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ERIC Number: EJ1078698
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1068-3844
Modeling Universal Design for Learning Techniques to Support Multicultural Education for Pre-Service Secondary Educators
Pearson, Mary
Multicultural Education, v22 n3-4 p27-34 Spr-Sum 2015
As with all levels of education, secondary level classrooms, typically from grades fifth or sixth to grade twelve, are increasingly becoming more diverse as the population of students changes in the Unites States. Pre-service mid-level or secondary level educators need increased training on how they can best teach in a multicultural setting to assist all their future students to succeed in learning. Universal Design for Learning (UDL) has been found to be a beneficial framework and planning process for educators of all grades to learn and utilize in order to increase educational gains for all students. While all teachers should know how to create UDL classrooms and lessons, many future secondary teachers are not well prepared in their teacher education to understand and successfully implement UDL. The purpose of this article is to review a process of introducing future secondary educators to UDL in a teacher education course in a southern university in the United States. The article reviews how the higher education instructor modeled UDL techniques to future secondary educators in a course they took which focused on teaching future educators to work with diverse students, including students with disabilities, English Language Learners (ELL), and other diverse learners. The university students were introduced to UDL via "flipping the classroom techniques" and active learning techniques, and were then assessed by creating UDL lesson plans in their content areas and modeling part of their lesson plans to each other.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A