What I soon learned was that all my previous training was not only useful, but needed. Why would I simply ignore some of the basic tenets in course design that I had studied and developed years before? Sure teaching English is different than psychology, but I was forgetting that onesâ approach to teaching should be universal.
I began to apply simple concepts based upon Universal Instructional Design (Silver, Bourke, & Strehorn, 1998). That is, I began to open the classroom and attempt to make it more accessible to all students.
From the beginning, UID aims at full inclusion in the classroom by viewing all students within a continuum of learning abilities. Thus, a course ? no matter the subject ? can be designed in which an array of learning approaches and teaching strategies are stressed so that all students can participate fully despite any type of learning style or disability. UID also stresses that it is the classroom and course design that can remain flexible to accommodate learning differences. Given the emphasis on the four basic language abilities or skill groups, I believe ESL and UID are a natural fit.
Tapes from class ? I try to make audio tapes of my classes for my students and me. Not only can I review the tapes to prepare for subsequent classes, but also the tapes can help the students in exam/assignments preparation. Tapes can also be provided to students with disabilities and students who have missed class for legitimate reasons. Tapes can also be transcribed for future lecture notes and/or reference. Since many ESL activities are available on tape, I make these cassettes readily available to students for extra listening practice as well.
Books on tape ? An excellent ESL resource! Books on tape or on CD are useful to many students including those who may have disabilities, those who travel long distances, and those who have a preference for the auditory modality. Teachers should be knowledgeable as to whether or not the books they are using are available on tape/CD. If the books are not available, organizations like the Recordings for the Blind and Dyslexic provide taping services. I often will record at least parts of the books we are using with my own voice or chase down other native speakers.
Additional reading/reference resources ? I try to provide a list of supplemental readings and/or resources to further enhance the content presented in class and in the text. Because I am a strong believer in the Internet, this list mainly includes web pages.
Accessibility of classroom material ? I try to read class handouts, assignments, illustrations, and posters out load and modify experiential exercises to meet the specific learning needs of all students.
Support Information ? I include my office hours, peer tutoring information, teaching assistant availability, etc. All students should know where they can access help when needed.
Study guides ? Study guides are a fantastic way to provide students with an overview of the key concepts of the material they are learning. Study guides can be presented in a multitude of forms including questions, key concepts, key terms, etc. I often include the making of study guides as a class assignment in which students work in groups to design a study guide for a particular class topic. I too participate by sharing my study guide. In the end, we all share our guides with each other.
Sample Problems ? I find having sample problems available for students one of my most valuable teaching tools. The problems enable them to check their understanding in class and prepare for exams. Reviewing sample problems assigned for homework will also allow students the opportunity to check for understanding.
Location where assignments will be posted ? This could be outside my office, in the library, a website, or any other location to which all students have access. If a student loses an assignment or forgets what the assignment is, he/she will know where to find the information needed. This is particularly helpful when changes have been made to an assignment or the syllabus.
Criteria for assignments ? I find that information regarding what the objectives of assignments are as well as how the assignments will be graded is helpful to me when grading and to the students when completing the assignments
Time frames ? I try to supply students with time frames for long-term projects and studying. These time frames normally take the shape of a graphic representation of when I suggest they begin an assignment or begin to study for a test as well as my expectations for where the should be throughout the semester/term.
Extended time ? Certain students will require extra time on exams and assignments. I try to work these issues out ahead of time with students to ensure that assignments/exams will be completed in the additional time allotted to my specifications.
Homework protocol ? Students should be aware of how the work they complete outside of class will be evaluated or utilized. I also try to provide students with information regarding how to access assistance with home assignments (e.g., study groups) and what the penalties are for not completing homework assignments.
Alternate testing formats provided ? I try to consider alternatives for all students that allow them to present the information they have learned in a manner consistent with their learning style.
Quiet space for testing ? Many students are distractible and should be provided with a quiet, distraction free environment during exams. If this is not possible in your classroom, other arrangements should be made in advance to avoid unnecessary anxiety during the time of the examination.
Assignment choices/Extra credit ? Assignments choices allow students to be creative and to find ways of expressing their knowledge in a manner consistent with their learning style. I try to allow students different ways to present the information they have learned. Extra credit assignments will also assist students who may not typically fare well in the "traditional" classroom. For example, an extra credit writing assignments may provide a student who does not do well on tests a chance to enhance their grade at the same time they are learning more.
Teaching is at times more than a job. Some teachers lack awareness of the types of diverse learning needs within higher education. By designing a course based upon UID or implementing UID techniques, ESL students will no longer need to rely as heavily on support systems that are secondary to primary instructional programs.