Building the Optimal Learning Environment for Mathematics

2019 ◽  
Vol 112 (4) ◽  
pp. 262-267
Author(s):  
Melinda (Mindy) S. Eichhorn ◽  
Peter J. DiMauro ◽  
Courtney Lacson ◽  
Barbara Dennie
Keyword(s):  
Learning Environment ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Optimal Learning ◽  
Safe Spaces ◽  
Potential Barriers ◽  
Design For Learning ◽  
Optimal Learning Environment

Teachers can use Universal Design for Learning (UDL) in their math classroom to anticipate potential barriers, know which tools will engage students, and provide safe spaces for learning.

Designing and Teaching for Student Engagement in Online Courses Through UDL

2020 ◽  
pp. 314-329
Author(s):  
Ruby L. Owiny ◽  
Elizabeth Hartmann
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Online Course ◽  
Learning Modules ◽  
Potential Barriers ◽  
Design For Learning

Any course must be goal-focused and consider the needs of all learners. However, online courses require instructors to be proactive in planning for learning. Recruiting and sustaining engagement in an online course must be carefully considered and planned for during all learning modules or units. This chapter addresses how to keep students engaged by considering their affect, the general way students feel toward their learning. Affect impacts motivation, which in turn can impact how a student persists in a course. The Universal Design for Learning principle of engagement addresses the affect through three guidelines. These guidelines are explained in this chapter with potential barriers to student learning and motivation explained as well. Furthermore, possible solutions are provided to give readers examples of ways in which they might reduce or remove barriers to engagement in their online courses.

Implementing Universal Design for Learning in the Virtual Learning Environment

2021 ◽  
pp. 42-66
Author(s):  
Andrea Harkins Parrish ◽  
Jennifer Lee Kouo ◽  
Lisa Beth Carey ◽  
Christopher Swanson
Keyword(s):  
Learning Environment ◽  
Universal Design ◽  
Current Knowledge ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning Framework ◽  
Educational Professionals ◽  
Design For Learning ◽  
Recent Trends

This chapter presents an overview of learner variability and addresses how the Universal Design for Learning framework can be applied to meet the diverse needs of all students in a virtual learning environment. Emphasis is placed on how educational professionals at multiple levels can apply their current knowledge to design and implement effective and universally designed instruction through multiple means of engagement, representation, and action and expression. It also addresses the importance of providing specialized instruction, including how educators can provide federally protected educational supports in virtual learning environments. The authors provide directions for further examination of virtual learning and the implications of this instructional delivery model for meeting the needs of all learners in light of recent trends.

Tic of the Iceberg: Strategies to Support Students With Tourette Syndrome in Higher Education

2021 ◽  
pp. 1-9
Author(s):  
Sandra Elsom ◽  
Angela Hansen
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Tourette Syndrome ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Engagement ◽  
Design For Learning ◽  
Negative Effect ◽  
Teaching Team ◽  
Support Students

Abstract Tourette syndrome (TS) is a challenging and poorly understood condition that can have a considerable negative effect on an individual’s ability to learn, despite there being little to no impact on their intelligence. In this paper, we detail the experiences of 2 higher education staff who supported a student with severe TS to undertake studies in a university bridging program. We make suggestions and recommendations for teachers who have students with TS. Over the course of 5 semesters, the teaching team researched TS in order to understand what the student was facing and adjusted their teaching strategies and the learning environment to overcome the complications that the condition presented. The design of the learning environment and the embedded accessible pedagogy that we found helpful are framed and discussed using the 3 primary principles of universal design for learning: engagement, representation, and action and expression. The authors utilise the minimal model of Rolfe, Freshwater, and Jasper (2001) to reflect upon and share their practice.

scholarly journals Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment

2021 ◽  
Vol 6 ◽  
Author(s):  
Jennifer Yu ◽  
Xin Wei ◽  
Tracey E. Hall ◽  
Agatha Oehlkers ◽  
Kate Ferguson ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Universal Design ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
The Impact ◽  
Science Notebook

This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.

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