UDL in the General Ed Classroom

It's day 2 of the Michigan Integrated Technology Supports Learning Institute in Traverse City, Michigan.  My first session is about to begin.  Title:  UDL in the General Ed Classroom.  The facilitators are Terie Elvers and Teresa Karney, both middle school general ed classroom teachers.  I'm hoping to pick up some ideas and maybe present on the same topic for my district's Spice it Up! technology conference in August.

From the session description: "Universal Design for Learning (UDL) is the practice of embedding flexible strategies into the curriculum during the planning process so that all students can access a variety of learning solutions, including, but not limited to technology solutions."

Terie and Teresa were selected to participate in a state of Michigan pilot project, "Model UDL Classroom."  The teachers feel strongly that a UDL classroom philosophy helps students of ALL abilities and interests.  

According to the presenters, the CAST website is an excellent resource.  I looked at this website a few years ago and plan to check it out again to see what is there.

Terie talked about one of her students who was disengaged at school.   She assigned a project where students picked any book and related it to music in a five paragraph essay.  This student became engrossed in the project and soon had his project on youtube.  So, seems that PBL (Project Based Learning) is a natural fit for UDL strategies.

Characteristics of a UDL Classroom:  non-threatening, student-centered, flexible seating/grouping, music, and acceptance of differences. 

The teachers are talking about "whisper reading," something I have never heard of before.  I just googled it and found an explanation/description here. 

They also have silent reading time, some students listen to audio books on mp3 players simultaneously.  Students use sticky notes as they read to take notes for a digital scrap book. I'd like to see or learn more about what was included in the digital scrap book and what tools were used to create it.

The teachers showed many videotapes of their classroom, the clips showed the teachers providing instruction as well as the students working.  The clips showed instruction that would help students will many different learning styles (movement, visual imagery, symbolism, art, etc).  Students are allowed to show their learning in many different ways.  About half choose to use a computer in some way.  Rubrics and check lists are used to communicate expectations.

The facilitators made it clear that using technology is not the same as UDL.  They say that technology often is used as part of a UDL classroom, but that the act of using a computer doesn't necessarily make a good UDL strategy.  I think that is a very important point.

Planning is critical.  Begin with objectives, think about accomodations and options (consider learning styles, engagement, materials available, etc), look for resources (online, books, textbooks), consider assessment methods (rubrics), then create the assignment.  They suggest using the CAST Lesson Builder. 

UDL ideas include: using special pencils and paper, pencil grips, word processing, record audio instead of writing, video taping, using a scribe, draw and explain, act it out, scaffolds, and podcasts. 

UDL assessment ideas include: paper/pencil, presentation, survey monkey, podcasts, videos, slideshows, online books, printed books, and music. 

Many books about brain-based instructional strategies were passed around the room.  :-)  Books included those by Marcia Tate, David Sousa, and Kathie F. Nunley, and Brenda Utter (Pick and Plan).  I've attended a Marcia Tate workshop that was outstanding and love her books.  I've not seen the others; will need to add it to my Shelfari wish list!