A purpose-driven approach to apply the universal design for learning: A focus on the “why”

IF 1.3 4区 经济学 Q3 ECONOMICS
Terry Eyland , Ambrose Leung
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引用次数: 0

Abstract

We aim to develop a teaching methodology that can strike the best balance between clear terminal goals and deep understanding informed by the Universal Design for Learning (UDL) pedagogy. UDL is a pedagogical framework that promotes academic curriculum design to develop students into expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal-directed. The pedagogical method discussed in this paper entails the application of backward design with a strong focus on the “why” of learning to maintain curiosity and interest of students throughout the semester. A key element of our strategy involves assigning students with tasks that are based on relevant examples of broad interest to a diverse student population. This approach can effectively motivate the learning of theoretical concepts before further advancing the curriculum in class. The goal is to provide students with guidance to achieve higher levels of learning in a progressive way through scaffolding so that at all steps students see the purpose, have the resources to get going, but also have a little research to do to complete the task.
目的驱动的学习通用设计应用方法:关注“为什么”
我们的目标是开发一种教学方法,能够在明确的最终目标和基于通用学习设计(UDL)教学法的深刻理解之间取得最佳平衡。UDL是一种教学框架,旨在促进学术课程设计,将学生培养成有目的、有动力、足智多谋、知识渊博、有战略、目标明确的专家学习者。本文讨论的教学方法需要应用逆向设计,重点关注学习的“为什么”,以保持学生整个学期的好奇心和兴趣。我们策略的一个关键要素是给学生分配任务,这些任务是基于不同学生群体广泛感兴趣的相关例子。这种方法可以有效地激发理论概念的学习,然后在课堂上进一步推进课程。我们的目标是为学生提供指导,以循序渐进的方式实现更高层次的学习,以便学生在所有步骤中都能看到目的,有资源开始学习,但也有一些研究来完成任务。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.40
自引率
4.80%
发文量
26
审稿时长
28 days
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