UDL Checklist

To fully comprehend UDL and it;s meaning, it is important for educators to use the materials associated with the term in the field of study. One of the materials that will be most useful to you while teaching is the UDL Educator Checklist. This is an image of what it will look like:

This resource can be found on the CAST website or here Checklist. This is a remarkable resource and can truly change the way you plan your lessons as a teacher. 

We were given the task to pull a lesson that we have used in a prior class or even in the a classroom setting. The purpose of this was to review the lesson and compare it to the UDL Educator Checklist.  I decided to use a math lesson that I used while I was student teaching in first grade. The main objective of the lesson was for the students to learn about pennies, dimes, and nickels. While planning the lesson months ago, I was not aware of the checklist. I did the typical lesson plan that all student teachers do : objectives, standards, procedures, etc. At the bottom of the lesson I did have modifications for students with disabilities. This was asked by the advisor within my college. Below is an portion of my lesson plan:

I was quite pleased with the lesson while teaching it. I thought I hit all the main standards and points. Fast forward to now. I pulled this lesson back up and compared it to the UDL checklist and boy did I do some modifications. Below is my lesson plan after I used the checklist. My changes are in green. 

As you can see adaptations have been made to a few areas. For starters I wanted to write the main goal/objective on the board. This is important for students to see. The teacher can also verbally announce this to the class. Next, I wanted students to be able to give their answers, other then verbally. Post-its are a great way to get them written and up and out of their seats, YES!!! even in first grade. I also included the Think-Pair-Share this will open communication up in the classroom and allow them to discuss among themselves rather then having the teacher always be the one talking. Lastly, I added the use of an IPAD or a computer. Most schools have the ability to have the use of one of both of these devices in their classroom. When possible the teacher should incorporate this into the classroom setting. It allows them to be self-sufficient and will aid those students who are having difficulties in the classroom. 

Changes where made elsewhere in addition to what is shown, I wanted you the reader to understand the main points of the UDL Checklist. 

I can see my strengths are in planning and implementing the lesson, but I need to work on the steps in order to reach the goal. I also have to use more assistive technology in my lessons. This is definitely something that I am going to work on when I am in the classroom. 

Using the UDL Checklist along with the Curriculum Barriers Template will help you as the teacher in aiding your students in their educational experience. I hope you are learning with me on this journey. I have provided some pretty great tips and resources that will work wonders in your classroom.  

Example of a Curriculum Barrier for a student

In the prior posts we spoke about what Curriculum Barriers are and how they can affect the teaching in the classroom. Below is an example of a completed Curriculum Barrier for a student through the tutorial found on CAST. First you pick a student, I choose Charlie.  Next you pick the curriculum; I decided to pick sixth grade science.  As the reader you are given the background on Charlie and also the background on the sixth grade science curriculum.  The idea is to review the case and determine what important information can be put into the Curriculum Barrier Template.  Below is the write up I did on Charlie. Please keep in mind this is only some of the material that was pulled from the case study, if you would like more detail you would have to go to the website, it can be found here Case Study.

Curriculum Barriers                                                

Grade: 6^th      Teacher:Mrs. B.   Subject:   Science     Standard: PA 3.1.6.A4  Recognize that all organisms are composed of cells.                         

Goal:    To know and understand the structure and the function of cells and organisms.

Materials and Methods	Student Qualities	Potential Barriers/Missed Opportunities
Informational materials include the science textbook	Charlie might not be able to sit and read the textbook.	Charlie might miss certain information if he is unable to sit and read the textbook.
Teaching method of whole class discussion	Charlie could be engaged in the whole class discussion, only until he became board-or he was excited about what they were discussing.	Whole class discussion could work for Charlie if the teacher were to keep an eye on him. He could easily become board and stop paying attention to the students words.
Teaching method of lecturing	Charlie may become bored and distracted during a class lecture.	Lecturing would not be the correct route in order to teach Charlie. He would become distracted by others in the classroom or objects in his desk.
Assessment includes a Chapter Check-up and a written Unit Test. Students' completed models of cells are evaluated by the teacher using a rubric.	Charlie might not finish the assignments he has been given because of lack of enthusiasm.	Charlie might not be able to keep up with the assessments. If he is unable to read and listen to discussion. He would work best by having a checklist and working with the teacher one on one.

