Lesson 1: Introduction to Universal Design for Learning

• Student selection of assignment topic.
• Self-select discussion groups based on interest. 

• Incorporate student goal setting.
• Use checklists for students to monitor their progress.

• Incorporate authentic learning.
• Provide a context for new learning and how it relates to previous topics, the course and the field of study.

• Enable students to engage in experiential learning projects to help them advance their critical thinking and problem-solving skills.
• Incorporate research projects in your courses that may lead to discovery and innovation.

• Evaluate the output of generative artificial intelligence for biases.
• Provide cues for pacing in the course using a variety of tools, such as the learning management system (LMS) calendar, checklists and weekly emails with important dates and deadlines. 

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• Incorporate in-class or online discussions.
• Encourage study groups.
• Collaborative activities could be graded or non-graded and are possible in both face-to-face and online courses. 

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State the learning outcomes relevant to each assignment.

• Introduce learning goals with a new topic and touch on prerequisite knowledge.
• Provide supplementary resources for learners who may have forgotten some of the basics.
• Start with introductory examples and build up to more complex ones.

• Design courses for inclusivity.
• Create inclusive course outlines.
• Learn about anti-racism, EDI and positionality in teaching and learning.
• Use learning technologies to present content in different ways, such as a digital welcome note. 

• Have students set learning goals for the course.
• Give out grading rubrics at the beginning of an assignment to prompt self-evaluation.
• Offer checklists for students to track their own progress.
• Use practice quizzes for immediate student feedback on their learning (La et al., 2018). 

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• Diversify course content through multiple sources and authors
• Incorporate multiple perspectives through activities such as discussions about case studies. 

• Break up a lecture with discussions or learning activities such as a think-pair-share.
• Embed sample exam questions in lecture notes.
• Consider using different pedagogical approaches, such as problem-based learning or case studies.

Incorporate the notion of crip time (Mason, 2023b)

• Give students time to pause and think during courses. Strategies such as recordings allow for flexibility, pausing and accessing lectures multiple times.
• Think about crip time in your own work. Incorporate flexibility and challenge ideas of productivity during times of high activity or stress (Mason, 2023b).

• Examine your teaching practices for ableism and disabling learning environments.
• Use a circle practice for the learning community to check in with one another.
• Encourage students to have an accountability partner to share responsibility within the learning community.
• Practise a pedagogy of kindness. 

• Create accessible course content.
• Use features of the learning management system (D2L) for small group work, links to readings and resources, practice quizzes, videos and other features.
• Use accessibility tools in Brightspace (D2L).
• Aim for learning technologies that are easy to use on a variety of devices and freely available, such as campus-supported tools.

• Include text to speech for videos and recorded class presentations.
• Use models, graphics, frameworks, charts and graphs, in addition to text and lectures.

• Use different pedagogical approaches to topics or concepts, such as logic, statistics, narrative, case studies, multiple perspectives, group work and testimonials.
• Web-based courses can also incorporate a wide variety of teaching and learning activities.
• Encourage participation in online synchronous classes via Zoom using activities such as think-pair-share. 

• Create accessible course content.
• Put a copy of the course text on reserve in the library, and order a digital version for the library if possible.
• Use open education resources (OERs). 

• Connect course information to previous course work.
• Connect course information to courses earlier in the program.

• Highlight patterns and themes between ideas, and have students create a concept map.
• Review key concepts at the beginning of a lecture (La et al., 2018).
• Use outlines and graphic organizers (College of William & Mary School of Education, 2014).

• Consider Indigenous Ways of Knowing in course design.

• Students create a graphic organizer summary of a topic.
• Students create their own glossary of terms throughout the course. 

Consider different types of experiential learning:

• Work-integrated learning.
• Curriculum-integrated experiential learning.
• Undergraduate research.

• Variety of question types on exams: Multiple choice, matching, short answer, fill in the blank, equations, label a diagram.
• Assessments that ask students to demonstrate various ways of understanding: Written answer, problem solving, apply concepts and theories, factual recall, case study and so on.

• Provide opportunities to develop skills in real or simulated settings
• Different methods of demonstrating skills, such as simulations, role play, debate, discussions, reflection papers.

• Question and answer in class.
• Student response systems to see what the students comprehend.

•    Use question sets from the textbook as practice.
•    In-class peer feedback.
•    In-class critiques of sample assignments. 

• Outline your expectations using assignment guidelines.
• Show sample assignments with feedback and how they were graded (if appropriate).
• Use sample quizzes in the learning management system for practice and rapid feedback.

• Choice of due date or topic (if appropriate).
• Choice of assignment format: Paper, presentation, website, infographic and so on (La et al., 2018).

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