Lab Work
using Principles of Universal Instructional Design (UID)

Instructional materials and activities should	EXAMPLES FOR LAB WORK
be accessible and fair.	Provide written materials and lab instructions ahead of time so that students can properly prepare.
be straightforward and consistent.	Confirm that lab procedures are written in the same sequence in which they are be performed.
provide flexibility in use, participation and presentation.	Offer students alternatives for finishing labs after the customary lab hours.
be explicitly presented and readily perceived.	Check that all drawers, cabinets and shelves are clearly labeled as to their contents.
provide a supportive learning environment.	Avoid teaming the fastest with the slowest students.
minimize unnecessary physical effort or requirements.	Keep clutter to a minimum and ensure safe movement throughout the lab.
ensure a learning space that accommodates both students and instructional methods.	Ask someone who works directly with disabled students to visit your lab room and to suggest modifications, if any are needed.

Top 10 Tips

Consider these principles in terms of physical space and the overall student experience.
Imagine yourself being unable to see, hear, move or otherwise keep pace with others. In this case, what would YOU wish your TAs and instructors would do?
Make yourself available in a variety of ways, for example face-to-face and through email.
Expand your techniques. For example, if you now like to answer questions through words then consider ways to add sketches on the black(white)board to explain concepts.
Ask students for ideas.
Discuss UID and your role with other instructors.
Tell the students what you are trying to do. Mention it explicitly, especially at the first class session.
Ask other instructors what they are doing.
Attend Professional Development conferences and workshops.


	Teaching Support Services • Day Hall, University of Guelph, Guelph, Ontario, Canada N1G 2W1 • 519 824-4120 x52973 • Fax 821-8530