

SIP 6.12 The Difference Between “Methodological Variety” and “Universal Design for Learning”

Thirsty for a Strong Instructional Practice? Two professors were overheard chatting about their classes:  Professor A:  This semester I am really doing a lot in my classes! Over the course of the semester, all of my students do paired work, group presentations, individual projects, and other fun activities in and out of class.  Professor B:  Cool! This semester, I am using …

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SIP 5.10 Universal Design for Learning in STEM

Thirsty for a Strong Instructional Practice? While many of us who work and teach in the STEM fields think of our disciplines as “neutral” and empirical, there are lots of ways our teaching strategies can either increase or decrease access to the content. Traditional “weed-out” methods of STEM teaching are designed to push struggling students out …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-5-10-universal-design-for-learning-in-stem/

SIP #3.29 Multiple Englishes

Thirsty for a Strong Instructional Practice? Many of our students are new to academia and its ways of speaking and writing. We who have been in it for years are enculturated and the speaking and writing conventions we follow may be invisible to us. But academic discourse may be mysterious and strange to our students. …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-3-29-multiple-englishes/

SIP #3.28 Strengths of Students with Dyslexia

Thirsty for a Strong Instructional Practice? Have you ever read a student’s in-class writing assignment that looks something like this…? The student who wrote this clearly struggles with spelling and handwriting, and at first glance, it is tempting to assume that this is a poor student. However, it is likely that the student who wrote …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-3-28-strengths-of-students-with-dyslexia/

SIP #3.24 Universal Design for Academic Supports

Thirsty for a Strong Instructional Practice? Each semester, students arrive in our classes with a wide array of different learning strengths and needs. How do we acknowledge this academic diversity from the outset? What does it mean to be proactive versus reactive about students’ academic and non-academic needs? Take a SIP of This: Universal Design …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-3-24-universal-design-for-academic-supports/

SIP #3.23 Project Based Learning

Thirsty for a Strong Instructional Practice? Opportunities for students to engage in the community and be more self-directed in their learning are important elements of well-rounded curriculum. Yet providing students with a structured opportunity for such can be challenging. Take a SIP of This: Project Based Learning What is Project-Based Learning? Project-Based Learning is a …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-3-23-project-based-learning/

SIP #3.21 Previewing and Summarizing a Lesson

Thirsty for a Strong Instructional Practice? It is all too easy to take a look at your syllabus, see what you “have to cover,” couch that in your vast knowledge from many years of graduate school, and have a little panic attack about how much you have to do in so little time. When this …

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SIP #3.1 Creating Inviting Course Documents

Thirsty for a Strong Instructional Practice? We put tremendous time and energy into formulating our course assignment guidelines and scoring criteria, as well as communicating them to students. Unfortunately, our students often aren’t actually reading or understanding them. When we create course documents that are inviting to our diverse student population, we can increase the …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-3-1-creating-inviting-course-documents/

SIP #2.24 Universally Designed “Value Rubric”

Cartoon character holding piece of paper with rubric written at the topi

Thirsty for a Strong Instructional Practice? After reading SIP 2.23 on differentiated assignments, you have decided to let your students design their own final products for your class. But now you are wondering: how in the world are you going to fairly and efficiently grade final products that are all different? How will you ensure …

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SIP #2.16 Assignment Menus

Thirsty for Strong Instructional Practice? Do you notice the energy and motivation your students bring to class discussions and activities wane when it’s time for them to write an assignment? Do you get bored reading the same thing from student to student and even semester to semester? Using an assignment menu can reinvigorate both you …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-2-16-assignment-menus/