The instructor creates a checklist of both the content covered in the course and the skills practiced within the course. Learners use this checklist to assess their interest and knowledge of each item at the beginning of a course. The instructor then uses these assessments to discuss the learners’ interests and preexisting knowledge around each topic on the checklist.
Co-Curricular (experiences outside of the formal classroom but contribute to student learning) Please contact us at activelearning@uga.edu with an example to include!
Universal Design for Active Learning
Universal Design for Active Learning UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Physical Considerations If handwriting is not required, offer the checklist in a digital format.
Timing & Pacing Allow self-paced completion without a strict time limit. Self-reflection benefits from unhurried consideration.
Social Interaction Allow private completion without required sharing. Use aggregate results to inform instruction to avoid singling out individuals.
Information Accessibility Provide the checklist in a referenceable format before and after instruction so students can track their own growth.
Ways to Participate/Express Allow completion in writing, digitally, or verbally with an instructor or peer.
Online Adaptations
Coming Soon!
Additional Resources
Alhaisoni, E. (2017). Prior knowledge in EFL reading comprehension: Native and nonnative EFL teachers’ perceptions, classroom strategies and difficulties encountered. International Journal on Studies in English Language and Literature, 5(1), 30-41: https://www.academia.edu/download/78138459/4.pdf
