Natalie Cutcher

Encouraging students to think and giving them "permission" to think is key. If they are coming from a lecture-style background, this concept may feel new and unfamiliar. 

Since the active learning style of teaching requires the student(s) to be responsible for their education, it is the instructor's responsibility to explain how it is effective and why it is important. They must care and believe in its value. 

Students who are older, or coming back to the classroom, may not be as comfortable with the active learning teaching style.

​Universal design not only helps those with disabilities, it is mutually beneficial to all users if it makes things easier. Also, a ton of useful guidance when it comes to the creation of our documents. 

Do some research and see what AT are out there. The institution may not have a variety since they buy on-demand versus anticipating various disabilities. 

It's the institution's responsibility to be ADA compliant and we instructors can assist by making sure our materials are accessible. 

Have multiple tools to ensure all students have access to the information you're providing. Don't assume one supplemental option is enough. Also, don't jump to negative conclusion if a student falls behind, it could be a hidden disability at play. 

Lots of traditional testing captures pure memorization and does not show learning. Projects and discussions allow for students to demonstrate their individual application of the learning outcomes. 

A portfolio assessment is new to me - I like how the student has more control over what they choose to submit. That sounds like it would encourage them to be intentional and take more pride in what they include.

When working with a blended course, a single, set assessment may not capture every student's learning. Consider an open ended option that gives them opportunities to apply their knowledge. This is one byproduct of customized learning.