4 Components of U.D.L U.D.L stands for universally designed curriculum. The UDL is made up of 4 essential pillars. The end goal, materials and resources, methods, and assessments. All of these things are important and just like a house if one corner is built on a weak foundation it can all come crumbling down. Luckily however the U.D.L is tried and true and can be a valuable asset to help in the evaluation process. The end result of any U.D.L is the child’s successful understanding of the material presented to them. Whether it be they were allotted extra time on a test, or given a verbal quiz as long as the UDL is followed it helps the child. Sometimes if the school is too concerned with trying to catch students up to their peers it can harm the …show more content…
For example, you might be doing an exercise and half the class seems to have add quit background knowledge and doesn’t need to much guidance to do what you have planned for the day. While the other half of the class doesn’t have that same background information so they are becoming frustrated and just want to give up. If this was the case instead of the students working by themselves to complete the worksheet tell them to get in groups and work on it together. That way the likely hood of everyone not understanding is dropped by the students help of their peers. The fourth and final pillar is Assessment. Academic Assessment plays a pivotal role in the learning environment of today. Assessments have to rigorously be linked back into the learning targets to make sure that the students learning is on track. If this isn’t something that is checked on the student could potentially focus to much time on one assessment and fall behind what the rest of the class is doing. As a teacher it is your job to find a balance and make sure every student is moving forward at progressive
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved March 22, 2012, from www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
This usually happens when I monitor my students during the testing session. I make sure that I am visible and mobile inside my classroom. I want my students to do well on tests and gain confidence that they understand the concepts being tested, but I want my students to be self-motivated and self-reliant and to not look to their partners for the answers.
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
I listen to my students. I allow time for their individual impute in what they are learning, and adjust accordingly. I really believe that is why students can be so into the idea of being taught, because they are all encouraged to lead the discussion and projects before them as it relates to the curriculum. I try to learn from my students by listening to their interpretation. I am learning what interest them, and feed off of it in the work that needs to be performed. Work towards a positive social society, with this education does takes place for our students, teachers, and community, all for a better future, one that is full of knowledge and acceptance. What could be any
“The universal design for learning involves the conscious and deliberate planning of lessons and outcomes that allow all students access to and participation in the same curricula.” (Ashman & Elkins, 2008, p. 248) When curricula, instruction and assessment are designed using UDL students are offered various approaches of; presentation, expression, and engagement (who, what and why of learning). Using the UDL teachers must allow students to present information and content in different ways, differentiate the ways that students can express what they know, and stimulate interest, engagement and motivation for learning. (Ashman & Elkins, 2...
The main interest in the above definition of SDL is the point the learner acquires 1) the ingenuity to engage in a learning experience, and 2) the accountability for finishing their education. After the learner ha...
Rose, D. H., & Meyer, A. (2002). Chapter 6: Using UDL to Support Every Student's Learning. In Teaching every student in the Digital Age: Universal design for learning. Retrieved from http://www.ascd.org/publications/books/101042/chapters/Using-UDL-to-Support-Every-Student's-Learning.aspx
There are many areas for potential failure in the learner-centered classroom. Doyle states that student resistance is the biggest obstacle to overcome. The student often doesn’t understand the concept and is not receptive to it. The greatest way to deal with this potential failure is to explain the ‘why’ to the students. Students that understand why they are to do a task and understand how to apply it are more likely to overcome it.
Currently I am co teaching a fifth grade class of eleven students. The class is a general education class with four students who have disabilities. My main focus for the class is teaching the human body system and implementing writing into the class. Differentiation of instruction is something we need to show that we are implanting in our classroom. There are four levels of differentiation of instruction; content, process, product, and affect. What we teach, how we teach it; how students demonstrate what they have learned, and how students feel about what they are learning is what DI is about. Educators need to start by choosing the best content that will help all of their students. The content not only has to relate to the subject matter, but need to connect to their culture. The process is also a crucial component of DI and Santamaria feels that the best thing to do for the students is having them work in groups, but Utley took an individual approach to DI. Santamaria feels that cooperative learning stimulates learning. The last component to DI is the product. This could be as simple as allowing the students to present their final product
That’s the message behind this week’s reading, The Concept of Universal Design. According to the National Center on Universal Design for Learning, UDL is “a set of principles for curriculum development that give
The others who easily catch on can feel held back by those students. Sometimes these students can get very flustered if the other students do not learn the lesson as fast as they do. Grouping these students will let them learn at their own pace and open the child’s mind for more learning. Having fewer kids in these groups will also offer each child more one on one time with the teacher and also help the shy kids to gain enough confidence to speak up and get the help the need. Those other students who already know the material might laugh or get annoyed if another student asks a question that they already know and think the other student should know too. This can be very hurtful to the child asking the question and be conveyed as bullying. Bullying is a very big problem that a lot of schools face. When a child is being bullied learning can be the least of their worries. Ability grouping can help eliminate some of that bullying. By separating these classrooms into smaller groups there is more room for each child to get to know each other and form a bond preventing bullying from
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
...eadth or depth of coverage. Some other criticisms of cooperative learning are the presence of hitch hikers, students who may be too shy, passive, or unmotivated to get involved with the group, or dominant personalities that inhibit group work as when their high standards or intense involvement excludes their teammates. Some students may not participate if they believe it will negatively impact the group grade. In order to remedy this some methods to encourage participation would be to assign roles. This gives the student a responsibility and also it would be the responsibility of other group members to involve him. Changing group dynamics be changed by increasing interdependence, social skills procedure, processing and individual accountability may also improve the situation. If all else fails it may be best to break up the group and let some people work alone.
...ercent, I alter their assignments and meet with them prior to the final grading. In this way they focus on the task at hand instead of the final outcome. Too many students focus on getting it done and not taking the time to make it meaningful.