If you don't know where you are going, you won't know when you get there!

The UDL guidelines are like a map.  It provides guidance and shows you where you are starting from and where you are headed.  You can make choices as you travel.  You can head right or take that second left.  Or you can take that tiny road that you can barely see on the map.  Either way, you go your way, your best way.  This is how we experience life and learning - our best way.

It is an even better trip when you go with your friends - they add a different perspective and a bit of spice.  You may even think about things in a different way.

Apply this map analogy to your classroom and take the trip (with friends) and see what there is to see when you embrace options, any and all.

The UDL is a way to lead your students and allow them to engage, try and experience learning in their best way.  I included a lot of my thoughts on my post lesson plan - it was hard to separate the plan from the thought process.  I needed to allow the students different ways to "Show What You Know".  It is like when women got the right to vote - we all had a voice and a choice of how to use it.  When freedom is applied to learning it opens more doors and minds.

CB tutorial - www.cast.org/teachingeverystudent/tools/curriculumbarrierstutorial.cfm

UDL - my personal strengths and weaknesses

I like to think that I am a creative person.  I try to bring a level of excitement and fun to a classroom. I endeavor to care for treat each child fairly and acknowledge their abilities.

BUT IS IT ENOUGH?

No

To truly be a teacher that represents the best of our profession we must create each lesson with the
consideration of the ways we represent or present the expected learning, the "what", the ways we allow students to express what they are learning, the  "how" and last the ways we engage our students, the "why".

Visiting and revisiting my lesson plans and curriculum barriers sheet I found areas that I do well in and others that I need to up my game.  I felt that my creativity and love of thinking outside the box lends itself to the representation and expression areas of UDL.  Though with in those headings there were areas I need to look at - Cross linguistic understanding and clarifying syntax and structure.  I have not worked in a situation yet that I have had teach a student with an ELL background.  (I am currently taking the ELL class at Cabrini and observed an ESL class at my high school recently so I
 have seen it in action.)  The other area of concern for me was in the goal setting and managing information and resources.  I think goal setting is an important area for students to be trained in.  There are learning goals for the class that are expressed in the standards and objectives of a lesson plan but within those are the individual student's goals that need to be decided and addressed.

The need for Technology in education has been and continues to be a growing one.  The way that the world is developing is about speed in finding and sharing information.  The internet is vital to connecting to the world at large and all that information.  This is basic tool that many schools have and use daily.  I have not experience with other technological devices in the classroom.  I have an Ipad and have seen a student using it as a way to communicate with teachers.  In my student teaching assignment in an ESY program I am looking forward to seeing what they use.  I think that class websites and blogs are a great way for student to share with the world at large and to learn from others.  I think that parents could connect more directly with what their children are doing and interact with their children about their educational experiences.

I felt my biggest area of weakness was in the engagement section 8 & 9, Sustaining effort and persistence and options for self regulation.  I just had to walk away for a few minutes then....hmmmm I wonder if that is a sign?  Are our own personal weaknesses as learners brought to light as teachers?
That is a blog unto itself.  Showing students what effort is and sticking with it even when the going gets tough is a great lesson itself.  (There is also room for self regulation - we all need a break some time!)  Providing self assessment time is vital to a student understanding goals and setting them for himself.  Adjustment and readjustment is necessary in all areas of life and flexibility is a quality that can be taught.

Well, I just did a self assessment and have decided that I am getting too deep into my "weakness" and need to self regulate and move onto my ADJUSTED lesson plan!!! ; )  

Curriculum Barriers - taking down the walls step 1

Looking at some of the barriers that students face inspires me to be more creative in my planning.

When I look back over lesson plans I see some gaps in areas of visual and physical engagement, variety of presentation methods, goal setting and feedback, self assessment and reflection.  I think when I was writing these lesson plans I was thinking of the class that I had at the time that had 3 students with learning disabilities and they were often pulled for reading support.  I feel that now more students are not being pulled out and it is up to the regular ed teacher to make their lesson plans reach the students with learning disabilities where they are.  I always try to bring energy and excitement to the classroom.   The students need to be engaged in their own way and not just ride the wave of excitement only to be stranded on the shore.

I think as a new, first time teacher UDL would be an overwhelming and time consuming process - AT FIRST.  The options for representation, expression and engagement are varied and abundant.  The tricks are knowing your students and finding what works.  Selecting the right means and methods  to start, reach, teach and see their knowledge is the challenge to breaking down the wall.

Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:

Recognition Networks

The "what" of learning

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Present information and content in different ways

More ways to provide
Multiple Means of Representation

Strategic Networks

The "how" of learning

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Differentiate the ways that students can express what they know

More ways to provide
Multiple Means of Action and Expression

Affective Networks

The "why" of learning

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

Stimulate interest and motivation for learning

More ways to provide
Multiple Means of Engagement

Curriculum Barriers template
CAST (2008) Universal design for learning guidelines.

Guided Notes

Guided Notes

What Are Guided Notes?

"Guided notes are instructor-prepared handouts that provide all students with background information and standard cues with specific spaces to write key facts, concepts, and/or relationships during the lecture. {See example on page 5}.
Guided notes (GN) require students to actively respond during the lecture, improve the accuracy and efficiency of students’ notetaking, and increase students’ retention of course content. GN can help organize and enhance lecture content in any discipline or subject area. Instructors can develop GN for a single lecture, for one or more units within a course, or for an entire semester-long course. GN follow the principles of Universal Design for learning—they improve learning for all students."  (Ohio State University website)

As with any method of instruction there are pros and cons.

Pros of Lecturing - Professor has complete control of lesson.  Students will be presented with what he thinks is important. (and only that).  There is flexibility in lecturing.  A professor can go deeper into a subject (or tangent).  The instructor can show his passion about a subject in a lecture and this can be motivating for students.  Lectures can be great as an add on to already presented material in order to explore subject matter further.

Pros of Guided Notes -  Students need to pay close attention during instruction in order to complete notes.  The students that have guided notes can pay more attention to instruction because they are not trying to frantically write everything teacher is saying.  The students are made aware with the notes of what the particular areas the teacher wants them to pay close attention to and what details are important. There are studies that state that students ask more questions and do better on assessments with guided notes used in class.  The use of notes also helps keep the teacher more on task with any presentation of information.  There is room on the pages for notes that students may add facts or points made during instruction.


Guided notes enable the student to focus on the instruction in the room.  The teacher does not need to stop to write or rewrite something on a board or pause with an idea when students fall behind in their writing.  The ability to be making a real life connection to the information adds to a learners grasp of the information.  This allows the student to retain more information and be more knowledgable down the road as they build on that knowledge.

http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf

Toolkits

Showing the process of working within the UDL framework

The people at CAST really support their beliefs.  They do more than talk the talk - they walk the walk.

The Four Steps

*  Set goals - you will not know when you get there if you do not know where you are going.

*  Analyze Current Status - you need to visit your existing plans and your class.  You cannot change the make up of your class but you need to be aware of ways they need their learning needs met.   You should revisit the existing lesson or unit plans.  They may not be bad but what do you need to make them better?  Decide if there anything in your way to making this lesson or unit UDL compliant.  

*  Apply UDL to the Lesson or Unit - decide on your needs for materials and strategies.  Write up the plan and get ready to give it a try.

*  Teach UDL Lesson or Unit - give it a try and then step back and see what you think.  I love the next part of REVISION.  We have the wonderful capability to change.  It is not always easy but the ability to adjust is what keeps things fresh and helps us reach everyone in our classroom. 

Planning for All Learners

(or PAL)

The concept is to plan and develop curriculum in a way that promotes access, participation and progress in general educational for all learners.

The toolkit itself is full of guidance.  There are model lessons, templates and tools as well as links to other teachers that are using the PAL model.  They also provide planning steps and mentoring.  This is key for any educator taking on the daunting task of getting started in UDL.  I look forward to the day when I can be challenged this way!

wiki site for udl and so much more

  If students aren't allowed and encouraged to learn things their way -  they may never be able to truly see, hear or speak their own minds. 

Definition

To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively. 

This definition says it all.  As teachers we accept all that come to us and provide them with what they need to learn.  Each and every day the needs may be different but if we offer a varying diet of activities, opportunities, challenges and supports we can help each student grow to their full potential.   

You tube video by David Rose, one of the founders of CAST - Center for Applied Special Technology.  This provides how it all got started.

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http://m.youtube.com/?reload=3&rdm=mo1vg66ky#/watch?v=MbGkL06EU90

Principles of the Universal Design for Learning Framework

To support recognition learning, provide multiple, flexible methods of presentation To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.  To support affective learning, provide multiple, flexible options for engagement.

