Meilleures pratiques en conception universelle pour l'apprentissage

Découvrez la conception universelle pour l'apprentissage (UDL) pour vous assurer que toute leçon que vous enseignez est accessible et équitable pour une grande variété d'apprenants.

Meilleures pratiques en conception universelle pour l'apprentissage
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  • Conseils pratiques et hébergement

Meilleures pratiques en conception universelle pour l'apprentissage

Essayer

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.

Essayer

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

Rappelles toi

Pour en savoir plus sur UDL en déplacement, consultez les liens à la fin de cette ressource.

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.

Crédit image : Jack Corbett

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 pas 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.

Conseil d'enseignement et d'apprentissage à distance :

En savoir plus sur UDL et comment il peut soutenir l'enseignement et l'apprentissage à distance.

Exemple d'activité

ACTIVITÉ #1 : I Am a Tree

Temps: 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.).”
  • Réflexion: “Let’s reflect on how you made choices about using your body, voice, and imagination, and how you felt in the tableau.”

  • Les élèves peuvent participer en ajoutant une pose, un son ou en dirigeant le tableau de l'extérieur.
  • 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.”

Forme d'art: Théâtre

Tranche d'âge: K-2, 3-5

Mots clés: Environnement, Tableau, Niveaux

But: Initier les élèves au vocabulaire du théâtre : environnement, tableau, niveaux. Activer les outils voix, corps et imagination des comédiens.

Aménagement de la classe : Public/Espace de jeu

Ressources externes

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