Module Link 

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

At Appalachian State University (ASU), Mr. Jeff Goodman uses a model known as the 5E Instructional Model to introduce scientific concepts to his students. This model helps frame instructional practices for teaching course content in the following sequence: engagement, exploration, explanation, elaboration, and evaluation.

He describes his rationale in using the method:

In terms of outcomes, I want my students to be people who are more curious than they were at the beginning, who think that the content that I thought is inherently fun and accessible, that they can hold onto and know at some level.

Mr. Goodman has been ASU for 20 years, and is currently teaching in the College of Education. He took one year to teach high school, and spends one day a week in his wife’s middle school classroom “trying to see if this stuff actually pans out – and it’s hard!”

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Flipping can take many forms, depending on the needs of the students and the instructor, but the basic concept is to push activities that a student can complete on his or her own to prepare for class (e.g. listening to a recorded lecture, watching a video, reading required materials, and/or completing an assignment) outside of classroom time. Doing so reserves in-class time for activities that engage students in the material through a variety of active learning strategies.

This module provides an overview of the flipped classroom design, and provides detail on the many ways traditional classrooms can be flipped to provide greater student engagement. A flipped classroom reflects Universal Design for Learning (UDL) principles, presenting both initial content, and opportunities for application of that content, to meet the needs of diverse learners.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

In this webinar we discuss strategies on engaging learners in remote learning. See below for related resources:

Engaging Learners Webinar Slides

UDL Strategies for Remote Learning

Engage Learners Remotely Website

In this webinar we discuss strategies on engaging learners in remote learning. See below for related resources:

Engaging Learners Webinar Slides

UDL Strategies for Remote Learning

Engage Learners Remotely Website

ThinkUDL is a podcast developed and created by College STAR (Supporting Transition Access & Retention). The purpose of the podcast is to expose listenters to educational practitioners that are implementing UDL at all levels from novice to expert. ThinkUDL is hosted by Lillian Nave who is currently teaching at Appalachian State University. In hosting ThinkUDL, Lillian seeks to discover not just WHAT the guests she interviews are teaching, learning, guiding, and facilitating, but HOW they design and implement it, and WHY it even matters! Topics that have been discused on the show thus far include:

• Why Learn?
• How UDL Values Learners
• Making UDL Work For Everyone

The Three-Block Model of UDL is a framework encom- passing the cornerstones of inclusive education; social and emotional well-being and belonging, inclusive instruction- al practice, and systems and structures. Research indicates the model has significant, positive impacts on students’ self-concept, respect for diverse others, inclusivity, class- room climate, and social and academic engagement while reducing exclusion, and aggressive behaviour. Implemen- tation of the model reduces teacher stress, improves teach- er efficacy relative to teaching diverse learners, and re- quires specific supports for effective implementation.

A “Learning Walk” is a brief, structured school or classroom visit that provides administrators, principals and teachers opportunities to reflect on teaching techniques, learning practices, and student engagement. A "UDL Learning Walk" allows participants to see UDL in action. It helps bridge the gap between theory and practice, engaging teachers, school administrators and district leaders in active learning about UDL.