Universal Design for Learning (UDL) is a research-based set of
principles to guide the design of learning environments that are
accessible and effective for all. But that doesn’t mean your curriculum
needs to be diluted or personalized to every single student. By
designing for those “in the margins” and creating a flexible curriculum,
you will be able to serve all the diverse learners in your EASL
classroom.
The structure, process, and essential characteristics of an effective
TBL module are emphasized as participants complete a pre-workshop
reading, take an IRAT (readiness assessment test), and actively engage
with their assigned team members during the workshop.
Motivation is the process that initiates, guides, and maintains
goal-oriented behaviors. Self-motivated students can succeed in almost
any learning environment, but most students need support, guidance, and
modeling from the instructor to become motivated to learn. This is
especially true for first year students, first generation students, and
students from underrepresented populations.
Metacognition (thinking about thinking) is the process by which
students learn how to learn through reflection. This cognitive habit
helps them to identify learning strategies that work best and how to
transfer skills and knowledge to diverse learning environments.
