Based on the framework of three networks of learning: strategic, affective and recognition. Each of these addresses a different area, but it is important for these three networks to interact simultaneously.

 

Changing your aim to get to the kids who are hardest to access. The strategies used to allow the most challenging students to learn, are beneficial for the whole. 

 

UDL helps students maximize their strengths and talents while focusing on their areas of challenge. The strengths and talents will drive their learning. 

 

Where is the time to design these lessons, and the time to allow the kids to master what we are trying to teach them. What supports do we need/will get to change our aim? 

•Highlight what’s working and why

•Provide feedback on how lesson might be made more universally designed

•You can

•Write in margins and/or the blank page provided

•Jot notes on separate paper/post-its

•Create a word or google doc

•Download and annotate the PDF version

•What are you seeing?

•Suggest a possible barrier that could be producing the inequity.

Generate a potential solution to address the barrier

You can create your responses digitally (type, audio, video, etc) or physically (chart paper) and then post a photo of it. 

o   The average person is someone who is successful at the very basic of what we consider life skills. 

o   At our school, it is the kid who does their homework, can read/write, and does their work. Does not go beyond the requirement. 

o   Students are used to being told what to do, lacks problem solving (independent skills). 

o   The factory model encourages followers not creators

·         What judgements are made about students based on average? 

o   Students are viewed as minimally successful 

o   They are easy to work with, they are teachable

o   An ideal student 

o   Good support systems

·         What are the negative implications of teaching to average?

o   Students who are not within the average frame, get sidelined 

o   These could be the GATE students, or the Tier 2/3 students

o   Their needs do not get addressed

The goal is to create lifelong, expert learners. It’s really about eliminating barriers in traditional teaching environments and methods so that learning is accessible for everyone. Our teachers will be able to develop lesson plans and classroom environments that resonate for many different children. So this might mean variability in the activities teachers do in class time, the choice in how kids present the material they’ve learned, and flexibility in how they are assessed to having met the skills or understanding desired. It will look different in every classroom.

We want our kids to be engaged, critical, creative thinkers that are confidently able to adapt and achieve within the changing landscape of the real world, and we need to teach them in a way that fosters that.

Imagine this design being used in a classroom. Students working on the same concept, but showing their learning in various ways. Some may be using technology, others writing, art, or even dance. 

This is UDL. A framework for developing expert learners by changing how they access curriculum and demonstrate their knowledge through choice. 

Implementing UDL allows teachers to really assess what students know. Students can showcase their knowledge in their preferred method. In the classrooms, you will see students choosing how they can show their learning. Talking to your child at home, you will hear about the choices they got to make to learn about the content and demonstrate their understanding. 

We invite you to come to the classroom and check it out!

Hey, so I know there’s a lot on our plates already, but here we go again… another change.This is not a monumental change, it’s a slight adjustment.  Like changing from canned cranberries to homemade cranberry sauce.  It’s a little more work but ultimately more people will partake in the homemade item. UDL is the homemade sauce, it is richer with more texture and variety. 

UDL is not Special Education, nor is it differentiated instruction.  UDL is an approach to teaching that recognizes and addresses the variances among learners so that all have a greater likelihood of success.

GLAD is a wonderful example of UDL.  Students are learning strategically, emphasizing their strengths, and using their power of choice to make them active and engaged learners.

Some of the changes you will see in your classroom will be:

The goal is to produce expert learners.

For you, your goal is to do one small block using UDL during your day and learn to do it well, just like we did with GLAD.  When you feel comfortable, add more UDL to your day/lessons/plans.

We are concerned that too many of our students are passive or disengaged learners who are ill- or unprepared to take responsibility to see out the knowledge and skills they need to be successful and fulfilled

UDL is not just another layer or thing but a way to organize our resources to realize truly effective and best first instruction. Our district has been cited for over identifying our students for special education and this is in great part due to our teachers’ lack of capacity around what best first instruction looks like and how to make it work for the majority of their students. UDL training and implementation will help build their efficacy around helping all of their students realize their potential

Instead of asking the question, “What’s not working IN Johnny?”, it’s asking the question, “What’s not working FOR Johnny?”

Teacher: Hi class!  

Students: Welcome back!  We missed you!!  Sorry about the mess…

Teacher: It’s okay.  Let me tell you about what I’ve been learning these past couple of days.  I was at a conference on Universal Design for Learning, called UDL for short.

Students: What’s that?

Teacher: It’s something we’re going to be trying from now on that will hopefully help each of you become expert learners.  (Sees confused faces)  Don’t worry...we’ll take things slowly.  Think about it this way.  When it comes to learning, everyone has different strengths, and not everyone learns the same way.  So instead of my continuing to teach to one strength, I’m going to be giving you choices in how you learn.

Students: My teacher last year used to do that, too.  I think she called it “differentiated instruction.”

Teacher: It’s similar to that but with differentiated instruction, the teacher is still controlling the choice options.  With UDL, the students are the ones in control of their own learning.  Imagine if I was hosting lunch for all of you.  I’m guessing there are quite a few people in here with different dietary needs and preferences.  So instead of making a different meal for each of you that might be nut-free, dairy-free, gluten-free, and so on; I would instead put out a buffet with many different options for you to choose from.  That way, YOU could be in control of your own food choices and needs.  What would you think if we started doing that with our study of math?

Students: That sounds great!  Ya, let’s try it!

By Monjophy :)