So we have tried something new! At each grade level day we have asked teachers to tell us what barriers they have to achieving our PD learning goal for the day. You all have then been amazingly honest with us about potential roadblocks or nagging questions you have about the topics we are about to cover. After reflection both Katie (DIS extraordinaire and co-presenter) and I came to the conclusion that this section has been the most helpful portion of our PD day.
No matter what we are leading and teaching because of human variability there will always be barriers to us meeting our teaching goals. We have found such fruit from engaging you all in the process in barrier discovery and strategy development how to remove our newly identified barriers.
Universal Design for Learning can be a daunting design process without areas of focus. Identifying barriers keeping students from learning content and determining which category they fall in (whether representation, engagement, action & expression) help keep the design process focused to the areas of highest leverage in our instructional design. Also asking your students what they see as the barriers to their achieving an instructional goal is often under tapped area of metacognition and provides both the teacher and student with valuable information on areas of focus as they relate to a topic.
UDL is all about removing the barriers that get in the way of students achieving competency in rigorous standards and learning objectives. Spend time in PLC teams and with your students identifying where those barriers exist so that you can design ways to bring them down.
The name of the game for Universally Designed Environments is flexibility. Across the district we've been experimenting more and more with creating learning environments that lend themselves to choice making and student autonomy. My favorite part of all these changes has been seeing the different personalities of teachers come out as they design their flexible environments. The best environments are the ones that can change based on the goals of a teacher's instruction. Having environments that can seamlessly transform from teaching in whole group lecture to small group collaboration to independent student lead discovery in a matter of moments is the type of environment that allows for quality Universally Designed Lessons.
Thoughts if your looking to jump in:
Freedom for Change - Experiment with your environment based finding structures that meet your learning objectives. Remember learning is the key.
Levels - Design your environment so that students can access content at from a floor, seated, and standing positions.
Accessibility - Make sure that all areas of your room that will be devoted to learning are accessible for all students. A great test for this is visualizing a student in a wheelchair coming into your learning environment and making sure that it would be accessible for them (wide enough lanes between furniture, supplies at levels that student could access). You'll find if it works for their needs often I works well for everyone.
Safety - Assume that the unexpected will happen. Does furniture keep students safe? If their is any question head back to the drawing board to find options that meet your same goals but keep kids always safe. #murphyslaw
Send pics our way as your design and post them here!
Welcome back everyone! We are so excited for the start of the year. New school supplies are organized and ready, desks are clean, backpacks are full, and a new chapter for our UDL journey is beginning. Sanger Unified is moving to site based plans for Universal Design for Learning. Each and every school site in our district is at a place where they are taking the first steps toward full implementation of Universal Design for Learning.
Your site either has already been trained in their UDL rollout or will be trained in the coming weeks. Sanger Unified is being extremely intentional about using Universal Design for Learning to teach and implement Universal Design for Learning. Sites have chosen their own unique plan for how to empower teams to make consistent incremental changes to classroom instructional practices. Lean into those plans and trainings, experiment and apply UDL into places that actually matter to your team.
Resources Available to You Along the Way:
We are so excited for this year! Thank you in advance for the ways your innovation and creativity is going to inspire students to love learning. We can't wait to see the next chapter of our UDL story!
We did it! Year 2 of pilots for Universal Design for Learning is done! We have learned so much from each and every person in the UDL Pilots. Amy and I are so proud of the work you all accomplished this year! The UDL Shareout on May 4th just went incredible! Check out the pictures below to see some pictures from the day.
Based on our UDL implementation rubric, teams continue to report personal growth in all phases of their UDL implementation. Even though the Pilot chapter of our UDL saga is closing, we want to encourage all Pilot teams to keep designing and growing in their integration of UDL and their use of it to solve the real instructional or otherwise problems they face on their school campuses. My favorite reflection from the UDL Shareout was several teams talking about how excited they were to try to implement UDL in a deeper way next year! How often do teachers report they are excited for next year in the month of May!?
Next year, as we start our new chapter in our UDL story, thank you in advance UDL Leads for being willing to step up and help lead your sites with their own UDL implementation plans. Remember our biggest wins these past two year came from empowering teams in the work and letting them choose their path to UDL discovery. That value will continue to be foundational as we write this new chapter together!
I want to share a little visual that has been floating around in Sanger that has been super helpful with getting teachers to think differently about their representation of concepts.
When establishing a concept. Make it concrete! We all know the things we most remember is the stuff we can hold, feel, and manipulate. For concepts that can't be held, find the real world connections or experiences that concept defines.
Make the concept visual. After students have experienced a concept physically, let them experience it visually through pictures and videos. Just like the picture of the apple above, we all know that isn't a real apple, we understand that it represents an apple and can be used in place of an apple when we need people to connect to the concept of an apple.
Pictures/Visuals with embedded Text & Symbols:
Use the visual representations with embedded text to support understanding of a concept. We can now see the relationship between the word and the concept. Think infographics!
Finally we need to get to a point with concepts we are representing where students can simply see a symbol or world and understand the complete continuum of the concept that the world or symbol represents.
Important Questions to ask when Representing stuff
This year is moving quickly! In preparation for more and more Universal Design for Learning in the district, we are offering UDL Build Parties once a month from here on till the close of the school year. These are meant for ANYONE! Whether your working on decaying functions in integrated 3 at the High School or working on color identification in kindergarten, we will spending time creating universally designed experiences that our kids will learn from and enjoy being a part of!
Mark your calendars for our other UDL Build Parties!
Once you have a clear goal, your next task will be to decide the non-negotiables for showing mastery of that goal. For example, we recently designed as series of lessons with the John Wash 2nd Grade team for students to successfully use adverbs within a sentence. We decided as a team that students HAD TO correctly use a complete sentence, have an adverb, and use the adverb in the correct context of the sentence message. Our team even created a little rubric for the kiddos so they could see a few example statements that show our teacher expectations for the standard. Once teachers were clear on expectations, choices then become much easier to embed because we knew the non-negotiables all choices needed to be able to incorporate.
When thinking of choices keep two things in mind, (1) your goal and (2) your students' variability. Your goal will help you pinpoint choices that still capture the heart of what you are trying to teach and not take students off on tangents. Thinking of variability will force you to be creative about the options students are given. Think about students who you know would need support. Think about the students who
Here are some examples of choices that teachers said students could do at John Wash:
District Leads for Universal Design for Learning
Sanger unified school district
Curriculum & Instruction department