As you can see you as the teacher/educator can include information on this template that is going to be important to you when you are planning your lessons. This will allow you to see major details that should be kept in mind for each and every student in your class.

Charlie has strengths and weaknesses when it comes to the classroom.His strengths include: he is energetic and likes to participate in classroom activities. He also likes to try new things unlike some of the other students in the class. Charlie can become easily engaged in activities that interest him and that will hold his attention.

Charlie's weaknesses are: he likes to jump out of his seat, when others are sitting. It can also be hard for Charlie to concentrate and pay attention. He can become easily distracted and become off tasks in the classroom.

Charlie would be a great candidate for one-on-one teaching/tutoring  and for also someone who would benefit from teacher/student conferences. This will allow the teacher to find out Charlie's interest. This way she/he can relate his interest into the classroom setting.

Knowing Charlie's strengths and weaknesses is a sign of a great teacher. This will allow you as the teacher to alter the lessons to cater to his needs. If you had one for all of the students in the class, you will be able to create lessons that are going to reach all of their needs.

I enjoyed working on this template and showing my work. I hope by reviewing the information, it can better assist you in the meaning of Curriculum Barriers!  

UDL and Curriculum Barriers

My last posts have been focused on UDL and what it means in the terms of the classroom.  We learned the definition of UDL and what methods and strategies are used to incorporate this into the classroom.  I have provided resources that educators as well as ordinary people can use to research this topic in detail. For my next assignment we were given the task of looking up “Curriculum Barriers”. Curriculum Barriers are barriers that certain students in your class we hit because the subject manner is being taught in a way they don’t understand.  As discussed, all students in your classroom will have different learning styles. NO TWO STUDENTS will learn alike.  The CAST website did a wonderful job once again in breaking this down into information that could be understood by all. This link CAST Info will hi-light the main information needed.

You will note that there are three main components to this homepage: 

Curriculum Barriers Tutorial

Curriculum Barriers Tool 

Curriculum Barriers Template 

For someone in education or going into education I recommend the use of the Curriculum Barrier Template, it can be found here Template. 

The blank template looks like this, 

This could be used in the classroom for any student, no matter their strength or disability. This will allow you as the teacher to be aware of their student quality and their barriers. The great thing about it that you can keep adding to it and keep it as a record. It would be a quick go to resource when you are looking at plans and you need to do some modifications. Before is an example of completed Curriculum Barrier.

I suggest keeping these examples somewhere easily accessible in your classroom.  

My next few blogs will pertain to Curriculum Barriers. Check back soon so you can see what this means in terms of lesson plans!

UDL in Your Classroom

 

For the past few days we have been reviewing what the term UDL is and how it should be used in a classroom setting. We researched the tools it takes to implement such a strategy and why it is important to add such a curriculum. In these blogs I have provided some pretty great resources-websites, ideas, and other blogs to help in aiding your journey into becoming a teacher who uses UDL. I have one more site to add to the link, National Center On Universal Design for Learning-the link can be found here  Here. This is an amazing website that will challenge you as an educator then grow you into a great teacher.

 
One particular aspect that I found very helpful was the article on the importance of using technology to aid in the UDL process. While on the website you can click on the pdf (or word) to read all the interesting facts that the article contains. Below are some questions along with the answers. This will give you a feeling of what the article is about and if you want to read more about it:

Q: What are the UDL Guidelines?

The guidelines provide a framework for identifying specific evidence-based options and alternatives to consider in designing successful learning activities for all students.  They are organized according to the three main principles of UDL: Provide Multiple Means of Representation, Provide Multiple Means of Action and Expression and Provide Multiple Means of Engagement.

Q: Can the UDL guidelines be meaningfully implemented without modern technology?

Older fixed technologies, like print, demanded approaches to teaching and learning; the newer technologies allow, and encourage, flexibility and diversity instead. This power and flexibility greatly enhances the ability to individualize and customize the learning experience. However, as this article reveals, it is possible to implement the UDL guidelines without digital technology.

Q: Is UDL about modern technology or about teaching?

