학습을위한 유니버설 디자인의 모범 사례

UDL(Universal Design for Learning)에 대해 알아보면 여러분이 가르치는 모든 수업이 다양한 학습자에게 접근 가능하고 평등할 수 있도록 돕습니다.

학습을위한 유니버설 디자인의 모범 사례
  • 시작하기
  • 실용적인 팁 및 조정

학습을위한 유니버설 디자인의 모범 사례

노력하다

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.

노력하다

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

기억하다

이동 중인 UDL에 대해 자세히 알아보려면 이 리소스의 끝에 있는 링크를 확인하십시오.

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.

이미지 크레디트: 잭 코벳

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 ~ 아니다 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.

원격 교육 및 학습 팁:

에 대해 자세히 알아보기 UDL과 원격 교육 및 학습을 지원하는 방법.

샘플 활동

활동 #1: I Am a Tree

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

  • 학생들은 포즈, 사운드를 추가하거나 외부에서 전경을 연출하여 참여할 수 있습니다.
  • 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.”

예술 형태: 극장

연령대: K-2, 3-5

핵심어: 환경, Tableau, 수준

목표: 학생들에게 연극 용어를 소개하기 위해: 환경, 도표, 수준. 배우의 목소리, 몸, 상상의 도구를 활성화합니다.

교실 배치: 관객/놀이 공간

외부 리소스

손목 시계