Even though UDL and AT are both beneficial to students, there is a definitive difference between the two. UDL, or universal design for learning, is a framework that is put in place to reach the majority of students, even those in the margins. It is thought about before stepping foot in the classroom, and it starts with the learning environment itself. AT, or assistive technology, is used for students whom UDL does not reach. These students will have an IEP in place as they are exceptional. AT is put in place because of particular students, it would not have been in place before stepping foot in the classroom as is the case with UDL. While UDL can still benefit students with IEP's, they will not be able to reach their full potential without the help of AT.
1. Positive perspectives on parents and families
I feel that parents, families, and communities can make or break your experience as a teacher, so putting in the effort to really connect with them in a positive way is detrimental to both the teach and the student. In order to pull this into my lesson, I will send parents a note home before starting the lesson. This note will explain to them the information that we will be going on for the week and the subjects that we will be touching on. Parents will feel welcome to talk to their kids about experiences they have that may relate to the lesson, such as a time they saw a polar bear in a zoo or watched a documentary. Students can come to school with something to add to the class discussion as opposed to a blank stare. 2. Learning within the context of culture Including the different cultures of those in the classroom is an important concept that all teachers should be doing. It helps students feel validated in themselves and with others, as well as build acceptance in everyone else. In order to bring in my class's culture, I need to first get to know the students in my classroom. I have in my plan that a student is an ELL from a Spanish speaking country, so perhaps I can have more visuals that show just what a polar bear is and what it does. I can also look up animals from the student's home country that could relate to the plot in the story, which has to do with helping abandoned baby animals survive. Drawing on animals that are more familiar to the student can engage him/her more in the lesson.
When a teacher takes into account the fact that learner variability is the norm in the classroom, they have already started taking a UDL approach to lesson planning. Instead of planning a lesson where the teacher is attempting to “shoot for the middle” or “average” learner, the teacher is now considering each student as perfectly capable, just in different ways.
Taking a variability perspective allows the teacher to create the most proactive lesson plan possible-and it all starts with their learning environment. After the learning environment is accessible for various learners and their styles, the teacher might think about goals as more open-ended. Goals and objectives no longer have to be constricting but instead can use general words that allow students to reach those goals in whatever way shows their best work. A variability perspective in a lesson plan shows much flexibility in the teacher and classroom. On my self-guided tour through Milbrook Elementary School, I noticed many great examples of teachers using UDL to cater to learner variability. In terms of engagement, representation, and expression, Milbrook had a wide variety of technology available in the classrooms. This included promethean boards which can be used for all three principles as well as laptops for each student. Another component of UDL that the school addresses is smaller class sizes. Due to them being a Title I school, they get extra funding which they put towards hiring more teachers. This in terms helps each and every student, regardless of their learning style. The teacher has more of a chance to learn how each of his/her students learn when there are less of them, so each student gets more help and attention. One of my favorite things I saw relates to the action and expression principle of UDL. Students are made to be as independent as possible, even at an early age. For example, in my 2nd grade classroom the students all have jobs. There are the device police, the calendar helper, the line leader and so on. This helps students to learn responsibility and have the ability to feel confident and an increase in self-importance.
I’m hoping to see how the teacher plans for the students in her class who have IEP’s or are higher performing. I haven’t had a chance to see her in action, but I am sure there is much more UDL to be seen. If there is one missed opportunity that I could see, it has to do with the cafeteria of all places. When I walked in there, everything just felt empty and drab, as the room was void of any color or inviting features. While some may think that it’s not important how a cafeteria looks or feels, there is much social interaction and learning that takes place there, and thus it is in fact important. I’d like to think more of what my ideas for improvement would be to change the atmosphere. Learner variability is just how it sounds-the way people learn varies. Design and Deliver describes learners as 3-dimensional. Learners can vary not only between subjects in their preferences, but also in their learning environments. There is no one way to cater to a classroom's learning needs, so UDL helps teachers to prepare and be proactive for the variability that will be present. The text also states that UDL allows for a "flexible learning" environment. This proactive look at designing a learning environment allows the teacher to be ready for every learner, no matter their learning preference. Using UDL allows teachers to look for patterns in students' variability which will allow for more effective planning.
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AuthorJunior at Towson University. UDL learner. Cat mom. Archives
April 2016
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