After investigating UDL and all of its components a bit further, I feel I now have a better understanding of what it entails. The UDL model to me, means to consider the population you are working with, and design lessons and activities around their needs. UDL is not meant for only special needs students, it can be implemented for all students based on their needs. Often times we may have a student who is not identified with a learning disability, however they may need things presented to them in a different way. UDL means using multiple deliveries of instruction, where students are active learners engaging and analyzing the content. The learning environment is set up to encourage student exploration of the content based on student interest. One of the most important components that sticks out to me is that UDL provides students with "choice" when demonstrating their knowledge. Often times when you include the "how" in the directions, students are often detered from the assignment because they feel restricted.
The curriculuar components of UDL include learning goals, instructional materials, instructional methods, and assessment. Each of these components connected will help strengthen the UDL model that is being practiced in a setting. Most importantly, I feel the instruction in a UDL model, must be adjustable and the support needs to be there for all students, based on their levels of need.
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3 comments:
Lisa, I agree! So often we hear administrators and curriculum specialist tell us there is not enough differentiation in our instructional presentations but rarely provide us with an idea or actual plan as to how to better create lessons that meet the needs of all of our learners. In addition, they have a difficult time showing us what they are looking for. This UDL model does that. It helps with all students of all academic capacities. It gives us immeasurable tools and opportunities as it does the same for our students. I think the best approach for a classroom teacher would be to take a lesson plan that they have created and search for creative activities and technology that would enhance that one lesson. Giving children a choice is always moe powerful when teaching because again, they are taking ownership in their learning.
I agree with both of you! I think that many school districts have a goal to differentiate learning based on students' needs, but often do not give directions to help teachers address this. By adapting the UDL principles the administrators would have a framework to work from to teach differentiation. From what I have read and learned about UDL, I think it would be easier than some of the ideas the districts suggest. Encouraging teachers to simply add sound, visuals, choices, and different means of assessment would be an easy way to start.
In addition to this, I like how Lisa said that UDL "encourages student exploration of the content based on student interest." I feel as though this is something teachers have been told numerous times, but due to time, test focus, and other factors, it usually does not happen. By implementing UDL, teaching with the students' interest in mind would be more probable.
Kelsey Mitchell
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