Universal Design for Learning

The Universal Design for Learning, UDL, movement seems to be a natural step for our educational practices. It is well known that people learn different subjects and material in different ways. Some individuals have a natural affinity of math concepts, while others are more inclined to the study of history. Yet on a deeper level individuals also perceive and interpret data differently in their brain and so two students with similar abilities may not perform as well in the same class, Social Studies for example, because of the manner that the information is being presented. The problem has been that though we have known that people learn the same information and concepts in different ways, we have not understood exactly what that means for our teaching practices and how to accommodate for it.

In the UDL model their are three principles outlined for how to reach all the students in your class. These principles are:

• Principle I: Provide Multiple Means of Representation (of information and concepts)

• Principle II: Provide Multiple Means of Expression (and performance)

• Principle III: Provide Multiple Means of Engagement (Rose and Wasson; Guidelines for UDL 2008, http://udlguidelines.wordpress.com)

Grace Meo, the director of professional development and outreach services at the Center for Applied Special Technology (CAST), in cooperation with a group of members of CAST found some test classrooms to implement the principles of UDL, in cooperation with the planning for all learners (PAL) development process. So what the research group did was they would meet with the participating teachers in the study and run workshops to develop their understanding of how they could utilize different teaching strategies in order to reach all the students. The emphasis for the PAL program is that one of the major barriers for students learning is the curriculum itself and not the students ability, so it focuses on determining the specific hindrances to the students learning and attempts to accommodate them, through UDL.

In the specific example presented in Meo's research, after performing an assessment for determining the barriers the students faced (Step 1 of PAL), the teachers sought to integrate new mediums in which to present the material (Principle 1). The teacher found internet websites and activities, they used computers to read out text for students with reading or language difficulties, and more hands on interactive materials in class, such as the inspiration software. Within a relatively short period of time their was a notable increase in the students apparent understanding of the course content.

Then the teachers provided the students with a variety of options for how to accomplish some of the assignments (writing a book for a different grade, organizing a skit, conducting a research project etc.), Principle 2. And then through the variety of assignments an interactive mediums used in class the teachers were also to meet Principle 3 of UDL, Provide Multiple Means of Engagement. The overall results of the entire project were very positive and not only for the students. The students were more engaged by the class material and able to interact with it in a manner that was more their style which opened opportunities to perform at a higher level then they were able to before. As the material was presented in a variety of ways the students were able to engage the material from a number of different angles and better develop an understanding of it. And as the students had option in the assignments they were able to choose a method that best suited their abilities and performed at a higher level. The teachers benefited as well as they had now been opened up to different techniques for reaching all the students in their class, not just using traditional lecture styles and only meeting the needs of a few.

This research is very encouraging to me as a student-teacher as it helps direct me to where I need to focus to help develop my own teaching. It outlines the importance to me to learning a variety of techniques and using numerous mediums in order to reach all the students in my future classes. Couple this with the research done in differentiated classrooms settings and their appears to be some very powerful new styles for teaching all students in a much more effective way. It is now my job to familiarize myself with the available options online and elsewhere for presenting the material (principle 1), learn how to provide variety in my assessment strategies (principle 2), and develop different ways to engage all the students (principle 3).

Differentiated Classrooms

A differentiated classroom is one in which the teacher offers a variety of different options and utilizes a variety of different teaching methods in order to reach all the students in their classroom. By providing options you can spur on interest in the assignment as the students now have some say in what they are doing. And by utilizing a variety of teaching methods you have a greater chance of meeting the needs of the students in your class and helping them succeed.

In my endeavor to become a master teacher I feel that one of my challenges will be to learn and master the techniques of differentiated classrooms. The main three difficulties that I see myself having with implementing a differentiated classroom are:

1) Accurately assessing where the students are in their understanding. Do to my limited experience I feel like I am not quite able to accurately assess the students abilities and current understandings. Through my education classes I am feeling more confident in this and have developed more tool to accomplish this task, but I have yet to get out, again, into the classroom to apply what I have learned. For this reason I feel a little uncertain about my abilities, but I am confident that I will be able to develop this skill.

2) Through my own educational experiences in school I have have had little exposure to differentiated instruction. Most of my experiences have been with direct instruction, and taking notes. Because of this and the fact that I personally feel that I lack creativity, I feel like I am going to find it difficult providing options for my students to choose from in order to engage them. I have a tendency to looking at a project and thinking "oh, this is how it should be done", not "hmmmm, what other ways could this objective be accomplished." Yet again as I am more and more exposed to ideas for different projects or assignments I am learning new ways to accomplish tasks. This will help me with thinking about different ways I can have the students approach certain topics and provide them with options.

3) Not only do I suffer with determining options for students to choose from, but I also find it difficult utilizing different teaching methods. This has alway been a challenge for me, trying to present material in more then one way. During my first teaching practicum my Teaching Associate and my University Advisor both encouraged me to "mix things up", but I found it easier said then done. The whole experience of determining different teaching methods, integrating them into my lesson plan, and executing them (especially executing them) I found difficult. When my method wasn't seeming to work to well, I would just revert back to direct instruction trying to explain it to the students. But through the presentations and activities in my classes I am finding myself more comfortable with the concepts of varied teaching methods and I find myself imagining myself using them in the classroom.

I believe that in time, with much work, I will be able to develop the skills necessary to integrate differentiated instruction into my classrooms; with the goal of creating a differentiated classroom. In about a months time I will be heading back out to teach, in my second practicum, and I am looking forward to the opportunity to getting new experience, testing out my new tools, and working towards being a better teacher. As long as I work hard at improving, I will be able to overcome my challenges and become a great teacher.