The recognition learning is the "what".

The strategic learning is the "how".

The affective learning is the "why".

In the principles, the word flexible is used often.  IF students are  able to show what they know they way they do it best - they have learned so much more than "just the facts".  The "how" and "why" is just as important as the "what".   The students 'learning does not come to us, the teaching must go to them.  We need to open the door or doors to that part of their brain that will access the concepts we put in front of them and then let them have at it.  They should not be afraid to try for in each attempt there is a lesson to be learned. 

Are we "teaching every student"? Can we? How?

I do not think that we are reaching every student BUT...

we can and we must.

In the book "Teaching Every Student in the Digital Age" by David H. Rose and Anne Meyer there is an excellent framework for setting up a class or a whole school of students for success.  The brain is an amazing computer and the way it processes is different in each person.  It is important to realize those differences in order to open the learning up to everyone in a class but using the UDL guidelines there is no need for "differentiation" to be a separate entry in a lesson plan.

In Chapter 2, the division of the brain into 3 networks was eye opening.  The "recognition" or "what" of learning is the actual teaching of the information.  The "strategic" or "how" of learning focuses on the skills and strategies.  The last part is the "affective" or "why" of learning is about teaching the love of learning - enjoying the process and understanding how it fits in life.

"The simple truth is, the natural variety of recognition strengths and weaknesses within a typical classroom prevents any single presentational medium from yielding an unbiased, accurate assessment for the entire class." (Teaching Every Student in the Digital Age. Rose and Meyer 2007).  Assessments are always a trick subject.  Just as every student learns differently they also show their acquired knowledge differently.  

The UDL Class Profile Maker, once set up, is a powerful tool for the teacher to use in analyzing students learning styles, areas of difficulty and monitoring individual and class progress.  There is a place for reflections and guidance provided when a teacher struggles with how to reach a struggling student.      

There is learning in the playing of games and the students are more likely to "play" along.



This is a GREAT video I found on Youtube that shows a UDL lesson.  There is commentary from the members of the UDL staff.  It is 10 minutes long but it explains in detail how the lesson meets the criteria of UDL and shows how to integrate many learning styles into a lesson that works for all.  There are 30 students and 11 different languages!  (2 teachers)

http://m.youtube.com/watch?v=KuTJJQWnMaQ  
                               

"Though each school and district is unique, certain fundamental components are important to implementing UDL throughout a system. Eight key factors that made a difference in Concord, NH form a framework for planning and monitoring progress: technology infrastructure; obtaining and managing digital content resources; administrative support; teacher training and support; redefined roles for special and regular education teachers; a new curriculum planning model; parent and community involvement; and creative funding."  (Teaching every Student in the Digital Age. Rose and MeyerUDL website Chapter 8

Here is the visual representation of the eight key factors for implementing the UDL system.

UDL Unlimited - Delightful - Love it!

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I started on the Wiki site but was very intrigued by the cast site.  Once I got there I wanted to call our IT manager and ask what are you waiting for?

I wandered through the visual and oral presentations on some of what the organization does.  It is amazing.  The research based activities and lesson ideas are inspiring.  The ability to set a lesson up and monitor students' responses, actions and questions all on one site is a time (and paper) saver.  The assistance with making the lesson UDL compliant is a gift.  I ventured onto a Math link.  They mentioned "free iPad games.  I thought I would see what that was all about since the word "games" is always intriguing to kids.

  Next thing you know I have downloaded the MathSquared game (on iTunes and it is FREE).  I started to play.  It was a little frustrating at first, there was not a tutorial so I had to figure it out.  Once I understood how it worked it was great.  If you are struggling there are hints and a "check my work" button that shows what is wrong and then you can correct.  There is a starter level to more complex puzzles/games so the activity can be selected to fit the student's needs.  (I started on the easiest level.)  This app could be a quick warm up activity for any student.  It could be used as a challenging lesson for the advanced learner.  A learner with a physical disability needs to be able to use a touch screen on an iPad.  (This removes the limitations of using a pencil or writing.)  This would allow more students access the math support they need to gain logic, reasoning and problem solving skills and get results in a timely manner.

www.itunes.com go to games and select MathSquared and MathScaled
or

http://www.cast.org/udl/index.html