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UDL Theory and Practice

Chapter 1 – Introduction, brief history and overview of UDL

Key Points

The goal of education has shifted from knowledge acquisition to learner expertise

The focus of UDL has shifted from a focus on helping students overcome barriers to learning to a focus on schools lowering or eliminating barriers to learning

Several critical beliefs undergird the three core principles:

1. No such thing as an “average” learner

2. Learner variability is predictable and expected (therefore we must be tight on learning goals but loose on the means to achieve them)

3. Learner variability with corresponding flexibility

4. Context matters (relationship between learner and context is dynamic)

5. Connecting what we know to be true to a change in practice

6. Emotions matter (emotion organizes, drives, amplifies and attenuates student thinking and reasoning)

7. Attitudes are contagious - To what extent do we convey this and ask the question, “Is yours worth catching?”

Three core principles to Universal Design for Learning that guide the development of expert learners:

1. Provide multiple means of engagement

2. Provide multiple means of representation

3. Provide multiple means of action and expression

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What was the complete agreement that secured Russia's withdrawl of warheads from Cuba

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What was the complete agreement that secured Russia's withdrawl of warheads from Cuba

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Lauren and Jeremy - do you need a moment ?

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Lauren and Jeremy - do you need a moment ?

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Qualities of Expert Learners

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"Understanding rarely changes practice" DR. S
We need to connect what we KNOW to be true to change in practice.  (in other words, when we know something to be true, how have we adjusted our practice?)

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Chapter 2- A Model of Expert Learning

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Chapter 4
UDL
Reflective of the growth mindset domains to successfully develop expert learners.
(Affective )
* Multiple means of engagement are essential to motivate student interest and strengths
* Confidence is more important than competence.
Sheelah

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Changes in the Theory and Practice of UDL:  Creating a goal to "write a story" creates constraints due to the medium of text, while a goal of "create a narrative" provides the opportunity to use any type of media.

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Chapter 1 introduced UDL and provided a broad overview of the key concepts embedded within the framework. The key ideas

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We had a discussion about how the current guidelines are not the original guidelines.  These guidelines were updated to include the highest-level learning goals at the top of the graphic (self-regulation, comprehension, executive functions). We also discussed that the presenters at Hahvahd ensured to move the engagement column to the left as the first column because without engagement, representation and action & expression do not matter. #wickedsmaht

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We understood how the 3 guiding principles-- Engagement, representation ans action/expression are organized so that the highest level learning goals (the top row) are a priority for each. Until the highest level goals are met, it is difficult (or perhaps not as efficient) to implement strategies in the lower rows

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Jeremy Cross  - What does UDL stand for?

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Jeremy Cross  - What does UDL stand for?

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The fastest way between two points is a straight path.  However, that does not always work for a specific student.  We as educators need to provide students with the opportunity to find their own path to the same goal.

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Chapter 4:  This chapter, like many in the book, reminds us of the importance of affective networks in the UDL process.  Helping students develop genuine interest, passion, resilience and self-regulation are at the heart of the system and must be logically anterior to any other interventions.

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Chapter 4:  This chapter, like many in the book, reminds us of the importance of affective networks in the UDL process.  Helping students develop genuine interest, passion, resilience and self-regulation are at the heart of the system and must be logically anterior to any other interventions.

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"to see variability instead of disability, to see curriculum as the problem, not learners".  A significant shift in how some of our teachers perceive instruction and learning.
"Since variability is the rule, providing only one approach automatically means that some students will be forced to wok in a way that is not optimal for them."
Did you see/recognize the Gorilla? What do our learners see in our classrooms?

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A key understaning that emerged for our group was the need to develop a system of expert learning.  Our instructional program must foster expert learners by devloping teachers who can model and mentor expert learning.  Students need to  have opportunities to reflect on what they learn AND how they learn.

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The learning environment is significantly impacted by the complex  and dynamic interplay of the neurological systems of both the learner and the teacher. What this premise supports is the idea that gross oversimplifications result when we think in terms of students who are: smart/not smart, disabled/not disabled or teachers who are: veterans/newbies. 

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The learning environment is significantly impacted by the complex  and dynamic interplay of the neurological systems of both the learner and the teacher. What this premise supports is the idea that gross oversimplifications result when we think in terms of students who are: smart/not smart, disabled/not disabled or teachers who are: veterans/newbies. 

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This chapter made me think about the  implications that learner variability has for curriculum design, effective coaching practices and the design of professional learning for teachers and district leaders. My initial thoughts are that in order for all of  us to move to what the text refers to as "tacit knowledge" of the UDL principles, we have to embrace the context we are living in as a district. It also begs the question, "Do we, as leaders, have the end goal in mind for the different groups of learners involved?" I ask this because we just read about the importance of understanding what a specific task is intending to teach, and ultimately measure. This applies to to our work in that we need to be specific about our plans for our learning as leaders, our plans for the learning of our teachers and our plans for the learning of our students. Another factor is that we need to consider the tangible and intangible environments in which this learning takes place and how do we measure the outcomes of this work?
Additionally, when you think about what the authors suggest as curriculum design, they are really talking about lesson design. Right now, I don't think all teachers feel empowered to create curriculum and that is a goal of mine as a coordinator. How do we balance this empowerment of teachers (and ultimately their responsiveness to the variability of their learners) with ensuring that they understand the end goal (standards) and what work that represents those standards looks like and how do we build in variability to student work? That seems like years of work... I could use some help! Any takers?

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We focused on the importance of students being at the center of learning.  We recognized the  importance of appreciating and developing diversity.  We discussed the challenge of embracing diversity and choice with the reality of testing, stakeholder expectations and other limitations.

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The big take away for me was my excitement to really get to this design phase to help all of our learners attain the goal of "expert learning" by utilizing the UDL networks to address learner variability. A secondary thought was the concept that the affective network/engagement component being prioritized. let's get to analyzing our environments & curriculum to reach all learners ;)!!!

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Our trio engaged in rich discussion on the goal to craft a system that will meet  the goal of ensuring that all of our students and teachers understand the importance of  becoming expert learners.  Further, we discussed what is required  to grow into expert learners including self regulation, efficacy,  goals setting, executive functioning, etc.

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Thoughtful curriculum design and implementation are essential  for effective teaching and learning for all with the focus on the learners needs.

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Expert learning is the goal - flexibility and fluidity throughout classrooms and with the community of teachers who bring differences to the table as do the students-preparation and collaboration is key

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We actually chose three different quotes, but when we looked closely at them, they were all VERY similar in content.  All three highlighted looking at a goal and then EXPECTING and VALUING different pathways for achieving that goal.

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This chapter emphasizes the variability of learning, making the case for the need for UDL and setting the stage for the remainder of the book.

There are three classes of networks for learning:

affective (prioritizing, engaging, and motivating),

recognition (receiving information and making it usable), and

strategic (planning, organizing, and acting).

These classes are located in different parts of the brain, as seen below. Our discussion focused on the complexity of learning, the importance of recognizing the inherent differences in all students AND in all teachers, and recognizing the interplay  student, the environment, and the curriculum.

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Chapter 7-Planning a UDL enviroment and curr is key in order to  create an expert learning system

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Chapter 7-Planning a UDL enviroment and curr is key in order to  create an expert learning system

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Expert learning systems can and do occur in joyful ways without external management. Drawing on these examples can make the initial call to this work less daunting to educators.