Dive Into Udl: Immersive Practices to Develop Expert Learners - Softcover

Grant, Kendra; Perez, Luis

Softcover

ISBN 10: 1564846652 ISBN 13: 9781564846655

Verlag: INTL SOCIETY FOR TECHNOLOGY ED, 2018

Inhaltsangabe

Learn how to incorporate accessible learning materials and technologies into your instructional design to ensure choice for learners and help them develop into independent, motivated expert learners.

Universal Design for Learning (UDL) is a framework for designing instruction that meets the needs of every learner. This book provides an overview of UDL, showing how to offer flexibility in methods of presentation, student participation and expression to support high achievement for all students, including those with disabilities or limited English proficiency.

The book:

• Offers three modes of entry to allow educators to “start where they are” in their understanding of UDL and how it applies to their areas of instruction.
• Shows educators how to enhance and transform their instructional practices by applying a UDL lens to analyze and redesign lessons.
• Illustrates how to design accessible materials and use technology to provide more options for learners.
• Highlights how UDL is foundational to inquiry-based, project-based and constructivist hands-on learning.

Dive Into UDL shows K-12 educators how to incorporate UDL in their instructional design and engage in continuous professional growth. The book will also appeal to those in coaching positions and administrators seeking to support their staff.

Audience: K-12 educators

Über diesen Titel

Über die Autorin bzw. den Autor

Kendra Grant has held many roles in education, including teacher, district special education coordinator and assistive technology (AT) specialist in a large school district. She currently works with Quillsoft as director of professional development and learning, and was formerly co-founder and chief education officer for a professional learning company delivering large-scale technology implementation across North America. Grant holds a master’s of educational technology from the University of British Columbia with a focus on professional learning, eLearning (K-20) and the application of UDL to both. She is a past president of ISTE’s Inclusive Learning Network. Luis Perez is an inclusive learning evangelist whose mission is to help educators create more inclusive learning environments for all students through the implementation of UDL principles. He has a doctorate in special education and a master’s in instructional technology from the University of South Florida. He was the project manager for Tech Ease for All, a collection of free assistive technology and web accessibility tutorials for teachers. In 2009, he was one of 52 educators in the U.S. selected to join the 2009 class of the Apple Distinguished Educator Program. He is also a Google in Education Certified Innovator. Perez is currently the professional learning chair for ISTE’s Inclusive Learning Network.

