Evidence-based Instruction

Universal Design for Learning: Addressing Barriers-Writing (TEAL)

This facilitated online course provides an overview of the Universal Design for Learning (UDL) framework and guidelines as well as suggestions for applying UDL principles to the adult education context. UDL is a set of principles for designing curriculum that provides all students, regardless of ability, disability, age, gender, or cultural and linguistic background, with equal opportunities to learn.

Universal Design for Learning: Addressing Barriers-Math (TEAL)

This facilitated online course provides an overview of the Universal Design for Learning (UDL) framework and guidelines as well as suggestions for applying UDL principles to the adult education context. UDL is a set of principles for designing curriculum that provides all students, regardless of ability, disability, age, gender, or cultural and linguistic background, with equal opportunities to learn.

Student-Centered Learning: Keys to Motivation and Persistence-Writing (TEAL)

This facilitated online course provides an overview of student-centered learning as well as strategies for moving toward student-centeredness in adult classrooms. Student-centered learning is an instructional approach that focuses on student needs, allowing students to influence the content, activities, materials, and pace of learning according to their interests and needs. In student-centered instruction, the student is placed at the center of the teaching/learning dynamic so that information transmission is secondary to students’ needs, abilities, interests, and learning preferences.

Student-Centered Learning: Keys to Motivation and Persistence-Math (TEAL)

This facilitated online course provides an overview of student-centered learning as well as strategies for moving toward student-centeredness in adult classrooms. Student-centered learning is an instructional approach that focuses on student needs, allowing students to influence the content, activities, materials, and pace of learning according to their interests and needs. In student-centered instruction, the student is placed at the center of the teaching/learning dynamic so that information transmission is secondary to students’ needs, abilities, interests, and learning preferences.

Strategy Instruction-Writing (TEAL)

Strategy instruction is a student-centered and research-based approach to teaching students how to learn. One of the most effective instructional approaches for adults with learning disabilities, strategy instruction centers on helping students acquire the tools and techniques that efficient learners use to understand and learn new material or skills, integrate this new information with what they already know, and recall the information or skill later, even in a different situation or place.

Strategy Instruction-Math (TEAL)

Strategy instruction is a student-centered and research-based approach to teaching students how to learn. One of the most effective instructional approaches for adults with learning disabilities, strategy instruction centers on helping students acquire the tools and techniques that efficient learners use to understand and learn new material or skills, integrate this new information with what they already know, and recall the information or skill later, even in a different situation or place.

Self-Regulated Learning-Writing (TEAL)

This facilitated online course will explore strategies for encouraging students to self-regulate their learning and for applying those strategies to the adult education context. Self-regulated learning refers to one’s ability to understand and control one’s learning behaviors. For a learner to do this, he or she must set goals, select strategies to achieve the goals, and monitor progress toward the goals. In monitoring his or her progress, a learner can determine whether a particular learning strategy is not working and can modify the approach to mastering a skill.

Self-Regulated Learning-Math (TEAL)

This facilitated online course will explore strategies for encouraging students to self-regulate their learning and applying those strategies to the adult education context. Self-regulated learning refers to one's ability to understand and control one's learning behaviors. For a learner to do this, he or she must set goals, select strategies to achieve the goals, and monitor progress toward the goals. In monitoring his or her progress, a learner can determine whether a particular learning strategy is not working and can modify the approach to mastering a skill.

Principles of Learning for Instructional Design (TE)

This course examines principles and strategies addressed in the National Research Council’s Improving Adult Literacy Instruction: Supporting Learning and Motivation. This course supports teachers' understanding of the key principles underlying instructional design that promote learning and strategies for applying those principles in their teaching. Participants will observe these principles in action in adult education classrooms. For those in an induction program, the course should be taken during the Learning step of the Teacher Induction Pathway.

Formative Assessment-Writing (TEAL)

In this facilitated online course, participants will explore strategies for conducting informal and ongoing assessments of adult education students’ progress and use that information to adjust their teaching to ensure that all students learn. Formative assessment refers to both the formal and informal processes that teachers and students use collaboratively to gather evidence of student learning for the purpose of improving learning.