Universal Design for Learning

1.  Guidelines currently using:

 

Guideline 7:  Engagement

I currently recruit interest in a variety of ways.  Obviously, there is a curriculum by which we need to comply and I do not offer choices on that aspect.  During the lesson, we do go through some direct teach and teacher walks around to check for understanding.  Typically, however, depending on the lesson, students are given options in terms of products.  Although, the product itself might be the “same”, students have choices within the product to elicit interest.  For example, when students work on a Google slide presentation, they are given options of resources to use.  In addition, they have free reign over their presentation and the elements presented in the elements.  I feel however, that given what I have just stated, perhaps, a better way to recruit interest is to allow them to create a product of choice, such as, a diorama, an essay, a podcast or something similar, that allows them to present the information based on their interests.  The instructional goals are always relevant.  For example, in science class, students learn about the moon phases, or newtons law, which always has a lab activity that goes along with the instruction.  In mathematics, teachers introduce ramps and mountains to determine slope.  Financial literacy is used daily, whether for school fundraisers or at the store.  Social studies always introduce current events and even conduct their voting for student council during class.  The problem here, is that not everyone feels that the concepts are relevant.  For example, students may claim that they will never use math in real life as they want to be hair stylists or the weather, since they won’t be meteorologist.  In this case, we need to provide meaning instruction and recruit interest in the learners by providing them different modes of learning.  I always create an environment where every student feels safe.  I have always implemented a strategy that works beautifully, and that is, to treat each student with the same regard.  Regardless of background, ethnicity or gender identification it is important that students feel that they are not an outcast or being singled out.  In the classrooms we provide students with different sensory simulations to learn concepts.

Guideline 8:  Sustaining Effort & Persistence

In the classroom I currently use prompts and scaffolds for visualizing desired outcome.  We always build on previous knowledge to learn new concepts.  I always model and demonstrate the desired outcome.  I do not however prompt or require learners to explicitly formulate or restate the goal, nor do I display the goal in multiple ways.  I currently differentiate instruction for learners.  For example, students that are special ed use manipulatives or other means in which they can solve the same content.  ELL students are also allowed to use tools in the classroom, such as a Spanish-English dictionary.  The degree of difficulty rarely changes, in that students are given what is deemed difficult for them, if you will.  For example, an ELL or special education student will be given reading passages that may have a lower Lexile level, but to them, the passage will still remain difficult.  As teachers, we make allowances for their work and reward students’ grades on effort and improvement.  We encourage students to want to succeed and allowing these improvements motivates them to want to continue to improve.  Otherwise, students will feel exasperated and deflated causing a negative reaction.  The most important process for most students is collaboration.  We promote collaboration in varied ways.  For example, there are times where students are assigned a group that has been intentionally selected based on strengths and weaknesses.  Other times, we allow students to select the group members.  I always hear that students learn from their peers and I agree with that statement, so it is fundamental to provide opportunities for the learners to engage in productive conversation in the classroom.

Guideline 9:  Self-Regulation

In that classroom we provide some aspects of self-regulation, such as providing students with guides and checklists to monitor their learning and their goals.  We also provide a journal entry, a writing prompt, at the end of lessons so that the learner self-reflects upon the lesson and their learning of concepts. We help students in managing frustration by having them take mental breaks.

Guideline 1:  Representation

Currently in the classroom the display of information varies.  For example, we use multi-colored pens and highlighters as part of the tools that students use daily.  The presentations speed varies depending on the student population.  For example, if students need more time in a particular slide, we afford them that time.  When it comes to videos, typically, the speed is pre-set, however, what we do have are stopping points to allow for whole group discussion.  This includes descriptions for images or the graphics presented in presentations or videos.  We do provide visuals, such as diagrams and t-charts.  We also provide students with manipulative so that they are able to synthesize and simulate the concepts being learned.

