Jessica's Blog
Universal Design for Learning is an approach to teaching that makes learning accessible for all students. The most important aspect of UDL is that it does not matter how students reach the goal, what matters is that they reach it. Within the classroom UDL is implemented for all learners, while AT is for students that need the extra support. Without AT in the classroom all students would not be able to utilize UDL. Therefore, AT and UDL work together for all students to reach their best potential and a common goal.
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After attending Dr. Nelson's seminar I have found that by having culturally responsive practices incorporated into my everyday teaching the classroom will be an environment that is comfortable for all learners. Communicating High Expectations was one of the practices that Nelson discussed. This is when all learners are receiving the same message that they are expected to reach the high standards presented to them. This needs to be presented to all students in the same manner. The educator needs to keep in mind that all learners are different and come from different backgrounds but they are all capable of achieving these high expectations. For my own lesson plan I will have one student read the objectives aloud to the class. Then as a class we will discuss how we can achieve this. As the teacher I will be sure my students know what I expect of them. Only when the standards are met is when the praise will be given to the students. Another practice that Dr. Nelson talked about was Student-centered instruction. This is different than traditional instruction because this type of learning is more collaborative. To encourage a community of learners in my UDL lesson plan I will conduct student sharing time. Students will be creating posters or charts of the main story elements they found in a short story. Afterwards they will be sharing them with their classmates.
What is mindset?
Mindset is the way the students view their learning, and the way they think about their learning process. With mindset there is an understanding that intelligence can be developed. In this setting students know that they are focusing on their improvement. With the growth mindset students are not worrying about how smart they are, just about how far they have come and where they can get to. How does this relate to UDL? To formative assessment? This relates to formative assessments because it is an ongoing process. This is about the students process of knowledge development. Like UDL there is room for the educator to strengthen their practice by thinking outside the box and knowing that all learners can reach their highest potential. With this growth mindset mentality teachers are aware that all learners are going to be on different levels but their own success is what is being measured. Top ten list for writing goals the UDL Way!
1. Clearly defined. 2. Focus on the lesson purpose, not just the activity. 3. Include specific, definitive actions. 4. Determine if the goal is flexible or constricted, if constricted provide scaffolding. 5. Keep assessments in mind. (Formative and summative). 6. Make the goals meaningful. So the students will become more engaged. 7. SMART- Specific, Measurable, Attainable, Result Oriented, and Time Bound. 8. Overarching (4-5 weeks). 9. Provide multiple ways to achieve the goal. 10. Recognize barriers. (Ralabate) 2. How does a taking a variability perspective impact your lesson planning? Taking a variability perspective impacts my lesson planning in many ways. All learners have different styles or preferences even though the process is the same. Because all learners differ in their styles it is important to understand the three key brain networks in learning, and their roles. On page 53 in Ralabate’s book the three networks were described. The affective networks help learners to initiate actions and respond based on how they feel about what they perceive. The recognition networks control how the information is perceived, which is influenced by context. And lastly, the strategic networks plan, organize, initiate, sequence coordinate and monitor purposeful actions. By having knowledge of these brain networks, and their roles in learning it will help to provide an environment that will hold all students to a high standard and give them the support to reach their fullest potential. Taking a further look into each network according to Patti Ralabate, the affective network, is applying the principle of engagement. This means that when preparing lessons I will need to keep in mind to provide options for self-regulation such as developing self-assessment and reflection. With the recognition network, providing multiple means of representation. Such as providing options for language, mathematical expressions and symbols. Lastly, strategic networks, providing multiple means of action and expression. With my lessons I will need to remember to have options for physical actions. This can be optimizing access to tools and assistive technologies. What is Learner Variability? How can UDL help educators to plan for learner variability?
When watching the video Todd Rose opened talking about a myth known as “the average learner”, and how “when creating a classroom oftentimes the variability is ignored and the diversity of the classroom (Todd Rose). Todd Rose compared variability, to a shoe. To imagine a world where everyone had to wear the same size shoe. He asked how each person could reach their full potential as a sprinter if they all had to wear the same shoe. He pointed out that people don’t have a hard time recognizing that everyone has different shoe sizes, but they fail to realize that no one’s brain is the same. Just like no one’s brain is the same, no one learns in the same way All in all, learner variability is “seeing that learners are all three dimensional” (Nelson,p 31) And how the way a student learns depends on their relationship with the environment and the instructor. Therefore, UDL can help educators plan for variability because it helps them to create lessons that are friendlier to various types of learners. And learners who have varying relationships with the environment and instructor. By encompassing all aspects of UDL into a classroom the learning becomes far more beneficial. “Instructors can see that a learning environment can affect learning through the design and choice of flexile resources… while limiting barriers.”(p31). This to me is the best way to describe what variability means, to make all learners comfortable and reach their highest potential the way that works best for them. 1. Why is it important to consider the design of your learning environment? Focus on classroom space, procedures and teacher behaviors observed today.
There are many reasons why the design of a learning environment is very important. For the physical space it is crucial that an educator keeps in mind if there are any students in the class with a mobility device if so, the desks or tables need to be spread wide for easy access for all students. Along with easy access Loui Lord Nelson talks about having the desks set up in a way that will allow collaborative work. She explains that students need opportunities to debate, discuss and challenge one another. Within the learning environment there should be flexible resources for students to use, meaning the resources that are available can be used in many different ways. While observing at Prettyboy Elementary I saw three classrooms that had learning environments that would work well for all different learning styles. In all three of the classrooms there were large carpets for group discussions. While in group discussions the teachers were sitting on the floor with the students and did not make it seem like they were lecturing. The desks were also all arranged in small groups for students to work together on assignments. In one first grade classroom that I was in the students told me that their seats change weekly, this is great because they get a chance to see the class from different angles as well as work with new classmates. Also, around the classes the materials were at a level that students could reach them. This lessened the amount of distraction and allowed for students to take control of their learning. 2. How do learner centered environments impact the experience of students? Learner centered environments impact the experience of students because the way a student feels in the classroom can determine how well they will end up doing. Students need to discover on their own and work in small groups. Teachers can not always be lecturing at the front of the classroom, a teacher should make the students feel empowered and guide them through. |
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April 2016
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