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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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More manipulatives and multi-sensory learning during math! 

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More manipulatives and multi-sensory learning during math! 

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Expert learning means making non-universal options available to accommodate the diverse range of learners. This means allowing for students to use different outlets to show what they know - for example, a shy student in math may benefit from a Nearpod slide to "draw it out" and demonstrate their learning from the place value lesson.

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When students start feeling frustrated with learning that a break is an option to reset themselves. Allowing all strategies to be accepted in solving

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I took away that an expert learner is not someone who has mastered a skill. It is someone who continues to develop in their professional community, classroom, wherever learning take place. It is becoming more expert.
In my math, I want to use more variability with mediums, more variability with tasks/activities. More CHOICES, but also having to try them all.

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My takeaway from Chapter 2 was that what I once considered an expert has been redefined according to UDL. One may think an expert is someone who has "all the knowledge" of a particular subject. They might consider an expert someone who possess all the skills necessary to perform a task and there is little to no need for improvement. I learned in this Chapter that by UDL standards, an expert is someone who continues to monitor their learning and expand their knowledge or improve their craft. An expert is knowledgeable of their own strengths as a learner and employs those skills to continue to learn and grow. An expert is always looking to grow as a learner. I believe this important to take in consideration for teaching in all subjects. We can all grow as educators and find new methods of instruction to meet the needs of our diverse learners.

JMB

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I recall about three years ago when a group of Pyne Arts staff went to Acera for a few days during the summer.  There were a series of engaging activities involving circuitry that engaged everyone to some extent or another.  One of the key factors that tailored to everyone in the room was the variability in both presentation and access to materials.  One of the activities involved designing a card with circuits, while another was a bit more open-ended and individuals got to take things a step further.  Another part of the engagement here was how challenging it was to "think outside the box".

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I recall about three years ago when a group of Pyne Arts staff went to Acera for a few days during the summer.  There were a series of engaging activities involving circuitry that engaged everyone to some extent or another.  One of the key factors that tailored to everyone in the room was the variability in both presentation and access to materials.  One of the activities involved designing a card with circuits, while another was a bit more open-ended and individuals got to take things a step further.  Another part of the engagement here was how challenging it was to "think outside the box".

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-Matt Putnam

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Proving students with multiple means of engagement is described as offering flexible means and multiple pathways to reach the learning goal so that learners directly experience their own strengths, creativity, and intelligence as they learn. We can help learners become expert by building on their interests and their strengths, by helping them sustain their effort and persistence, and by helping them learn to set their own goals and monitor their progress. These are foundational skills to ensure learning. Providing multiple options for engagement is essential.

This process involves developing interest, purpose, motivation, and, most importantly, strong self-regulation as a learner.

It is important that learning environments support the development of affective expertise for all. Since individuals vary a great deal in the affective resources they bring to any one learning task, this requires providing options that adjust demands and provide support as needed.

In order for there to truly be multiple means of engagement in the classroom, teachers must provide options for recruiting student interest, options for sustaining effort and persistence, and options for developing the ability to self-regulate. What sparks learners' interest and keeps them engaged differs radically from person to person. Providing flexibility in the learning context is essential so each student is able to find an inviting, appropriately challenging, and supportive experience. A universally designed learning environment is planned around learning goals and the predictable range of variability. Teachers take advantage of the built-in range of options in order to calibrate learning for each student.

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The iSolveIt puzzles, remind of ST Math. It is a remediation of sorts in a different format. The visual sense of it and use of puzzles instead of tradition algebraic algorithms. The use of puzzles might allow students who do not necessarily like algebra or deem themselves "bad at math" a welcoming change to the traditional math methods. This can increase participation in algebra and could help to enhance teaching practices. The flexibility of difficulty was also a promising factor. It allows all students at varying levels of skill complete the same puzzles.