Guideline 2:  Language & Symbols

As part of lesson, I do pre-teach vocabulary and symbols to build on learners’ prior knowledge.  We do highlight synonyms, if you will.  For example, in math situations we do explain and highlight key words such as “same as” means the same thing as equal to.  We also use symbols to replace words with symbols when available.  Students have learned to highlight structural relations to make content more explicit.  This allows them to make connections to previously learned structures.  Students are allowed to use varied representations of assignments.  If students choose, they can display their work via a graph or essay, although, it is not always done.  Students are allowed to make all key information in their dominant language, to later be translated to English.  I do work in a middle school, where there are no bi-lingual classes, instead they are ESL classes, which means that we need to teach predominately in English, with language support.  We do support learners with gestures, visuals such as pictures, videos, graphs and tables.  We present key concepts in illustration, diagrams, tables and models.

Guideline 3:  Comprehension

In the classroom it is important to build on prior knowledge.  As a result, the learning in the classroom is activated by prior knowledge.  We use organizers such as KWL chart or whole group discussions to establish prior knowledge.  We highlight and emphasize on key words and key elements.  We use graphic organizers to identify key ideas and relationships.  I also provide options for students to organize their information, including the chunking the information into smaller elements.  We highlight information to establish sequence of concepts.  We use mnemonic devices to help students strategize problem solving.  We also revisit key ideas through bell work that links the new ideas to be introduced.  Although many problems come with many distractions, I do help students identify distractors as part of the test taking strategies.

Guideline 4:  Physical Action

In the classroom we currently provide alternate keyboard commands for mouse use.  For example, we use Control “B” to bold and unbold. 

Guideline 5:  Expression & Communication

Students in the classroom do use manipulative, such as 3-D models, they are not used as often as they can be used.  When students use Google docs or Microsoft Word, students have spellcheckers and grammar checkers.  Students are provided with sentence stems to assist in their understanding.  I continuously differentiate instruction where students gain the same understanding using different approaches.  Students are always provided with scaffolds as we build on prior knowledge.  Students are often provided with multiple means of solving solutions.

Guideline 6:  Executive Functions

In the classroom, we provide prompts and scaffolds for students, we provide models and examples of the process and the concepts.  I post goals, objects and schedules where are easily viewed by the learner.  I also use the “catch and release” concepts used for stopping points to reflect on the learning.  We currently use graphic organizers and templates for data collection and organization of information.  In the classroom we ask questions for reflections and self-monitor their learning. 

2.  Which of these could I add right now to my teaching practice?

 Guideline 8:  Sustaining Effort & Persistence

 Currently, although I do not require the learners to explicitly formulate or restate the goal, I could definitely have them formulate or restate the goal by having students write goals daily, in their own words.  This will allow me and then to know whether they understand the goals.  In addition, I can already engage learning in assessment discussions in what constitutes excellence and I can already have them give me examples of these assessments and have them connect those discussions to their cultural backgrounds and interest. 

Guideline 1:  Representation

Things that can already be implemented in the classroom are the size of text, images, graphs and tables.  We can provide visual that are equivalents for sound effects and alerts.  We can also provide auditory cues for key concepts and transitions in visual information.

Guideline 2:  Language & Symbols

In terms of vocabulary, I could already embed support for vocabulary by providing hyperlinks or footnotes to explain word meaning.  We can also implement highlighting transition words in essays and concept maps in the classroom.  We can already implement symbolic representations in the form of comic strips and storyboards.

Guideline 3:  Comprehension

Although, I haven’t explicitly made cross-curricular connections, I can absolutely begin to do implement the concepts using cross-curricular connections.  I can implement prompts for each step in the process.  I can also implement checklists or sticky notes.

Guideline 5:  Expression & Communication

Although we currently do not use social media and interactive web tools for discussion or chats, I can use Google classrooms to begin creating discussion forums.

Guideline 6:  Executive Functions

I ca already include guides and checklists for scaffolding goal-setting.  In addition, I can break long-term goals into short-term achievable goals.  I can already embed prompts for categorizing information and provide checklists and guides for note-taking.  I can begin using representations of progress, such as photos and graphs.  We can also include differentiated models of self-assessment.

 

3.  Which of these looks great, but I might need some help to implement?

Guideline 8:  Sustaining Effort & Persistence

Although, I love the idea of providing feedback that models how to incorporate evaluation, including identifying patters of errors and wrong answers, I feel that perhaps, this is something that I need a little help with.  I provide feed identifying errors, but sometimes I feel that I lack in having the learner evaluate their errors and patterns. 

