Dilys' UDL Discussion

1. At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Do you agree or disagree with this view? Why or why not?

   I definitely agree with this statement. I have previously taught at a "normal" high school. Now I teach at an alternative. The goal of my teaching is to find the curriculum that will relates to these students as their attention is so short. The first thing to get them even to want to learn, is to get them to like you, the teacher. It is after this that the students will open up their minds to try to learn. Teaching 3 different science subjects is a challenge too. The worst is that the science department purchased a new physics book and did not realize all the accompanying technology and workbooks wouldn't be done until January of 2012! Physics is so hard for these challenged students. They also see me cramming through the internet to find something that will help their understanding. However, I do feel fortunate. When I went back to a department meeting, they were still trying to meet twice as many curriculum standards as I had to. I am trying to teach "challenged" students with my computer and projector with limited time. Time to find all the materials to support their learning experience is probably the most crippling.

   2. What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the student’s strengths and weaknesses? What are the challenges of this approach?

    My alternative kids have many strenths and weaknesses that show up any day or at any time. I think that it is far beneficial to analyze the curriculum's strength than the students. My greatest challenge is having a back up plan every day since I don't know how their emotions will effect their learning. I have to take a middle of the road approach. If I tried to teach to every student's learning ability, I would be exhausted as my school does not have computer access for every student. My text heavy lessons are usually read outloud. I change the questions for their understanding. I throw little cues out there to get them thinking. I smile and add lots of humor. I cheer and clap when they get it, even though I practically told them the answer. I love the UDL approach! I hope to have the time to research to see if there are pre-made UDLs that I can show my students. Time will be the limiting factor to making them myself for all the subjects I teach. Like everything else, UDL creation will be a work in progress.

UDL Guidelines – Educator Checklist Version 2
I.    Provide Multiple Means of Representation:	Your notes
1.     Provide options for perception
1.1  Offer ways of customizing the display of information
1.2  Offer alternatives for auditory information	Write all discussion on the board or project from computer
1.3  Offer alternatives for visual information	Discussion on matter and branches of chemistry.
2.     Provide options for language, mathematical expressions, and symbols
2.1  Clarify vocabulary and symbols	Compare branches of chemistry. DDefine matter.
2.2  Clarify syntax and structure
2.3  Support decoding of text, and mathematical notation, and symbols
2.4  Promote understanding across language	Compare branches of chemistry
2.5  Illustrate through multiple media
3.     Provide options for comprehension
3.1  Activate or supply background knowledge	Discussion of everything is made of matter.
3.2  Highlight patterns, critical features, big ideas, and relationships	Matter is everywhere.
3.3  Guide information processing, visualization, and manipulation	L
3.4  Maximize transfer and generalization
II.   Provide Multiple Means for Action and Expression:	Your notes
4.     Provide options for physical action
4.1  Vary the methods for response and navigation	Students will break into pairs and investigate a chosen branch of chemistry.
4.2  Optimize access to tools and assistive technologies	Students will use computers to investigate chemistry branches.
5.     Provide options for expression and communication
5.1  Use multiple media for communication	Students will demonstrate their knowledge in a PowerPoint, magazine or newspaper article or demonstration.
5.2  Use multiple tools for construction and composition
5.3  Build fluencies with graduated labels of support for practice and performance
6.     Provide options for executive functions
6.1  Guide appropriate goal setting	Rubric for number of branches of chemistry presentation including education needed, their specialty, pay scale.
6.2  Support planning and strategy development
6.3  Facilitate managing information and resources
6.4  Enhance capacity for monitoring progress
III.  Provide Multiple Means for Engagement:	Your notes
7.     Provide options for recruiting interest
7.1  Optimize individual choice and autonomy	Students select branch to study.
7.2  Optimize relevance, value, and authenticity
7.3  Minimize threats and distractions
8.     Provide options for sustaining effort and persistence
8.1  Heighten salience of goals and objectives	Studying branches allows students to see matter in a different view.
8.2  Vary demands and resources to optimize challenge
8.3  Foster collaboration and community	Work in pairs
8.4  Increase mastery-oriented feedback
9.     Provide options for self-regulation
9.1  Promote expectations and beliefs that optimize motivation
9.2  Facilitate personal coping skills and strategies
9.3  Develop self-assessment and reflection

© CAST 2011