UDL is something that I was exposed to in my undergraduate program and it is something that I have considered in my planning this year. However, as we read more about it, I am coming up with more ways to truly implement UDL in my classroom and I am seeing how I have had some barriers in my classroom for certain students. I feel much more prepared now to have a classroom that allows all students to learn in the way that is best for them. In Chapter 3 of Universal Design for Learning: A Guide for Teachers and Education Professionals, I think UDL is summed up in a way that teachers can think back to in order to reflect on whether their lesson is UDL. It says, “Instruction can be considered universally designed when, without after-the-fact adaptation, it provides information that is easily recognized by all students, diminishes unnecessary physical effort for access, or is structured to avoid unnecessary frustration and to be highly engaging and motivational for the student.” This chapter also discusses a very important aspect to remember – all students need to be challenged. The point of UDL is not to take the challenge away from learning. The point is to remove barriers that make it impossible for a student to learn and exclude them from the activity.
The STAR Legacy Module about UDL allowed me to increase my understanding of UDL through specific examples of implementing UDL in the classroom. The teachers at Sycamore Middle School wanted to know how they could meet the educational needs of all of their students and what they should consider when planning their instructional in order to meet the needs of the widest range of students. UDL was the answer to both of those questions because it is not “one size fits all”. It benefits all students, including gifted students.
The three principles of UDL are representation, action and expression, and engagement. Representation is using multiple formats so all students can access it. Action and expression involves alternatives to express or demonstrate student learning. Engagement is stimulating students’ interests and motivation for learning in various ways, including authenticity and collaboration.
Something that struck me in the STAR Legacy Module was the statement, “Teachers unintentionally create learning goals that limit the means by which their students can reach their goals.” This is something that is so important to consider when planning lessons. If the objective of a lesson is for the students to learn about Abraham Lincoln, it is not necessary to limit the means by which the students can accomplish this goal by including in your objective “Students will write a 5 paragraph essay about Abraham Lincoln in cursive.” It is important to think about what you are trying to accomplish and allow different ways to reach that learning goal.
Jennifer Clancy
1 comment:
The comment that as teachers we limit what our students can achieve without thinking about it is very true. We need to leave room in our lesson plans for interpretation. By designing UDL lessons and incorporating strategies that can reach all learners, we help them go above and beyond the objectives and help increase a deeper understanding of the content. I think sometimes we only expect certain things out of our students and do no set high expectations for fear of failure. By incorporating UDL strategies and ideas, more students will be able to rise to the occasion. As children become more successful, they will have higher expecations for themselves and their motivation for learning increases.
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