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Universal Design for Learning and Approaches Reflection paper
Universal Design for Learning and Approaches Reflection paper
Universal Design for Learning and Approaches Reflection paper
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Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow. The Universal Design for Learning (UDL) is a concept that is used at the point of teachers planning. This idea stems from the field of architecture and attempts to design products and environments so that they are usable by all people, in this case students, to the greatest extent possible without the need for adaption or specialised design. (Ashman & Elkins, 2008) The universal design for learning aims to promote access, participation and progress in regular education for all students and therefore has been suggested as a response that meets the needs of students. “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... ... middle of paper ... ...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia. CAST. (2002, March 13). Benefits of Universal Design for Learning . Retrieved March 20, 2010, from CAST Universal Design for Learning: http://udl/BenefitsofUDL12.cfm DeCoste, D. C. (2001). A Handbook on Universal Design for Learning. Rockville, MD 20850: Montgomery County Public Schools. Hall, T., Strangman, N., & Mayer, A. (2009, February 11). Differentiated Instruction and Implications for UDL Implementation. Retrieved March 20, 2010, from CAST: http://www.cast.org/publications/ncac/ncac_diffinstructudl.html Universal Design for Learning Taskforce. (2010). Universal Design for Learning, The Facts for Educators. Retrieved March 21, 2010, from UDL Universal Design for Learning Taskforce: http://www.advocacyinstitute.org/UDL/Educatorfaqs.shtml
McTighe, J. (2010). Understanding by design and instruction. Defining the role of the classroom teacher. In R. J. Marzano (Ed.), On excellence in teaching, (pp. 270-299). Bloomington, IN: Solution Tree.
In earlier times, the acquisition and spreading of knowledge was not used to improve society. Instead it was used to have control and to exclude certain groups. As one could imagine, there needed to be a change in the way that the education system was set up. In her essay, “Project Classroom Makeover”, Cathy Davidson discusses how the “one size fits all” model of learning hinders students from learning in a new and modernized way. She suggests the notion that using technology to teach and learn can be effective in many ways. Davidson shows that using technology presents the opportunity for a traditional classroom to become more inclusive and creative. The “democratization of knowledge” is the improvement and modernization of how information is taught and learned. Having a modernized and advanced learning system is a vital point for students because they gain insight and experience with what is considered a society dominated by advanced technology. Technology has become a dominant resource in the 21st century which makes it a relevant and essential factor needed to succeed in the world of education and
In chapter four the focus switches away from assistive technology supporting students in one content area and focuses on the teaching profession and how assistive technology can assist teachers to employ a universal design for learning. The Universal Design for Learning (UDL) promote learning that best for the student and promoting students a variety of methods to express their knowledge.
However, through the passage of legislation, decisions handed down from courts, and a shift in societal mores, it is clear that such an approach will no longer be allowed. Education today is an institution that must meet the needs of all learners without exception. In response to this new belief structure, teachers have two choices: adapt the lessons they plan to meet these needs, or design the lessons universally from the start. The former approach is common, but proponents of universal design for learning hope that will change as acceptance of the latter grows. These proponents argue that universa...
.... (2007). Tips for teaching: Differentiating instruction to include all students. Preventing school failure, 51(3), 49-54.
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.
The physical design of a classroom needs to be visually stimulating, and have room for student creativity. There should be designated areas for different activities. Positive learning environments are also easily adaptive; giving both students and teachers a sense of ownership for their space.
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
National Center on Universal Design for Learning. (2012b). Learner Variability and Universal Design for Learning [Online seminar presentation]. Retrieved from http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore
For the last two years, I watched my best-friend, Amber Hull, design a LATIClassroom with excitement and passion. It’s refreshing to listen to her talk about educational programs that she is working on with her students. It makes me want to design a classroom that offers students a variety of choices.
Starr, L. (2011, June 14). Education World. Retrieved 11 2, 2013, from Technology Integration/ Ideas That Work: http://www.educationworld.com/a_tech/tech/tech176.shtml
Resources are designed to support us as teachers to plan, deliver and assess our teaching and lesson delivery. All the materials and books, a variation and diversification of approaches, resources used for different learning styles, in order to meet the needs of all my students were contributing to the professional development and continuing education. Preparing visual prompts to stimulate, the use of colour in my slides, always helped to stimulate the interest and emphasise the key points in my teaching. However, computer-based technology, provided opportunities to develop ICT skills. Thus, through class sessions and little practice students were developing skills to use it, and create professionally looking and visually stimulating slides. As teachers, we must be willing to encourage our students to become active participants in their learning, creating opportunities to actively engage all
We must understand the dynamics and intricacies of design to be able to present instructional information that integrates with the learners' performance objectives. No matter how we conceptualize our learners' needs and issues, the question remains of how we select, devise, and modify the right instructional material. At the same time, it is imperative for us to keep ethical, legal, and cross-cultural factors at the forefront. We need to pay particular attention to increasing copyright, ownership, and plagiarism issues.
Social Studies is a field that children will be able to learn and understand about themselves and how they relate to their family and community. Social Studies has many subjects for the kids. Like Social Studies isn’t just learning about the past, it also involves the children’s living skills, and their understanding of time(past present future). The children might not learn in the same pace but they all have the same goal. The universal design for learning (UDL) offers a least restrictive and inclusive approach that best support the development for all children. Each child will reach the learning goals in different ways and at a different paces.