It has been a pleasure to get through yet another semester with you all! I decided to try out Storyjumper to tell you about my journey! It has been something completely different than what I am used to... BUT I can't wait to assign digital projects this year! I hope you all enjoy what's left of summer & may you all have a safe & healthy school year!
Read my book here:
https://www.storyjumper.com/book/read/174552991/66a9faf754f73
Assignment: Universal Design for Learning
Universal Design for Learning is a unique set of guidelines that enable learning without restriction, but instead flexible techniques that can suit every learner. Every year, we receive a new set of students who are all DIFFERENT. As educators, we must be ready with a plan to accommodate the diverse needs of students who may be: Gifted, Auditory, English as Second Language learners (ESL), Hands on, artistic, etc.
The UDL guidelines I already use in my classroom are:
ENGAGEMENT-Collaborative group assignments/ projects/ choice boards- I often take time to teach as a whole group and incorporate a lecture to discuss literary works of study for the day. I then allow students to pick a partner or work in small groups for an in-depth hands-on activity that requires discussion and creativity.
ENGAGEMENT-Feedback- During collaborative group activities, I make my way around the classroom and engage in a group check in. This allows me to check on their progress and to make sure they are on task, and it allows them to approach me with any questions or address any areas for improvement on their activities.
REPRESENTATION- Language barriers- I often translate instruction from English to Spanish to better service my ESL students for assignments. I also make sure that the story we read is available for them in the language they understand to be successful for each lesson.
ACTION & EXPRESSION-Tool Variety- I allow students to work on their chrome book or pen/crayons/markers & paper for in class projects.
The UDL strategies I could potentially add to my teaching practices right now are:
ENGAGEMENT-Learning Centers-It may take a bit more planning on my end but with enough time, I would like to introduce different activities that may cater to different interests that still circulate around the main lesson. Ex.) Quizlet Live for vocabulary, Poetry scavenger hunts, Kahoot games, Literary Jenga etc.
REPRESENTATION-Language support tools-I would like to make sure I have enough resources. Dictionary books and Online Dictionaries, translations devices or website shortcuts that are already book marked on student issued devices, variety of graphic organizers to plan ideas.
ACTION & EXPRESSION- With enough time and or in class projects, I would like to incorporate alternative ways for students to present projects to their class. Ex.) Songs, videos, Power Points, Canva, Collages, traditional essays, etc.
The UDL strategies that look promising but may require additional support/ resources:
ENGAGEMENT-I may need additional support/assistance from special education professionals for certain students who require personalized plans.
REPRESENTATION-Multilingual Resources-I would like to implement a plan that would include multiple languages aside Spanish. Ex.) Chinese, American Sign Language, etc.
ACTION & EXPRESSION- Flexible seating and Learning Spaces- this may seem like the easiest to incorporate for learning. However, for middle school it takes planning. Middle schoolers can be mischievous. Some students may have some behavioral plans in place, the class size may also be problematic if there isn’t enough space for flexible seating or mobility. Students may become distracted and stay off task if they constantly choose to work with friends. This isn’t impossible, just requires extra planning. This may not be an everyday task but one to be planned and practiced with limitations.
In terms of implementing UDL in my classroom and future library facility, exploring the neuroscience behind this practice became of interest to me. While researching and watching some videos, I learned that our brain has three networks to function and process our unique ways of learning.
The WHY- These pertain to ENGAGEMENT and Affective-help with commitment and inspiration. Ex.) controlled emotions and a positive learning environment.
The WHAT- These pertain to REPRESENTATION and Recognition-help and process the information. Ex.) patterns, sight words, analysis, etc.
The HOW- These pertain to ACTION & EXPRESSION- Strategies-help us plan, accomplish, and observe skills. Ex.) Writing an essay, solving math equations.
The following video helped me understand UDL & Neuroscience:
Video 1: Understanding the Neuroscience of UDL
https://www.youtube.com/watch?v=xJqo_E-FEd0
The following videos I found to be quite motivating! I was inspired to learn the teacher’s perspective in this process:
Video 2: Student turned Teacher
https://www.youtube.com/watch?v=hCHTxTfkBsU
Video 3: Lesson Planning UDL for Special Education
https://www.youtube.com/watch?v=HDef6fmMS_U
Every learner is wired differently! As educators we know this all too well and constantly adapt and change lesson plans according to the student's strengths, weaknesses, and even genetics! It could also vary by class. Therefore, multiple means of engagement, representation, and expression are necessary to accommodate every learner. Our brain’s ability to recognize how it learns best and what stimulates how we better understand information through graphics, sensory needs, hands on activities, checklists, and goals are what makes this design fantastic to learn about.
References
DisabilityAwareness elearning. (2021, November 15). Neuroscience and UDL [Video]. YouTube. https://www.youtube.com/watch?v=xJqo_E-FEd0
Neurodiversity Resource Center. (2021, June 10). Seeing UDL in action in the classroom [Video]. YouTube. https://www.youtube.com/watch?v=hCHTxTfkBsU
SBCUSD. (2023, March 16). A universal Design for Learning approach to lesson planning for special education [Video]. YouTube. https://www.youtube.com/watch?v=HDef6fmMS_U
UDL: Engagement. (n.d.). https://udlguidelines.cast.org/engagement