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[CN]Chapter 4
[CN]Your Assumptions and Beliefs
The classroom is an extremely busy place with dozens of moving parts, dozens of personalities, and hundreds of demands on our time in any given day. There are just too many pieces of information for us to process or even notice them all. In many ways, the classroom is an example of the selective attention principle (Simons, 2010) at work. The effects of selected attention are illustrated in Daniel Simons and Christopher Chabris’s famous “Gorilla” video (bit.ly/DiveIntoUDLCh4a): When instructed to count to the number of times the players in white pass a basketball during the video, viewers become so focused on the passes that they fail to see a person in a gorilla suit walk through the game.
Our focus becomes a filter.
For many of us, our assumptions and beliefs about learning and learners become our focus and our filter. We expect to see certain behaviors: for certain students to succeed, for other students to struggle. We count the passes, but counting the passes reinforces our expectations so we fail to see the gorilla walk across the floor.
It’s only when we consciously look for the gorilla—when someone points out that we should look for the gorilla—that we see it. If you are lucky enough to have experienced the Simons and Chabris video without prior knowledge of its intent, it is an eye-opening moment. You can’t believe you missed the gorilla. It’s so obvious! However, some will insist the video was doctored. There is no way they missed that gorilla! The gorilla wasn’t there. If you want to give the test another try, take a look at “The Monkey Business Illusion” (bit.ly/DiveIntoUDLCh4c) or “Movie Perception Test” (bit.ly/DiveIntoUDLCh4b), which illustrate the same concept.
What’s the “gorilla moment” in your professional life? It’s when what you expect to see and pay attention to causes you to miss or misinterpret something important. It might be observing your class engaged in a task and missing the student quietly struggling. It might be watching a student not know what to do next and assuming they weren’t listening to your instructions. It could be assigning leveled text based on learners’ decoding skills, rather than their excellent comprehension skills when using a screen reader.
For Kendra, the gorilla moment was assuming disability was internal to the student and not dependent on a variety of factors within her control to change. She saw learners struggling with reading and writing tasks and provided technology to accommodate the disability. Although this recognized the underlying ability of the learners, she didn’t challenge (until later) the system belief that students who didn’t fit the “norm” required a diagnosis and label to get extra support and remediation or the conventional belief that text-based instruction and assessment were the best ways to teach and for students to learn.
[[Tweet]]
Tweet: What we measure and count is our focus. Our focus then becomes our filter, reinforcing what we “know” about our students. With this laser focus we often miss the gorilla in the room. What’s your gorilla? bit.ly/DiveIntoUDLCh4a #DiveIntoUDL
[[/Tweet]]
Examining your assumptions and beliefs on a regular basis can help you clear your filter. Taking a step back from your teaching to look for the gorilla in your instruction and assessment, the learning environment, or your expectations of students, however, can cause disequilibrium. It can be shocking to suddenly see the gorilla. This is why it is helpful to share and reflect with others. Do they see the gorilla too?
Exploring your assumptions and beliefs about teaching, learning, and learners before you begin exploring more about UDL will give you a benchmark to help you see your professional growth over time. Remember, there are no right or wrong answers to the “Pause and Reflect” questions. This information is for you and your professional growth, so consider recording it in some way to reference later.
[[Pause Sidebar]]
[SB Head]Pause and Reflect
Do you see the gorilla?
[[List]]
•           How has your understanding of the average student influenced your teaching practice?
•           How has your role as a general education or special education teacher shaped your teaching practice?
•           Is it possible to reach and teach every student given the vast diversity of learners in our classroom?
•           What does it mean to have a disability? Who should support students with disabilities or other learning differences?
•           What role does technology play in your life? What role does technology play in your classroom?
•           Who currently succeeds in your classroom and why? Did you succeed in the education system? Why or why not?
•           What is your role as a teacher? What is the role of a student? What is the goal of learning?
[[/List]]
[[/Pause]]
[A]Exploring Your Assumptions and Beliefs
Your assumptions and beliefs are like the clothes in your closet. Some fit perfectly. Some don’t fit anymore, but still you hang on to them in case they fit again (they usually don’t). Some are old, worn out favorites that may be worth keeping. Can they be updated and repaired, or should they be replaced with something more up-to-date? Some might be trendy. Even if these seem to fit, do they stand up to everyday wear? Will they be replaced when the next trend comes along, or does this trend have its roots in solid design?
[[Figure Caption]]
Figure 4.1 Assumptions and beliefs: Clean out your instructional closet regularly.
[[/Figure Caption]]
Just like performing a seasonal closet clear-out, regularly bring your assumptions and beliefs about learners and learning out into the light and examine them closely (Figure 4.1). Try them on. Be critical. Consider getting a new perspective from your trusted peers during this process, especially those with a critical eye and unflinching honesty!
[[Tweet]]
Tweet: Regularly “clean” your instructional closet. Review your assumptions and beliefs about learners and learning. Keep what fits, then tailor or dispose of those that no longer do. #DiveIntoUDL
[[/Tweet]]
Every teacher comes to teaching with assumptions and beliefs that come from a variety of places and times: our school experiences, our children’s (or friend’s children’s) school experiences, our pre-service, our graduate degrees, the PLN we curate, and the climate and culture of the schools and districts we work in. Some of these assumptions and beliefs may be accurate. Some may be accurate but difficult to implement for a variety of reasons. Others may need updating, refining, or changing. For example, when Luis first started learning about UDL, his focus was primarily on removing barriers by ensuring educational materials were accessible. This focus was shaped by his experience as a legally blind student who experienced frustration in trying to...

Details zur Ausgabe

• Verlag: INTL SOCIETY FOR TECHNOLOGY ED
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 1564846652
• ISBN 13: 9781564846655
• Einband: Taschenbuch
• Anzahl der Seiten: 208
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar