My initial thoughts: As I looked through the different topics on the Iris website, I wanted to choose a topic that I was most unfamiliar about to add to my knowledge bank! I have done a variety of projects and presentations on Differentiated Instruction, so I chose to complete the module on Universal Design for Learning (UDL) in hopes to learn a little bit more about the concept.
Initial thought questions from the module:
1. How can teachers at Sycamore Middle School meet the educational needs of all of their students?
I think that the teachers need to step away from the traditional ways of learning and move towards more of a relational aspect. Meaning, teachers need to take a step back and really let the students lead their own learning. Let them explore concepts individually, in small groups, and as a whole group. Teachers can begin this process by really getting to know each individual child in the classroom. They are new students at the beginning of the school year, so last year’s lessons and plans should not be used with this new group. No two children learn in the same way or at the same pace. Thus, why would they think using last year’s activities would work and be beneficial to the students? Teachers from day one need to recognize the students as individual people and realize that they all have different likes, dislikes, interests, and ways of learning. Once they can answer those questions about each child, then and only then will they be ready to begin meeting the needs of their students.
2. To meet the needs of the widest range of students, what should teachers consider when planning their instruction?
Teachers should consider their students background knowledge when planning instruction. If students are not knowledgeable, at least a little bit, about an upcoming content area, then they will not be successful. Teachers should always pre-assess their students before preparing a lesson. How will teachers know what their students know, without finding out first? And how will they plan lessons without knowing what their students already know about a given topic? Teachers do not want to plan something that is too easy for their class, something that the students fly by, find boring, or doesn’t interest them. They need to plan something that will engage students thinking and something that the children will find meaningful. Something they will be able to relate to their everyday lives and take with them in the future.
Assessment questions from module:
a. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.
What is UDL?:
-UDL is a research based framework for teachers to incorporate flexible materials, techniques and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways.
-Primary objective: to challenge and engage ALL students
-One size DOES NOT fit all!
-Teachers deliver content in a variety of ways
-Students are active learners who engage and analyze the content to gain understanding
-The learning environment encourages students to explore the content based on personal interests, preferences or abilities
-Students are allow to demonstrate their skills and knowledge of content using several methods
UDL benefits all students by: meeting the needs of all students by reducing number of barriers to learning, providing challenging materials to students with a range of abilities, allowing students to learn in according with their dominant learning preferences, and creating alternative ways for students to both receive and deliver information
Three Principles of UDL: a. Presenting information and course content in multiple formats so that all students can access it b. Allowing students alternatives to express or demonstrate their learning c. Stimulating students’ interests and motivation for learning in a variety of ways
b. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?
-Teachers must know what they expect students to learn before addressing the other curricular components.
c. Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each, list any potential barriers and suggest UDL solutions.
Notes on the chalkboard:
Barriers-some students with visual impairments may have difficulty accessing information
UDL Solution-create different ways in which the students can learn the content
Lecture:
Barriers-requires students to hear, identify key points, process aural information, be physically or cognitively able to take notes
UDL Solution-Use materials that are more flexible and that therefore enable them to present concepts in a variety of ways to better meet the needs of a diverse group of learners. Ex: digital texts on a computer screen
Handouts:
Barriers-this requires students to see, decode and comprehend written text and process visual information. Students learn by the limited examples provided in the handout
UDL Solution-provide multiple examples, highlight important information
Internet Research: Barriers-students with visual impairments may be overwhelmed by the content on the internet, there may be over stimulation
UDL Solution-allow alternatives (video or film, audio, television, tactile materials)
Oral Report:
Barriers-students with speech difficulties, oral reports may cause students to become shy or embarrassed
UDL Solution-provide corrective feedback, allow alternatives for student to express or demonstrate their learning (written paper, power point, creating a poster)
d. Describe instructional methods you would use to present the information, assess your students and maintain their engagement during a 2nd grade unit on plants
-Instructional methods to present information: chose a variety of information (for visual learners, auditory learners, tactile learners, and kinesthetic learners). Including printed text, lecture, and hands on activities. Provide time for independent work and group work/discussion. Provide ample opportunity for students to become hands on in center activities and explore for themselves.
-Assessment: observe students by informally assessing them and providing feedback and rubrics for hands on center activities.
-How to maintain their engagement: allow a variety of different ways for the students to demonstrate their understanding, allow for more choice, deliver instruction in a variety of ways, and have a plethora of materials and different assessment tools
e. Help Ms. Hamilton to design a lesson about DNA.
-10th grade biology class
29 Students all together:
12 are visual learners 10 are auditory 7 are kinesthetic learners 2 students struggle with reading Several students have difficulty planning and organizing writing assignments
Learning Goal-Students will learn about and present information about the structure of DNA
Focus-DNA
Materials-textbook (print and digital), images of DNA with audio descriptions, printed and digital outline with key information highlighted to accompany lecture, center materials, video with closed captioning, microscopes and DNA slides,
Instruction Methods-for students who are visual learners, provide printed materials, videos and pictures. For students who are auditory learners include lecture in the instruction and small group instruction. For students who are kinesthetic learners be sure to allow time for movement and exploration. Let the students be active in their learning through hands on activities or centers.
Allow for some whole group time to summarize information providing examples of DNA, relate to the students lives, writing important key vocabulary words and concepts visibly where students can see them. Show video of the structure of DNA, provide time for small group work and center activities.
Have microscopes and DNA slides for students to observe and explore. Students can create posters, papers, or computerized presentations of the structure of DNA.
Assessment- use rubrics for center and hands on activities. Provide feedback to small groups who are discussing. Allow students to present their understanding in a variety of ways (for students who have trouble organizing their writing, they may want to create posters or computer created presentations).
http://www.iris.peabody.vanderbilt.edu/udl/cresource.htm
Module: Universal Design for Learning: Creating a learning environment that challenges and engages all students.
My initial thoughts: As I looked through the different topics on the Iris website, I wanted to choose a topic that I was most unfamiliar about to add to my knowledge bank! I have done a variety of projects and presentations on Differentiated Instruction, so I chose to complete the module on Universal Design for Learning (UDL) in hopes to learn a little bit more about the concept.
Initial thought questions from the module:
1. How can teachers at Sycamore Middle School meet the educational needs of all of their students?
I think that the teachers need to step away from the traditional ways of learning and move towards more of a relational aspect. Meaning, teachers need to take a step back and really let the students lead their own learning. Let them explore concepts individually, in small groups, and as a whole group. Teachers can begin this process by really getting to know each individual child in the classroom. They are new students at the beginning of the school year, so last year’s lessons and plans should not be used with this new group. No two children learn in the same way or at the same pace. Thus, why would they think using last year’s activities would work and be beneficial to the students? Teachers from day one need to recognize the students as individual people and realize that they all have different likes, dislikes, interests, and ways of learning. Once they can answer those questions about each child, then and only then will they be ready to begin meeting the needs of their students.
2. To meet the needs of the widest range of students, what should teachers consider when planning their instruction?
Teachers should consider their students background knowledge when planning instruction. If students are not knowledgeable, at least a little bit, about an upcoming content area, then they will not be successful. Teachers should always pre-assess their students before preparing a lesson. How will teachers know what their students know, without finding out first? And how will they plan lessons without knowing what their students already know about a given topic? Teachers do not want to plan something that is too easy for their class, something that the students fly by, find boring, or doesn’t interest them. They need to plan something that will engage students thinking and something that the children will find meaningful. Something they will be able to relate to their everyday lives and take with them in the future.
Assessment questions from module:
a. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.
What is UDL?:
-UDL is a research based framework for teachers to incorporate flexible materials, techniques and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways.
-Primary objective: to challenge and engage ALL students
-One size DOES NOT fit all!
-Teachers deliver content in a variety of ways
-Students are active learners who engage and analyze the content to gain understanding
-The learning environment encourages students to explore the content based on personal interests, preferences or abilities
-Students are allow to demonstrate their skills and knowledge of content using several methods
UDL benefits all students by: meeting the needs of all students by reducing number of barriers to learning, providing challenging materials to students with a range of abilities, allowing students to learn in according with their dominant learning preferences, and creating alternative ways for students to both receive and deliver information
Three Principles of UDL:
a. Presenting information and course content in multiple formats so that all students can access it
b. Allowing students alternatives to express or demonstrate their learning
c. Stimulating students’ interests and motivation for learning in a variety of ways
b. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?
-Teachers must know what they expect students to learn before addressing the other curricular components.
c. Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each, list any potential barriers and suggest UDL solutions.
Notes on the chalkboard:
Barriers-some students with visual impairments may have difficulty accessing information
UDL Solution-create different ways in which the students can learn the content
Lecture:
Barriers-requires students to hear, identify key points, process aural information, be physically or cognitively able to take notes
UDL Solution-Use materials that are more flexible and that therefore enable them to present concepts in a variety of ways to better meet the needs of a diverse group of learners. Ex: digital texts on a computer screen
Handouts:
Barriers-this requires students to see, decode and comprehend written text and process visual information. Students learn by the limited examples provided in the handout
UDL Solution-provide multiple examples, highlight important information
Internet Research:
Barriers-students with visual impairments may be overwhelmed by the content on the internet, there may be over stimulation
UDL Solution-allow alternatives (video or film, audio, television, tactile materials)
Oral Report:
Barriers-students with speech difficulties, oral reports may cause students to become shy or embarrassed
UDL Solution-provide corrective feedback, allow alternatives for student to express or demonstrate their learning (written paper, power point, creating a poster)
d. Describe instructional methods you would use to present the information, assess your students and maintain their engagement during a 2nd grade unit on plants
-Instructional methods to present information: chose a variety of information (for visual learners, auditory learners, tactile learners, and kinesthetic learners). Including printed text, lecture, and hands on activities. Provide time for independent work and group work/discussion. Provide ample opportunity for students to become hands on in center activities and explore for themselves.
-Assessment: observe students by informally assessing them and providing feedback and rubrics for hands on center activities.
-How to maintain their engagement: allow a variety of different ways for the students to demonstrate their understanding, allow for more choice, deliver instruction in a variety of ways, and have a plethora of materials and different assessment tools
e. Help Ms. Hamilton to design a lesson about DNA.
-10th grade biology class
29 Students all together:
12 are visual learners
10 are auditory
7 are kinesthetic learners
2 students struggle with reading
Several students have difficulty planning and organizing writing assignments
Learning Goal-Students will learn about and present information about the structure of DNA
Focus-DNA
Materials-textbook (print and digital), images of DNA with audio descriptions, printed and digital outline with key information highlighted to accompany lecture, center materials, video with closed captioning, microscopes and DNA slides,
Instruction Methods-for students who are visual learners, provide printed materials, videos and pictures. For students who are auditory learners include lecture in the instruction and small group instruction. For students who are kinesthetic learners be sure to allow time for movement and exploration. Let the students be active in their learning through hands on activities or centers.
Allow for some whole group time to summarize information providing examples of DNA, relate to the students lives, writing important key vocabulary words and concepts visibly where students can see them. Show video of the structure of DNA, provide time for small group work and center activities.
Have microscopes and DNA slides for students to observe and explore. Students can create posters, papers, or computerized presentations of the structure of DNA.
Assessment- use rubrics for center and hands on activities. Provide feedback to small groups who are discussing. Allow students to present their understanding in a variety of ways (for students who have trouble organizing their writing, they may want to create posters or computer created presentations).