Lecture Guide
using Principles of Universal Instructional Design (UID)

be accessible and fair.

• Speak loudly, clearly and at a pace suitable to the group and material.
• Make eye contact with individuals or, in the case of a large lecture, throughout all parts of the room.

be straightforward and consistent.

• Your lecture topics should be consistent with what has been announced in the course outline or other published course schedules.
• Announce your logic structure as appropriate, for example a chronological approach to "x" or deductive examination of "y".

provide flexibility in use, participation and presentation.

• Use visual aids to expand on main points. For example you can open the lecture with a bulleted list showing main points to cover that day.
• Provide on-line alternatives to your lectures so that a student can capture at least the main points through self-study.

be explicitly presented and readily perceived.

• Define technical terms the first time they are used; avoid lingo, culture-specific language, unusual abbreviations or too many acronyms.
• Clearly identify major topics so that students can understand the relative importance as well as the relationship of topics.

provide a supportive learning environment.

• Tell your students such personal items as (1) your teaching philosophy and (2) channels for help with the course.
• Use encouraging words and tone.
• Eagerly seek ways to include students who otherwise may be marginalized -- for whatever reason.

minimize unnecessary physical effort or requirements.

• Consider your classroom in terms of lighting, physical space, entrances and exits -- and what you can (or cannot) do to improve conditions.
• Ensure that guest speakers are aware of the needs of your students and your concern for accessibility.

ensure a learning space that accommodates both students and instructional methods.

• Encourage students to ask questions as they think of them rather than at the end of the lecture, when the "teaching moment" may have passed.
• Consider making a videotape of some of your lectures; ask professionals in the field of disabilities to review your presentation and to offer coaching as appropriate.