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. I spent a lot of time trying to download Tellagami and spent 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 independent 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? Districts spend significant resources on providing professional learning to teachers. Most urban districts spend between $6,000 and $8,000 per teacher each year on professional learning and suggest that these costs are often underestimated. In the 2007/08 school year, Philadelphia School District spent almost $162 million on professional learning, which included training for teachers as well as release time for teachers and coaches. Yet district leaders often have little information about whether professional learning activities are having the intended impact on teacher practice and student learning. Resources are limited, and information is needed to guide decision makers to use these resources most effectively. Evaluating professional learning can help decision makers determine whether the results warrant further investment to continue or expand the professional learning activities, or whether it is time to discontinue efforts and try a new approach. Evaluation also provides important insight about the strengths and challenges of professional learning and how current efforts can be improved.
What is your school and district doing to evaluate and analyze the Professional Development activities in which you are involved. What are your thoughts regarding the academic returns of greater student achievement on your school and district’s annual investment in teacher professional development? I am a part of a charter school, and my school does not really do anything to analyze the PD activities that I'm involved in. In fact, they often create PDs that go against the very thing that Hanover explains not to do, there are often "one-offs" or PD created by admin only, with no teacher buy-in. Our school would be better off if they had teachers guide the learning of PD based on their needs after data assessments.
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