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.