My understanding of UDL has expanded now that I have read the articles and completed the STAR assignment online. I now know that all students can benefit from UDL when before I thought only students with disabilities would benefit. Knowing that there are many ways to succeed tells me that students can and will be engaged and eventually become competent learners.
I understand the three principles through the diagram that was included on the website. The examples for representation, action and expression, and engagement helped me visualize how I could implement UDL into my own classroom practices. After reading I began reflecting on my own lesson plans and how I can better meet the needs of all of my students by incorporating alternatives for accessing information. I found that I rarely allow students alternatives to express their learning when I assess. I typically have a test that is universal but now I know that isn't exercising best practices for all of my students. This specific principle is where I need to make the most adjustments to meeting the needs of all of my students.
Some facts and tips from STAR that I included in my notes are:
- it may not be reasonable to include all 3 principles into every lesson plan, but it should rather be intended as a guide to instruction over time
- even when teachers apply all 3 principles some students may need additional support and/or accommodations
- conducting learning surveys helps teachers better understand students needs and how the teacher can support those needs inside of the classroom
3 comments:
The Star module was very comprehensive and was a great example of Universal Design. There was audio to support the texts. I really liked the graphic organizers and quizzes/feedback. I felt overwhelmed that I would not know how to support the recognition, strategic, and affective networks of all of my students. It was refreshing to read that I should not expect to include all 3 networks in each lesson plan. I have given learning styles surveys in the past and haven't really known what to do with them other than making a mental note about a child to myself. The module gave me an excellent example of how to recognize and support the weaknesses/strengths of all students.
I agree with you and Tangela, it was a relief to know that all three principles do not need to be included in every single lesson plan, because that is a lot to keep track of for the teacher. It was also a relief to know that teachers are not expected to just jump and embrace the UDL principles, but to slowly master and utilize them. The article pointed out that teachers need to know WHAT they are doing because they begin implementing in their classrooms. This is important because if they don't know what they are doing, they will have a hard time communicating information with their students, possibly further confusing them. After having done the eBook, I realized it is not that difficult to incorporate UDL principles within existing lesson plans; the teacher can focus on reworking one lesson plan a week.
Lisa,
I completely agree with your previous notion that new programs and frameworks are created with the hopes of benefitting only special needs students. I was SO wrong. With just a little bit of research and reading, it's really clear that UDL can benefit all students because each student has a unique learning style.
Either out of time restraints or lack of knowledge, I tend to use a "one size fits all" assessment style, which I now know is a little outdated. I need to take the time to allow students to "show" me how much they have learned without forcing them to do it a certain way.
-Alyson Boone
Post a Comment