Guideline 3:  Comprehension

Although I do provide exploration to new understanding, I feel that I would like to learn different interactive models that guide the exploration and new understandings.  I would also benefit from learning concept maps that are specific to certain concepts.

Guideline 5:  Expression & Communication

Although I love the idea of using wikis and other web applications, the district has filters that do not always allow such tools.  This however can be an easy fix.  I will contact the technology department for some help.  I would also need administrative and teacher support to help with providing students with differentiated mentors.

Guideline 6:  Executive Functions

I need a little help from administrators to bring in coaches and mentors to model the think-aloud process.  However, this is a concept that we do daily.  With that said, I understand the importance of students viewing other ways of modeling the think-aloud. 

4.  Indicate what you would like to explore more in terms of implementing UDL

 Guideline 9:  Self-Regulation

Although, we do provide students with frustration strategies that we can use in the classroom to develop internal controls and coping skills within the learner.  I would also benefit from learning about feedback displays.

What I found on the web in regards to having strategies for self-regulation or coping skills are many.  I found that Baldwin County Public Schools has a compilation of different strategies and tools obtained from different resources.  It provides ways for teachers to help students cope with different emotions.  It has strategies on activities that teachers can use to help destress a student who is struggling not only with the assignments, but with emotions as well.  It discusses the different ways to initiate a conversation with students and re-enforce positive talk.  It provides choices of words and phrases to use in the classroom and with students.  It also has reflection writing pieces for students so that they become aware of their emotions.  It also provides a list of books that help students cope with different variables that students might be experiencing.  In all, it is a all in one tool box.  One is able to hit the link and find a multitude of tools.

Link:  The Coping Skills Tool Box

Guideline 2:  Language & Symbols

I would like to learn more about how to embed support for unfamiliar references, such as how to embed domain specific notation and the kind.  Currently, I am a math teacher and learning about embedding unfamiliar references would definitely help support student learning.  I would also like to use Text-to-Speech for student use and automatic voicing with digital mathematical notations. 

I found a great website that helps teachers embed support for unfamiliar references, such as context clues.  It also references digital text, where the teacher can embed links to definitions, antonyms, images, audio explanations or a visual thesaurus.  It also discusses the use of different devices to meet the objective. 

 Link: Using Context Clues to Understand Word Meanings

I also found through the same website an article on embedded supports to differentiate instruction for struggling learners.  This page discusses building background knowledge as an element to support unfamiliar references.  It discusses pre-teaching vocabulary and explicit instruction of key vocabulary words.  It provides examples of how to use technology, such as the use of online reference materials and multi-media supports, such as videos, animated illustrations, how-to diagrams and other visuals.

Link: Embedded Supports to Differentiate Instruction for Struggling Students

Guideline 3:  Comprehension

I would like to learn the multiply entry points to a lesson to explore new understandings. 

Education.org is a great web-page that provides information on entry points for the learner.  It has five specific entry points to build understanding in different areas.  It has entry points such as narration entry points, logical-quantitative entry points used for data and numerical information, music rhythm and more.  It has information on foundational entry points, aesthetic entry points, and experimental entry points.  It provides links for examples on how to use said entry points and provides teachers and school leaders with approaches to discussion.

Link:  Theories and goals of education don't matter a whit if you don't consider your students to be human beings.

References:

Baldwin County Pubic Schools. (n.d.). The Coping Skills Tool Box [PDF]. Baldwin County Pubic Schools.

Brann, A., Gray, T., & PowerUP WHAT WORKS. (2017, December 15). Embedded Supports to Differentiate Instruction for Struggling Students. Retrieved July 24, 2020, from https://www.readingrockets.org/article/embedded-supports-differentiate-instruction-struggling-students

Walker, L. A. (n.d.). Helping All Learners: Entry Points. Retrieved July 24, 2020, from https://eleducation.org/resources/helping-all-learners-entry-points

Zorfass, J., Gray, T., & PowerUp WHAT WORKS. (2014, May 12). Using Context Clues to Understand Word Meanings. Retrieved July 24, 2020, from https://www.readingrockets.org/article/using-context-clues-understand-word-meanings