أفضل الممارسات في التصميم الشامل للتعلم

تعرف على التصميم الشامل للتعلم (UDL) للمساعدة في ضمان أن أي درس تقوم بتدريسه في متناول مجموعة متنوعة من المتعلمين.

أفضل الممارسات في التصميم الشامل للتعلم
  • ابدء
  • نصائح عملية والتسهيلات

أفضل الممارسات في التصميم الشامل للتعلم

يحاول

Take a lesson plan that you have already created and use the UDL checklist at the end of this resource to see how you might adjust it.

يحاول

Present information and provide students the option to respond using multiple forms of communication: visual, oral, written, and/or using technology.

تذكر

لمعرفة المزيد حول UDL أثناء التنقل ، تحقق من الروابط الموجودة في نهاية هذا المورد.

A humorous cartoon of a gray elephant, tall blue bird, green and brown turtle, and green snake standing in front of the "One Size Fits All Store" which has a Sale sign in the window.

رصيد الصورة: جاك كوربيت

UDL is an approach used by a broad range of educators to reach all types of learners. GIVE has chosen to incorporate this framework into the design of this guide because of the ways it can support Teaching Artists in giving all students various ways to learn, express their learning, and succeed in the classroom. UDL is not one-size-fits-all, nor is it the only way to approach creating inclusive classrooms.

As an arts-based Teaching Artist, you are already inherently doing so much! UDL is a framework to help you reflect upon the great practices you already have and/or the gap areas in which you might want to grow.

نصيحة للتعليم والتعلم عن بعد:

تعلم المزيد عن UDL وكيف يمكن أن تدعم التدريس والتعلم عن بعد.

نموذج النشاط

نشاط #1: I Am a Tree

زمن: 10 min (Introduction, Opening Ritual, Warm Up)

  • “Right now we are in a classroom! Let’s explore a different environment, or place, and imagine that we are in a park. Let’s use our bodies and voices to create a frozen image (a tableau) of a park.”
  • “One person will enter into the playing space and will say, ‘I am a ____.’ For example, ‘I am a tree.’ And they will strike a pose as a tree. You will have to hold this pose for an extended period of time, so make a choice that is comfortable for your body to hold. You can be a person, place, or thing. Make big, bold choices!”
  • “The next person will build off of the tree and add another frozen pose into our park tableau.”
  • “You are also encouraged to add a sound, dialogue, levels, dynamics (e.g., super speed, slow motion, etc.).”
  • انعكاس: “Let’s reflect on how you made choices about using your body, voice, and imagination, and how you felt in the tableau.”

  • يمكن للطلاب المشاركة عن طريق إضافة وضعية أو صوت أو توجيه اللوحة من الخارج.
  • Students who are less verbal or nonverbal can fill in the blank by striking a pose without naming what they are.
  • Group brainstorming, printed or digital images, and videos of parks can support students in their decision-making.
  • Side-coaching and narrating throughout can support engagement.

  • Participate in the tableau.
  • Support decision-making by sharing images.

  • Transition into the activity with imagination: “The classroom is fading away, and we’re imagining we’re in a park.”
  • Transition out of the activity with movement: “Travel back to your desk as your favorite living thing we found in the park.”

شكل من اشكال الفن: مسرح

الفئة العمرية: K-2، 3-5

الكلمات الدالة: البيئة ، تابلوه ، المستويات

هدف: لتعريف الطلاب بمفردات المسرح: البيئة ، اللوحة ، المستويات. لتفعيل أدوات الممثلين الصوت والجسد والخيال.

ترتيب الفصل الدراسي: الجمهور / مساحة اللعب

موارد خارجية

يشاهد