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Where do i start?
Where do i start?
Reading about UDL, listening to podcasts, and watching videos about how design a UDL lesson is one thing, putting it into practice is another. Here is what I am learning:
It is not as hard as you think. It may take a little more time at first, but it gets easier. You are not expected to get it right the first, second or third time. Change takes time, but it will be so worth it.
Katie Novak provides a very easy to use guide to designing a UDL lesson. Find it here.
The following 'steps' outlined below is just a guide. This is aligned with the "Teacher ’ s Guide To UDL" as noted above. Like each learner, each teacher is unique and as you manoeuvre through the process you will find your own way to creating your universally designed lessons, although the big rocks will stay the same.
Set and define the Learning Goal.
Set and define the Learning Goal.
The learning goal is the 'why' or the 'purpose' of the lesson. Goals are not new to us, as we have been using them to guide our practice (outcomes, objectives etc). However, UDL demands us to take a closer look at these goals to ensure they will be accessible to all. Before deciding on a specific learning goal, you must think about what exactly students should know, be able to do and care about by being in the learning environment. Why do they need to learn it? Learning goals that are designed should be specific, measurable and written in student friendly language. It usually starts with "I can...." Learning goals are intended to be firm, meaning every learner has the same goal; however, how students achieve the goal becomes flexible. This is the essence of UDL.
"Firm goals, flexible means."
To further explore learning goals and standards, click on the button above!
anticipate barriers
anticipate barriers
You have decided on your learning goals. You have defined it to ensure the goals are firm, but flexible. Understanding the variability that exists in your learners, anticipating the barriers for learning becomes the next task in designing universally.
One way to help with this process is to think backwards and decide or imagine what the successful attainment of this goal will look like (aka backward design). Doing so, you will further clarify what the expectations will be for learning and anticipate the steps needed to get there. Then ask yourself what barriers exist in the successful attainment of this goal for all learners?
Use the UDL guidelines presented by CAST to help guide your thinking about learner variability and the possible barriers that learners will face in your lesson. Also, use the guidelines to help plan ways to remove these obstacles. For example, if you are introducing a new concept, you may want to think about the different ways to present the material. Under the multiple means of representation, using the perception guideline, it highlights the need to offer ways of constructing the display of information. If you were to dive into this, using the interactive framework found on cast.org, you would see various suggestions on how to do this.
For a more detailed look at anticipating and removing barriers, check out the page linked below.
Also, check this out for a range of UDL Strategies that you can use as you begin to plan your lesson and reducing barriers.
Click here for a deeper dive on backward design
Click here for a deeper dive on removing barriers to learning
Activate prior knowledge
Activate prior knowledge
"Information is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. Barriers and inequities exist when some learners lack the background knowledge that is critical to assimilating or using new information. However, there are also barriers for learners who have the necessary background knowledge, but might not know it is relevant. Those barriers can be reduced when options are available that supply or activate relevant prior knowledge, or link to the pre-requisite information elsewhere.
Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines)
Use advanced organizers (e.g., KWL methods, concept maps)
Pre-teach critical prerequisite concepts through demonstration or models
Bridge concepts with relevant analogies and metaphors
Make explicit cross-curricular connections (e.g., teaching literacy strategies in the social studies classroom)" (Taken from CAST.org)
See other strategies to activate learners prior knowledge from the Goalbook app.
Mini lesson
Mini lesson
A mini-lesson is a period of direct, explicit instruction. Although the specifics of a mini lesson vary, many education experts agree that a mini lesson should last no more than 10-15 minutes, and should contain four basic components: connection, teaching, active engagement, and link.
(During a PL session with The Daily 5 Sisters, it was suggested that learners can only attend to direct instruction for the number of minutes they are old. For example, a 5 year old can only attend to 5 minutes of instruction. This has stuck with me ever since!)
Connection - connect the new learning (the goal of the lesson) with the learners life. Why is this goal important? What is meaningful and authentic about it?
Teaching - Teacher-directed instruction is critical in a universally designed lesson. Use it as a foundation before encouraging students to personalize next steps to challenge and support themselves. But remember, use multiple means of representing when you are teaching. For example, if you are speaking, try to have visuals or notes of what you are saying. If you are showing a video, use closed captions.
Active Engagement- provide some time where students are 'doing' or practicing the new learning. Using a strategy such as "I do", "We do" and "You do" could scaffold the new learning experience where informal assessment could guide your next steps.
Other ideas for active engagement may be:
Link - the last thing to do is to 'link' or connect the learning goal, and the guided practice with the work they will now choose to complete (either independently, in grouped or with more guided practice).
Self differentiated learning
Self differentiated learning
This is where it all comes together. There are many ways to provide self differentiated learning - it is where you have to consider and decide how to create a “buffet” of methods and materials so students can choose how to learn. This can be challenging as you have to ensure each student is challenged and supported. You may set this up as stations/rotation, in a hyperlink document, or by simply sharing with the students what options they have. The learning opportunities you provide have to be intentional and meaningful, where the key focus or purpose is on the goals. Again, planning for multiple ways to present this learning and practice, giving choices and options, are paramount to this success.
Here are some suggestions that Katie Novak provides in her article that is referenced above.
At the end of the class, take time (maybe 10 minutes) to have learners reflect on their learning. Engage them in a self reflection activity by having them think about the choices they made during the class and encourage them to self assess to determine if they make appropriate choices for their learning.
Here is a video of a student reflecting on his choice to work independently or with partners in math class.
self differentiated assessment
self differentiated assessment
As important as it is to provide learners with options and flexibility to learn, it is equally important to offer this same flexibility to allow learners to show what they have learned. Reflecting on the question "How will learners provide evidence they have met the goal?" will guide your decisions on how the assessment of the goal will look.
Try to move away from requiring all students to use the same materials to learn and express what they know. Because of variability, they will not all need the same supports and they should be empowered to know themselves as learners and choose what they need. Providing choices will come naturally in some contexts and situations, but may be more challenging in others. Demonstrating knowledge and understanding, for example - your content standards, lends itself more easily to providing choices in assessments. The methods standards, where learners have to show skills in how to do something may seem more limited.
Remember, you do not have to assess everything. Sometimes, observations, conversations, informal practice may provide enough evidence to prove a learner has successfully attained a goal. If they have already shown this, why would you need to give them a formal assessment?
more resources to get you started
more resources to get you started
examples of udl in practice
examples of udl in practice
english language arts
english language arts
UDL Guidelines in Practice: Grade 5 Language Arts
UDL in a Kindergarten Class
UDL in Practice.pdfmath
math
UDL Math Guidelines_Novak Education.pdfScience
Science
udl'ing your assessments
udl'ing your assessments
The-Making-of-a-UDL-Assessment.pdfcast_UDL Assessment tips.pdfcast-udltipsforassessment-20200920-a11y.pdf
Developed by CAST, this video series focuses on assessments in K–12 learning environments. Each video is designed to support educators in planning and implementing effective assessments that inform the design of instruction.
Click here for the link to the article
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