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.