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Universal Design for Learning: Theory and Practice (text) 

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Universal Design for Learning: Theory and Practice (text) 

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Theory and Practice. By Anne Meyer, David H. Rose, and David Gordon.

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Intro Video Recording (Google Log-in Required)

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Intro Video Recording (Google Log-in Required)

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It impacts my thinking by presenting questions. As I plan for a lesson, or reflect on a lesson, I now find myself asking, "does this motivate my students?" "Does this structure appeal to all of my students? Will this design be accessible across learning levels and styles?"

While setting goals has always been a key component of my lesson planning, Chapter 2 has highlighted the importance of developing strategies to meet those goals.

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It's important for kids to be motivated and have a goal they're trying to reach with their learning. They need to recognize what they need (tools, prior knowledge, etc.) to reach the goal and plan a strategy. This might impact my teaching by helping me to model how they should approach different learning tasks.

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One element of expert learning that pops out to me was helping create purposeful and motivated learners. These kids were super on task, and even when one of the girls got discouraged because the boy was questioning her, she took a moment, recovered, and with support of her peers, continued pressing on. When the boy realized he was wrong, he didn't give up either, but rather continued trying to make meaning with the help of his peers. The kids had also shown elements of being strategic learners, splitting up and coming together to share their ideas, abandoning plans that didn't work, and using a variety of strategies. Going forward, I'm thinking about how to allow kids to struggle through without getting frustrated. (One of the discussions we had as a group was about how to avoid losing kids who struggled with it.). I happen to have a "high" math intervention group, so I tend to let them struggle, but circulate to help small groups and pull the class together periodically for whole group shares. This works, but I would like to help the kids have productive conversations with one another, help one another struggle, make plans together, and more.

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Growth mindset was key in this chapter.  It is clear that it benefits both the student and the teacher.  Being self-aware of one's strengths and weaknesses allows progress to be made toward a common goal.

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In order to become expert learners, motivation is key. When students are motivated enough, they will sustain effort and persistence that’s required when learning. Through struggling, they will work together or independently to use evidence and adjust their thinking as needed.

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The concept of Expert Learners in the classroom brings MOTIVATION to mind. How can I get the students to be motivated by discovery? What would that look like in writing classes? I think that we forget that teachers fall into the same category-- that we need to continue to develop as learners WITH our practices and students. - Tiffany

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After reading/discussing Chapter 2, most of my takeaways would be questions.
How do I encourage all students to be self motivated especially after the past year and a half of remote learning?
What is the best way to probe students beliefs about learning?
Will this work for all students, or will students motivation be the same?
How will I plan lessons that will meet EVERY learners needs?
Will I be successful in developing learning goals to monitor student progress?

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Maura

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My teacher education program was very good about providing us multiple means of showing information. We had textbook readings, readings of literature and research, in class model lessons by our professors, videos of model teachers implementing strategies, and in school experiences watching strategies being implemented in person. We also had gradual release of responsibility getting to implement strategies either theoretically through writing lessons, in a controlled environment with our peers as "students," and with real children. I was a bit overwhelmed because we were expected to do ALL of it, rather than make a choice in a more traditional UDL sense. So for my students, I will try to keep this in mind and offer multiple ways to access information, but not make every way required. That way they can be invested in the learning and therefore more engaged, but not overwhelmed like I often was.

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iSolveIt helps students overcome the typical barriers. It is a flexible way to address these barriers. There are multiple means of engagement. It could impact teaching by incorporating more iSolveIt puzzles. It would impact teaching because students can build perseverance with puzzles. If students learn to persevere, they would be more willing to try difficult tasks which relates to their academics.

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I have had some classes where teachers have provided UDL. When asked to read articles for a class, the professor provided the article as a handout (physical copy). The article was also posted online for us to read, along with a link that the article read aloud. The read aloud was not available for every article. However, the professor found multiple ways to provide the same information to us. We practiced testing/concepts/activities in the classroom with each other before working with students independently. The collaboration piece was helpful to hear other opinions or ways of solving. I’d like to provide the same for my students.