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Module 2: Representing knowledge and understanding of UDL as a framework…
Module 2: Representing knowledge and understanding of UDL as a framework for designing curriculum
Tools to Use in Your Curriculum
Means of Representation:
Students could access content through multiple modalities, such as anchor charts, adapted texts, concepts maps, simulations, exemplars, supports added to texts like sticky notes, glossaries, support decoding, understanding ,
Means of Engagement:
Socially and Culturally Relevant, Age Appropriate, Games, mnemonics, advance lecture notes, calm spaces, rewards, cooperative learning strategies, high interest topics, choice of topic
Means of Expression
: Set own goals, respond to content with options like video, infographics, story maps, website, self monitor using rubrics or times, various ways of communication, various ways of creation
Shift in Mindset: Failure of understanding does not fall directly to student, instead, with UDL principles guiding light, the failure falls to the curriculum used.
Assessment
Formative vs. Summative:
Summative Assessments may be provided by your district or textbook. Some schools may require teachers to use them for comparative data. However, this does not mean that the teacher cannot take learner variability into account prior to the assessment. If the goal is assessing the actual standards (which your lesson goals should be aligned to) then the teacher should preview the assessments in order to make the test construct relevant.
Tools that may assist with this would be digitizing the assessment to include a text to speech feature if it is a skill being assessed not the reader's comprehension. If you are required to use identical assessments as a grade level, sharing these supports for students to all would be necessary.
Construct Relevancy
Construct Relevancy is the actual information or skill the assessment is supposed to measure. Many times there are factors that add irrelevant barriers to a question that prevent the student from showing their understanding.
Methods to Support Students on Assessments with Construct Irrelevancy:
Be aware as the teacher when given materials or district mandated assessments. If this is a requirement, ask yourself, can I also provide another assessment that the students can do that shows mastery of the concept. This can also go in the grade book as a "test/assessment". How can I make time for both in my classroom?
Support Students through making modifications to questions that have irrelevant constructs. Barriers should be lessened as much as possible.
Consider alternate modes of presentation or response.
Reflection: I do not always preview my required assessments enough to realize the misconceptions, gaps, or nuances. I have ignorantly assumed that a textbook provided assessment would have avoided these barriers to understanding. Prior to using them, I need to add definitions of words that may hinder student understanding of questions, re-format the questions for ease of visual understanding, and add captions or labels for images. I feel that teachers are often required to have alternate modes of presentation or response for studnets with 504 accommodations. I am now considering if we can simply provide that accommodation to all.
Flexibility
is Key: Assessment is not always pen and paper or quizzes, or only in writing. Teachers must account for student
Ongoing Assessment is Best
Learning a standard should not be viewed as a "one and done" process. If a student has not mastered a standard or skill, it is the teacher's responsibility to continue re-teaching with that students learner variability taken into account and re-assessing. Standards Based Grading practices highlight the need for ongoing assessment as it focuses on each aspect that may contribute to an overall grade.
In a school where grades are inputted numerically, a teacher can still provide "standards based" feedback and information to students and parents. By breaking down assessments by standard, and displaying the accuracy in that specific skill, students and teachers can conference about specific areas rather than just simply a low test score. This allows students to see their progression and set goals for success.
Reflection: I used to track standards much better, but it fell aside with the chaos of life and teaching . I hope to return to this process, especially in math. I would include a cover sheet when I sent home a unit test. I also included the student's graded work that led up to that test. On the cover sheet, I would list the unit and what standards were covered. I would then refer to their attached assignments to show if they were at "mastery", "approaching mastery", or "not approaching". As I re-taught I would send home the new assessment and if they had met mastery yet.
Learner Variability
Learner Variability is the constantly evolving strengths and challenges that make up every single learner, at each stage of learning
Learner Variability is expected and planned for in an effective curriculum. To acknowledge and demonstrate this as a classroom teacher you must show a genuine understanding that there are multiple means to show understanding and multiple means to get studnets to that point. You must change your mindset in thinking that what is provided to you takes these multiple means into account and acknowledge each student individually that make choices that best fit each learner in your classroom.
Reflection: It is imperative that I view all studnets as having variable learning characteristics and not just those described in an IEP plan or 504. I believe that I attempted to learn student's learning styles, but now I realize there is much more that I was missing. I feel that many of the "beginning of year" get to know your student type activities a teacher may find or feel inspired to use do not take the full range of variability into account. I would like to develop a better student survey to learn more about my students.
By Madeline McClinton
Goals
Goals should develop a desire to learn content and provide self regulation. They should involve and challenge all learners, as well as consider the three networks (strategic, affective, & recognition)
Goals differ from the standard as it allows the teacher and class to select how they plan to access that skill or piece of knowledge.
Goals should be flexible and open ended enough to allow multiples means of engagement, representation, and expression.
Materials
Materials should address conceptual, strategies, and expression. Choice and alternative pathways to the final product rely on a multitude of options of materials. By beign proactive, teacher can have these options embedded into their classroom by planning early and making routines of using them. Having options of materials as a routine also promotes a feeling that everyone can use them without
Materials must be aligned to goals. They also help students be proactive.
Methods
Effective Methods are able to be continuously changed. They also include all learners cooperatively.
Methods may change during a lesson in order to best meet the needs of the learners. Having a fluid and flexible mindset makes this feasible in the classroom. Teachers must not be rigid in plans but work to best serve their students.
Reflection: At times, I struggle with changing my plans mid lesson. It may be hubris, or just my stubbornness at times, but sometimes it is just frustrating when what you thought may work is a total failure. Changing mid lesson amidst that frustration at yourself is a challenging thing to do while also reevaluating and analyzing what the new plan should be. I hope that I can find strategies to be more aware of my students needs so that changing a plan is easier if needed. Patience and grace are necessary to admit your mistake and best serve others.
