June 24, 2008
Tuesday Morning Reflection
Page 70 of the Teaching Every Student text notes that “the ‘universal’ in universal design (for learning) does not imply one optimal solution for everyone. Rather it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.”
What experiences as a professional have you had that illustrate this quote?
I teach basic computers, digital music and videography as content courses to students with LD at my school. This is only my second year teaching. I am creating my own curriculum, which is a tall order in itself. I feel I have been able to create solid lessons for most of the concepts I need to teach. And I feel I have created lessons that utilize a broad range of teaching strategies for my students. Yet, many days I am surprised by the variance in responses to my lessons that I see in my students. Some days one or two students will jump into the content and re sculpt it into their own relevant knowledge, leading the other students on an intellectual adventure. Those days are great days. Some days several of the students will make insightful comments and show real engagement. Those are good days. Some days I am met with the blank stares of the non-comprehending zombies. Those are bad days.
But MOST days I a met with all three responses and few more sprinkled in for flavor.
I have done my best so far to anticipate how my students will respond to lessons. But this takes strong relationships with each and alot of time trying to figure out how they learn. If I am prepared I will have a graphic organizer for Aiman, an extra challenge for Ben, a non-reading lesson for Raleigh… I have been taught that this is differentiated instruction. I know it is related to Universal Design for Learning though I am unsure exactly how the two interact.
But, related to the quote, I am mostly unsure that my methods “maximize his or her ability to progress.” It really seems as if I am running to keep them up to speed. I wonder if Universal Design would change this feeling?
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June 24th, 2008 at 3:34 pm
I feel your pain. I have often wanted to contact Harry Potter to see if he could fix me up with a magic wand, only to ultimatley accept the fact that daily doses of differentiated creativity are all on me. What intrigues me about UDL is the fact that it helps me understand what’s going on in the student’s brain that makes the investment in the differentiated activities purposeful and research-driven. I’m thinking that UDL assures us that we’re not just acting on a hunch or a great idea, but planning instruction that is sytematic and effective for a reason.
June 24th, 2008 at 7:02 pm
You mention that “I have been taught that this is differentiated instruction. I know it is related to Universal Design for Learning though I am unsure exactly how the two interact.” That’s a great focus for tomorrow-as a group, we need to get to the point where we can state what the differences are…or (more likely) how this feels like another Venn Diagram!
June 27th, 2008 at 7:55 am
As Peggy stated, I also “feel your pain.” Reaching a diverse group of students with special needs is the GREATEST challenge of teaching. As a special education teacher we are consistently taught to instruct students according to their individual strengths and weaknesses. I believe the principals of UDL give a bigger and more feasible picture for this challenge. Instead of making accommodations for each individual students, why not make all material accessible for all students?
June 29th, 2008 at 3:57 pm
Jen…yes, it’s like orchestrating a fine performance to make sure you meet them all..where they need to be. But, I hope by now you’ve seen the future of what UDL provides, that is an important framework, where all that you are doing makes sense. You’re a creative teacher and have many talents to share. I encourage you to keep the http://www.cast.org site in your e-toolbox along with http://www.ldresources.com and http://www.iste.org.