Implementing UDL In The Classroom

As a result of having participated in the course Reaching and Engaging All Learners Through Technology, I found that differentiation of instruction does not require individualizing projects, assignments, and assessments for each and every learner to provide multiple learning environments. Instead, it merely requires a shift in thinking about managing the existing environment to provide options to students that will motivate them while simultaneously allowing them to demonstrate their learning in the most effective means they know. The Universal Design for Learning promoted by The Center for Applied Special Technology www.cast.org provides resources for implementing UDL in the classroom.

I began using elements of UDL immediately after reading about it and have slowly, over the last 6 weeks, increased its presence in my planning. Managing an environment that makes use of differentiation stations can be a challenge for teachers who may not feel comfortable in a “guide on the side” or facilitator position; however, in my classroom the rewards have already proven to outweigh my taking a reduced role in the class. I have seven children in my classroom that will take the Virginia Grade Level Assessment rather than take a multiple-choice format standardized state test. These students are allowed to compile a portfolio to show what they have learned. By offering them choices and introducing them to new technologies, such as digital story-telling, podcasts, wiki’s, video publishing and blogs, they have shown enormous growth and been able to find out more about how they learn. Best of all, they will be able to use their projects as evidence of standards achieved. Since they were offered choices in each project, they were able to be team members in several different groups and diversify some of their preferences while participating in a flexible atmosphere.

Reflection

As a result of the GAME planning strategy of developing lessons that integrate technology into the classroom, I found new confidence in my ability to facilitate students' learning. More importantly, I was able to identify areas where I could improve instruction. I found that I could best serve my students by improving my evaluation methods, which in turn placed more emphasis on the monitoring piece of the GAME plan. By making more effective use of formative techniques along the way, I was able to determine the best methods to meet my instructional goals. I now understand that the lesson should come before the chosen technology instead of trying to force a newly discovered tech tool into a lesson by altering the course of the intended objective. It is easy to forget that students who are using technology still need a variety of presentation modes, and just because a lesson incorporates technology does not mean that students are going to automatically "get it" any better. Multi-modal approaches provide the best chance for student success whether technology is being used or not.

By that same token, if students require variety in instructional presentation, then wouldn't it make sense that they require variety in the demonstration of their new knowledge or skills? They should be provided the tools and flexibilty to show evidence of their growth in a way that they feel confident. For some this means visually representing what they have learned through images or video, for others it might be written digitally in the form of a script or blog, and other may feel that their strengths lie in the creation of an audio presentation of the content. like a podcast or song. If students are given choices in how they are assessed formatively then they will also be better equipped to collaborate effectively on summative evaluation projects. When learners are encouraged to set goals, take action, monitor the effectiveness of their actions, and evauate the success of the overall plan they will be empowered to take risks that enable them to share the content and their creativity.

After implementing my GAME plan I too was more willing to take risks in the implementation of providing assessments that played to individual strengths. This course inspired me to immediately adjust my instructional techniques. I started small with an introduction to a digital storytelling project where student had a choice in presenting the content. Based on their choices they were grouped to create a digital folktale. With proper planning the classroom was transformed into an office of sorts, where groups where moving forward with self-directed mini-projects to achieve a single goal. Motivation was high, discipline was not an issue, and everyone was complaining that they had to leave when the bell rang. The hardest part to manage was the recording portion because of the typical banter of groups working in the same space simultaneously and the lack of a dedicated space for recording audio.

GAME planning is essential to bringing engaging critical thinking activities into the classroom, and technology provides multiple approaches and fosters creativity. Through continuous monitoring and re-evaluation students who struggle otherwise get the support they need to pursue goals, and demonstrate growth through technology. As a result, all students become more confident in their ability to move through the problem-solving process and gain the courage to take academic risks.

PART 3 of my GAME Plan

This week has been an enlightening one for me. I have enjoyed chapter 6 of the text and gained much insight from the articles and other resources. I realized that many of the formative assessments discussed I already use, I just need to refine them and use the feedback or data they provide more effectively.

I have been stuck in the mode of relying too much on forced-choice assessments to provide the data that drives the next stage of instruction. Although the forced-choice assessment software purchased by my division has maps, graphs, and visuals to accompany most questions I know that I can get more accurate feedback by redesigning some things that I already do to make assessments more diverse. A variety of assessments gives the students more opportunities to demonstrate growth and understanding in a subject.

This week I will use concept mapping software with my students so they can build on their prior knowledge and collaborate in a more authentic type of assessment. By enhancing the variety of my assessment strategies through project-based activities I will be better equipped to plan the next lesson and prepare them for the summative assessment this May. I also plan on putting more emphasis on assessment part of the performance-based assessments I already use. Activities like skits and interviews have always been a great way to engage students for me, but I can now see their value as assessment tools as well.

Continuing With My GAME Plan

This weeks resources included the reading of Chapter 5 of Technology Integration for Meaningful Classroom Use. Chapter 5 examines the Universal design for learning or UDL. During my reading it became clear that I can improve my assessment practices by using UDL in my classroom to create flexibility in my assessment methods. I have also gained insight from the discussion board postings of colleagues in the class and have asked for more ideas from others. I have found that I am examining my practices daily and asking myself with each new idea How can I develop a flexible assessment that will allow ALL students to show their growth effectively? Table 6.1 on page117 of the text has, and will continue to serve as my guide as I continue to improve the types of assessments I choose for various learners

NETS-T goals Week 2

In order to improve the effectiveness of my own instruction I feel that I could most improve in the following NETS standards.

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching (http://www.iste.org)

I plan on addressing "a." by learning more about the design of authentic experiences by reaching out to colleagues who have used technology to cover multiple content areas. By finding out resources that address core content areas from tose who have effecively used then I will be better equipped to practice and share theses ideas.

I would also like to address standard "d.", which I consider to be my weakest area in the NETS-T standards. I hope to evaluate and extend my learning of this area by examining research both online and in textbooks. My progress will be monitored by comparing the variety of assessments in future lesson plans with those found in plans that I am presently using. I will also be able to compare the results of my first semester assessment with those of the second semester and measure the effectiveness of each.