Readings & ReflectionsArticles: Ralabate (2022), Universal Design for Learning: Meeting the Needs of all Students. Posey (2014-2023), Universal Design for Learning (UDL): A teacher's guide. Carroll (2022), 7 Universal Design for Learning Examples and Strategies for the Classroom.
I feel like I've been living under a rock, how have I not learned about Universal Design for Learning until now? I know that the guiding principles of engagement, representation, and action and expression are very much imbedded into the every day life of a teacher, I have just never read about this. So there was much for me to learn and share. First off, it seems simple enough to implement on paper: 1. Define the appropriate goals: make sure the goal is open-ended and based around standard, lending to a variety of ways to demonstrate the knowledge. 2. Assess the diverse learner needs: find out what makes the kids tick. What are their strengths, weaknesses, interests, talents, cultural backgrounds, etc? How do they learn best, how do they execute learning plans, how do they communicated, etc? This helps you figure out how to fill in the gaps of the curriculum. 3. Evaluate curriculum barriers: Where is the curriculum lacking? What are the actual barriers of the curriculum? This will give you insights into how you can make the curriculum accessible for all. Then BAM! You can simultaneously create an environment of choice with various and easy access points for all learners in the way they learn best. Yes, simple on paper, but it does seem more complicated in real-life. I see a connection between this learning design similar to this project-based learning (PBL). Back when I taught all subjects, I used that design and I would create a goal that was open-ended and based around standard, much easier to do with science, social studies, and ELA. Then students would be given a variety of ways to show they mastered the goal, and an opportunity to choose their own adventure as well. They were given various ways to learn the content as well, books, articles, videos, hands-on experiences and models. All similar, the only difference was the curriculum, as PBL was it's own curriculum and UDL seems to be a way to help teachers to differentiate their curriculum. Even though these 3 areas for implementing UDL in action seem simple, I think about the contexts of which they must function in a classroom and I am overwhelmed. How does one do this for every lesson? How do you create so many entry points that allow so much freedom to choose the way they show mastery of the learning goal in a timely way? It seems simple with content area such as science, social studies, ELA, and even it the context of this class, but as a math teacher I just need some more ideas on how to give multiple entry points. I know it says to start small with little things like increasing comprehension first, then by adding a varied amount of ways to demonstrate their learning.......but then I'm countered with the thought, but end of year/state testing does not give them this option. It seems unethical when they won't be given that opportunity as the way to demonstrate their knowledge. I feel like as educators the good educator in me says YES, UDL for everything-- learning is more important. The educator in me that is being barked at by administrators and coaches to get them ready for testing and I just don't see how UDL does that says, a little bit of UDL, but then more test prep and deciphering complex language. Yes, UDL might provide them an opportunity to show mastery at a deeper DOK, but will that prepare them for the variables of a RISE test when so much of the state level testing seems to be focused on a child's ability to decipher what is being asked, instead of their ability to actually share and use that knowledge. Having read and reflected on UDL brings up a lot of these complicated thoughts for me. Which of the UDL guidelines are relatively easy to apply to your lesson planning, instructional materials, or teaching practices? Which ones do you find particularly challenging to apply? For the ones that are difficult to apply, what would help you? Engagement and representation seem to be the easiest for me to apply to my practice as a math teacher, however action and expression seems to be the most challenging. As a math teacher I am really struggling to see multiple ways for students to express their knowledge in a timely way. Asking kids to create a video, slideshow, etc. doesn't seem very efficient in terms of class time usage and homework at my school has a very minimal turn in rate, so it would have to be done in class, but so much of class is used to help students learn the concept and pacing would not allow me this additional time to give opportunity to have such variety for demonstrating knowledge. So I guess I'm struggling to figure out how to do this regularly in a math class that has poor homework rates and is limited on time. https://www.cast.org/impact/universal-design-for-learning-udl?_gl=1*50ndoc*_ga*NjExMTQ5ODAwLjE2ODgwNTE5ODg.*_ga_C7LXP5M74W*MTY4ODA2MzgyNC4yLjEuMTY4ODA2NTI3NC4wLjAuMA.. Final ThoughtsAs I've worked through trying to find and download Tellagami and spend countless hours trying to create something engaging on puppet pals, I've resorted to the good old fashioned writing for this assignment. How fitting that I've tried all of these varied representations of my knowledge on the week I finally learn about Universal Design for Learning (UDL). I've learned so much, have been conflicted in so many different thought processes I've gone down, engaged with a few classmates who are also struggling to understand how to find ways to implement access and engagement in the math classroom, and am excited to sum up my learning.
What I've learned about UDL is that it's a learning design that helps teachers to create a more flexible curriculum that engages and challenges all our students. UDL's goal is to minimize barriers and maximize learning, which is where I will focus. How does UDL minimize barriers? UDL challenges teachers to get to know their learners in a way that is meaningful. Who are they? What are their strengths and weaknesses? What is their cultural background and how does that affect the way they learn? How do they learn best? Are they able to follow, plan, and/or execute a learning plan? When you know these things and much more, you know what will help them, what will engage them, and how to make their learning experience better overall. It gives you avenues to reach your learners where they are and to take them on an educational journey. How does UDL maximize learning? UDL address learning in a way that many other learning designs try to implement, which is by making the learning process personalized and engaging. When you find ways to engage your students in learning through modes that interest them, they are more likely to try. I for example, am much more likely to write or make a slideshow. I did try to challenge myself to try a new approach for each project each time, but find myself reverting back to what is comfortable. WOW...now if I have a learning preference and modality, that certainly seems to point to the fact that our students do too! So, when we allow them varied ways to demonstrate their learning they not only work more efficiently, but they also learn more in the process because they are excited to share their knowledge in a way that's meaningful and accessible for them. UDL seeks not only to make classrooms more engaging, but to make it accessible for all students. When you use a variety of approaches, such as digital materials that are easily manipulated to change the format to be more visually helpful or easy to translate, or a video or audio file available, it helps students who may be struggling to read and comprehend. The goal of UDL is to make curriculum more accessible for all students, to look at the current barriers of a curriculum, look at the needs of your students, and to make them work together to create a powerful learning experience. Overall, after further reading about UDL, it seems like the very thing that SPED has been working to get us to to do in our rooms for IEP students: Learn about our students, use this knowledge to empower our curriculum, make the curriculum obtainable for all, and then allow them ways to demonstrate their knowledge. UDL is good for all students, it's just a matter of slowly implementing it over time, so that it's not too overwhelming and time consuming. I am still curious about how to create the environment described in UDL where, "students rarely do the same task in the same way at the same time." (Posey (2014-2023)) The current challenge I see at my school is that many classrooms use direct instruction. I am one of the few teachers who uses a Building Thinking Classroom approach (5th and 6th grade math) and it is very challenging to get them to change their mindset. We start the year with lots of norms, group practice, teambuilding, growth mindset workshops, problem solving strategy games, etc., but the challenge I have found is that students are in the mindset of constantly waiting for an adult to tell them what to do next. So can my students execute a learning plan by themselves yet, no. Do they get better over time, yes... But, how does one organize and plan a math classroom where people are rarely doing the same task in the same way at one time when they do not have those skills yet? How does one move them there in a short year and how is it effective when it feels like they need a teacher lording over them, as most are not concerned with their grades? I know the 7/8th grade teacher have more of my teaching style, so I do my best to create an independet classroom with students working on their own goals, so they can have more success in the following years, but are there strategies and other readings I can read that will help me move along quicker without having to experience my own trial and error?
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