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I am a visual learner. Anything new I am attempting to learn or create needs to come with a set of written instructions as well as a visual model in order for me to complete the task to the best of my ability. As a mother of two young children, I am constantly putting together toys for my children. Whenever they receive something new. I put my best effort forward to put the toy together in a timely manner. I always start with the direction. Most directions come with both written and visual instructions. I read the words, take stock of the visual steps and get to work. And nine out of ten times, I am seeking out a YouTube video on how to complete the steps. I need to see an actual person completing the task as well as hear them verbalize the steps. As an ESL teacher, providing information in a variety of forms is essential to learners whose first language is different from English. Depending on their language acquisition level, they need to be supported properly. Presenting information visually with realia and picture models, as well as through written text is essential to differentiate tasks for ELL students. Supports such as listening to information through recorded text is also very helpful in meeting the needs of ELLs.

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An option to provide executive functioning could be through goal setting. This could be seen across the curriculum in different subjects. At the beginning on each month or several weeks, a teacher can conference with students and have them make a goal that they would like to accomplish in the specific subject whether it would be reading comprehension, math related or even writing. The goal could be posted in their notebook or folder for them to see regularly. Along with their goal they could also list a strategy they would like to use to accomplish the goal. The teacher can check in every so often to see the progress towards the goal or if strategies need to be altered. Some options of expression can include drawing, voice to text, typing, handwriting, or multimedia presentations. Setting a goal for yourself and working to accomplish it helps you improve areas of your learning that need remediation. Setting a goal and a strategy to go about it make the learner an active participant in their learning. Having multiple means of expression also helps the learner eliminate the stress of learning gaps that they might have.

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Research has shown that all students benefit from multiple means of representation to create and encode meaning. Learners differ in the ways that they perceive and comprehend information that is presented to them. It is so important that we think of this when implementing curriculum and providing lessons to our classrooms. When given choices on how to show what you know often students are able to provide their best work. They will better engage in that work as well because they are able to show this understanding in a way that fits them.

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As Anthe said above I also thought of ST Math. I think using puzzles helps students who do not feel as comfortable with math. By making students feel more comfortable they are going to be more willing to participate and try out the problem rather than shutting down. All students can at least participate in the skill presented even if they are at different levels.

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I agree with the above answers. The iSolveIt puzzles are definitely similar to ST Math. As a special education teacher, I find that a lot of my students do not feel confident in math. Implementing different math puzzles (all on the same topic) helps reach all types of learners. It also helps students feel more confident with their math skills. I strongly believe that academic material that reaches all types of learners makes students more successful in the classroom.

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I agree with the above answer. Setting goals is an important way to hold students accountable for their actions and learning. Teachers could work with students to make goals of their own. Students could also come up with ways to meet those goals. Another strategy could be that teachers could show how they work towards their own personal goals.

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It is important for students to "find a way into the learning experience" and be able to face challenges and failures. Self-regulation is essential for engagement. Providing options based on interest as well as for sustaining effort is important.
Students need to feel confident going into math. It is easily to feel deflated when approaching math in traditional ways.
The iSolveIt puzzles allow different approaches with is really great for different learners. I also think it helps students go in with more confidence. There is more than one approach that works!

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Organization and goal setting for executive functioning are good ways to have both students individually and the class allow for action and expression as well as monitoring their own progress, tracking their goal path. Allowing multiple ways to show their success, is a way of supporting the student's expression.

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Several years back I took a course with Andrew Chen over at the Butler Middle School, focusing heavily on mathematics instructional methods. The course was rigorous, thorough, and deep. A major takeaway that I had was how much I found myself challenged. For example, everyone would be given a problem to solve and people would randomly be called up to the front of the class to solve it to the best of our ability on the whiteboard. This one time I was called upon I actually had no clue what steps were needed to solve the problem, so Andrew asked me probing questions to build my level of comfort - and my confidence, in turn. It was rewarding because it reinforced the principle that it's okay to not get something as long as you persevere through it. This connects to UDL for me because how we convey what we are trying to teach is the foundation for getting the students to "buy in" and even bother to step further. Sure, many students are bound to be visual learners (most people actually are) but having the variety of pathways to produce this intake of knowledge is going to boost the level of "I can do this" in students.