A Reflection on Adding UDL Guidelines to Established Lessons

During a course assignment, I was able to take the opportunity to look deeper into one of my favorite lesson plans. I created a reading and writing lesson plan based around the children's book Tacky the Penguin three years ago. I used this lesson multiple times in a second and third grade classroom. I thought it was a well developed and implemented lesson. The students were given the opportunity to read independently and as a group, record describing words in their journal, and write a short paragraph based on the writing prompt: "Why is Tacky the Penguin Different from the other Penguins?". I even used Tacky the Penguin on a popsicle stick as a hands on manipulative. I thought I included it ALL! Until I aligned my lesson to the UDL framework checkpoints. Although I did not know it, I did include UDL strategies in my lesson, just not enough for all students to succeed. One of my strongest UDL strategies was providing options for student comprehension. I modeled reading with expression with scenarios that would activate the students’ background knowledge. The students were given Tacky popsicle sticks to use as manipulatives to hold in the air when they heard details from the story to support how Tacky was different. This helps guide information processing using manipulation. I also provided options for expression and communication. I gave the students a sentence starter to use as a tool for composition of their writing prompt. When I worked with the students I gave support for practice and performance by providing differentiated feedback based on individual student goals.

                The area that needed the most development of the UDL framework strategies was to provide options for language, mathematical expressions, and symbols. To implement this checkpoint, I included clarification of key vocabulary for the book. This could be completed with flashcards with a picture of the describing word or short video clips involving the describing words. Also in this UDL strategy I included ways to promote understanding across language. The teacher will have the text available in the students’ first/native language. I also incorporated illustration through multiple media by having the teacher act out the ways Tacky is different. (For example: The teacher will sing a funny song like Tacky instead of a pretty song like the other penguins.)

                I think the biggest challenge in developing greater variety in the use of UDL will be how to incorporate it into a lesson to help all students be successful learners. There are so many great resources to implement, including word prediction softwares, voice to text, assisted literacy software, etc. It is a matter of choosing the best resources for the individual learning needs. It is essential to think about EVERY student in the classroom and what is needed for them to be successful in the learning experience in order to meet their goals. The UDL framework gives us a guideline to ensure we include these strategies in our everyday lessons. 

If you would like to review my pre/post UDL lesson, please click on the link below:

Tacky the Penguin UDL Lesson 

The Science Behind the UDL Framework.

I recently reviewed the Center for Applied Special Technology (CAST) website to deepen my understanding on why UDL works and how to destroy the learning barriers so all students have the opportunity to succeed in my classroom. One key idea from the CAST website is that we recognize the three brain networks for learning. The affective networks are the “why” of learning, which should include engagement in the learning process. The recognition networks are the “what” of learning, which is how we represent the material to our students. The final network is the strategic network or the “how” of learning, which is the actions and expressions, student’s can use to demonstrate what they know. If we recognize the three networks we can design our instruction and curriculum to fit the needs of all learners. Just like we all have different hobbies and interests, we have different ways of learning new material. As educators we need to keep in mind, one instructional strategy will not fit all learning styles. In order to meet the diverse needs in your classroom ask yourself, “What is the goal or objective of the lesson?”, “What are the barriers that will hold my students back from learning?”. When you have your answers to those two questions you can design your instructional practice using the three strategies of the UDL framework. Implement different forms of engagement to “hook” different learning styles into your lesson. Think about the graphics and multi-media you can use to enhance your lesson for representation of the material to the students in order to help transfer the knowledge. Try to use a differentiated menu to allow students to show you that they have reached the goal by using different actions and representations. 

Reference: 
About Universal Design for Learning. (n.d.). Retrieved October 7, 2015, from http://www.cast.org/our-work/about-udl.html#.VhV8ZCvgAnM

   

Who Doesn't LOVE FREE Resources?

I have recently reviewed the WIKI Site which includes a UDL tech tool kit. This tech tool kit has so many resources for all aspects of the classroom. It is easy to access and user friendly. This website contains technology resources to support Universal Design for Learning in all classrooms. There are lists of resources for study skills, graphic organizers, writing tools, math tools, text to speech/speech to text, and so much more to explore. The resources I explored would bring UDL into any classroom because there are resources to match all learning styles and help all learners be successful in their classroom environment. For the visual-spatial student there are tons of graphic organizer websites, like Learn Alberta, which allows you to download different templates and type into it. Students with disabilities will benefit from these resources as well. For example on this website magic keys, there are FREE books that have audio so they can listen to the words while they read. In my own professional teaching practice I have discovered useful math resources that would make great additions to my every day lesson planning. Braining Camp has interactive math lessons that are aligned with the common core standards and my math curriculum which would make great supplemental material. In my personal life I will have my nephew use Quizlet, a website to create flashcards to help him memorize his multiplication facts while using a fun flashcard game. I have also created a Prezi to introduce myself to my students in the beginning of the school year. This allows them to keep this resource in their tool kit if they needed a way to organize or present their own work. Here is my introduction Prezi if you would like to view an example. Although all of the resources are not free, these are just a few of the many great FREE resources or FREE trial resources available in the wiki site UDL tool kit. To check out the website follow my reference link!

 Reference: http://udltechtoolkit.wikispaces.com/

What do we mean by “UDL” and “AT”?

Welcome to my blog! Thank you for taking the time to follow along my professional journey in discovering the meaning and purpose of UDL and AT. In the world of education there are MANY acronyms we use on a daily basis. In addition to UDL and AT, there is FAPE, ED, SPED, IEP, ELL, ESL, CBA, NCLB, and many others. Throughout this blog you will be engaged in the meaning and purpose of two very important acronyms in education, Universal Design of Learning (UDL) and Assistive Technology (AT). Universal Design of Learning is a foundation that allows all learners equal opportunities to be successful in their education. When we hear Assistive Technology we may think computers, IPADS, or tablets, but that does not necessarily have to be the case. Assistive technology is any adaptive device that students with disabilities can use to help them succeed in their educational journey. As you continue through my blog I will have more information on UDL and AT and also resources and examples that will help us all in our teaching practices.