While modern technology makes implementation and elaboration of UDL easier, the UDL principles are guides to successful teaching for all students that can be applied with or without technology.

Q: How does UDL differ from good pedagogy?

Pedagogy, the science of teaching and learning, includes the educational methods that skilled educators use to guide and mentor the student in the learning process—increasing opportunities for learning.  The purpose of UDL is to ensure that all students have equal access to those opportunities.

Q: Is UDL appropriate for all grade levels?

Although this article uses an example of a lesson typically used in the primary grades, UDL is a framework that can decrease barriers and maximize learning opportunities for all learners—from early childhood to adulthood. Preschools to institutes of higher education have begun embracing UDL in order to improve learning opportunities for all students.


I felt these questions and answers were a perfect roundup of the past few days. We have learned that using UDL in a classroom is a must! All students learn differently and that's where UDL comes into play. To incorporate UDL we can use technology (computers, IPADs, hearing devices, etc.). The main element of UDL is to have a teacher who knows how to add this into his/her classroom and to also know their students.

I hope you have learned a lot with me on this journey so far. I look forward to writing much more on this topic and how it impacts our life.



Reference:Rose Ed. D., D , Gravel Ed. M. , J., & Domings Ed. M., Y. (2010, 01). UDL Unplugged: The Role of Technology in UDL. Retrieved from http://www.udlcenter.org/resource_library/articles/udlunplugged

UDL and Teaching Every Student

In my prior postings we have learned what UDL and the components that make it what it is. We have learned about the principles and how UDL can be applied in the classroom setting. Today we are going to look to see how UDL is used in conjunction with reaching every student in our class.

While researching this topic I came across a very interesting website. The website is Creative Educator and can be found here Click Here.  This website explains how UDL can be incorporated into the classroom in terms that anyone can understand. It states, "As teachers think about how to help all students learn, UDL suggests a bottom-up design model that matches each activity and experience to the needs of the students. Using a bottom-up approach means that we are less likely to have a student’s needs go unaddressed, since each student is considered as a foundational part of a lesson rather than as an afterthought. For example, a UDL-designed lesson for a classroom with second-language learners would include materials presented using audio and visual media, rather than text alone. Similarly, for those gifted and talented students, additional in-depth material from books, Web sites, and other sources would also be available. The stresses and realities of teaching suggest that we will not, or cannot, do a bottom-up design for every lesson every year. But if we start by designing one unit or project with a wide variety of needs in mind, we begin building a resource we can build upon and adjust for new learners in future years (Cochran, n.d.).

The goal for every educator should be getting away from the mentality that all students learn the same. Each and every single child is different and this will be evident in your classroom. Classrooms are a melting pot of diversity. You can have a student with a hearing disability next to a student who has dyslexia or maybe in an ELL student. How are you going to reach all of them with a “one approach” technique? The answer is YOU'RE NOT.

To implement UDL into the classroom teachers will have to first research their students to find their strengths and weaknesses (they is key and very important in the UDL process). Next, the teachers will learn how to implement the UDL elements into their classroom. Teachers can learn the UDL process by research and by being trained. Training is not always available in schools districts, so your best bet would be the research aspect. Which I might say is not a bad thing. There are so many sites, blogs, tools, etc, that will help you on the UDL journey.

I think incorporating the use of an IPAD into the classroom can do wonders for all students at every level. The teacher can pick different apps to tailor the needs of his/her students. Also, students seem to really have a connection with technology and it brings confidence to the students. This can also aid the teacher will time. The teacher can set a few of the students on the IPAD and work on other things while they are on them.

Thanks for reading and check back to see new ideas and thought from me on UDL. I hope your learning with me along the way!

Reference:

Cochran, D. (n.d.). Universal Design for Learning. Retrieved from http://creativeeducator.tech4learning.com/v05/articles/Universal_Design_for_Learning.

Three Principles Organize the UDL-- CAST

A major contributor to the UDL principles are the writers and creators behind CAST. These people are the ones we will “the people behind the curtains”. They are truly focused on UDL and the principals that they are founded on. As previously discussed, UDL is based on three primary principles. The model below is a representation of this.



 

All three are critical in the development of UDL and how it is incorporated into the classroom. Together we will look at all three and what it means for us as the educators.

 

1. Recognition Network: This is the how we learn. This is how we collect information and catalog what we see, hear, and read. This is important to us as teachers because this will determine how the lessons are taught. We have to remember that students are collecting all information that is given to them. This will be recalled for future use.

 

2. Strategic Network: This is  how we plan and perform tasks. At this level we organize and express our ideas. Teachers at this level can give students graphic organizers to keep them on track for their thoughts and ideas.

 

3. Affective Network: The focus of this is on how learners are engaged and motivated in the classroom. To me this is the most important principal. Trying to get students to be engaged and motivated in the classroom can be hard enough, but

 even harder for students with disabilities.

 

In a classroom I can see why it is important to have all three elements together. Each one separate is important, but all three together is what makes a classroom work. As educators we have to keep this is mind when planning and implementing structure into the classroom.

 

For more information please visit: CAST

 

 

UDL Tech Tool Kit



When researching the topic of UDL I have come across many useful sites that have engaged my knowledge and helped inform me of how UDL can be incorporated into the classroom. There are so many sites that I could list, but one that really stood out among the others was the UDL Tech Tool Kit.  This site is interactive and presents many useful ways to introduce UDL tools into the classroom. For each box that is clicked it opens another page that explores many useful tools for an educator to use. For example if you were to click on "Writing Tools" you are linked to this page
Examples of Writing Tools. My favorite on this page was "Spelling City". This game allows the teacher to insert the week's spelling list and students can play games, finish worksheets, and complete other interactive activities. This is AMAZING. I'm already thinking of how this can be used in the classroom. This game would be great for students with or without disabilities. The great thing about this is that you can change it every week to keep up with the changing vocabulary words. Elementary students like anything game that is interactive and by having this you are challenging the students while they are having fun.

This site has a vast amount of useful information. This website could be a great resource tool for educators to keep on hand while in the classroom. By having this website you are a click away from installing useful UDL techniques into your classroom. Give it a try!

WHAT IS UDL?

For my first blog assignment we are going to be looking at the term UDL and what it stands for. We are also going to research what UDL is and what it means for someone in the education field. Let's begin!!

To start the formal name for UDL is Universal Design for Learning. If I were to describe the definition of UDL to someone I could say, UDL is designed to help teachers/educators meet the needs of students. This is somewhat correct, but for others like me who might not fully understand the concept there is a video along with a website that explain UDL. The site is very helpful and breaks down UDL and what it means in terms of learning. The site can be found here:

http://www.udlcenter.org/aboutudl/whatisudl/conceptofudl

Another website that is very useful in terms of UDL is, Wikipedia. The information below was found on the wikipedia page of  Universal Design for Learning.

 Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.^[1]Recognizing that the way individuals learn can be unique, the UDL framework, first defined by the Center for Applied Special Technology(CAST) in the 1990s,^[2]calls for creating curriculum from the outset that provides:

• Multiple means of representation

 to give learners various ways of acquiring information and knowledge,

• Multiple means of expression

 to provide learners alternatives for demonstrating what they know, and

• Multiple means of engagement

 to tap into learners' interests, challenge them appropriately, and motivate them to learn.^[3][4]

Curriculum, as defined in the UDL literature, has four parts: instructional goals, methods, materials, and assessments.^[5] UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles. UDL principles also lend themselves to implementing inclusionary practices in the classroom.




For someone that is entering into the education field I need to emerge myself in the culture of learning new terms and ideas, as well as developing my needs as a classroom teacher. I found this UDL is interesting and the research for this topic could be non stop. I have found so many great ideas that I can incorporate into the classroom without feeling nervous. I have learned so much and it's still only the beginning. I look forward to learning so much more. Everyone in the world is different. We don't walk the same, talk the same, or learn that same. The more that people understand this the better the world would be- especially for educators. UDL should be introduced to all educators in and out of the classroom. I hope you enjoyed learning with me on my first adventure. Check back for more posts in the future! 

Universal Design for Learning. (n.d.). In Wikipedia. Retrieved June 9, 2013, from
   http://en.wikipedia.org/wiki/Universal Design for Learning