What It Takes to Reach ALL Students
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- čas přidán 7. 08. 2024
- Is it actually possible to design a single lesson in such a way that it reaches each and every one of your students?
It is, and in today's video we'll show you exactly how to do it.
Watch the entire 6-part series about engaging students today while building the classroom of tomorrow:
#1: Fixing What's Broken in Education: • Fixing What's Broken i...
#2: The First Step Toward Classroom Transformation: • The First Step Toward ...
#3: Make THIS Your Teacher Super Power: • Make THIS Your Teacher...
#4: What It Takes to Reach ALL Students: • What It Takes to Reach...
#5: How to Become a 21st Century Teacher: • How to Become a 21st C...
#6: Your Questions, Answered! Join us LIVE on Sunday, 2/27 at 9:30 AM PST: • Video
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2:05 - Nice distinction between UDL and differentiated learning. Thanks!
Glad you found it useful!
I really like this idea of turning barriers into entry points. That is what stood out for me as a key takeaway. Thank you.
Awesome, glad to hear that, Reyna!
As always, thank you for this helpful video!
I appreciate that Mr. Sand!
I’d love to see this implemented in a mathematics class.
It can be done! Thanks for the suggestion!
Learn exactly HOW to reach all your students with our professional development experience like no other, 21st Century Teacher Academy👇
www.newedtechclassroom.com/21stcenturyteacher?
There is another glaring assumption in everything about Universal Design for Learning - that universality is actually possible. What do you do for a teenaged student who eats with an NG tube, experiences seizures, needs an automated defibrillator in the room in case her heart stops (which it will, sometimes), and who, after years of attempts at language instruction, has mastered 5 hand signs? Who looks at a AAC device and immediately puts it in her mouth? Who, after years of instruction with said AAC device, and others, has never learned how to use any of them? She's not making a podcast, writing an Op Ed piece or a blog, or creating a CZcams video any time soon. Where does she fit?
Universal Design is terrific, I use it, and I think everyone should. But every time I hear the word "Universal" in the title, I feel a little resentful, because I know that it is not actually universal enough to include my sister. In fact, its use has driven me towards Differentiated Instruction instead for years, because every time I heard the term, I just got angry and shut down. It has taken me years to open up to the message behind the exclusionary name, which always struck me as so foolishly naïve that no one who chose it could possibly have anything meaningful to share. We need to be honest about the limitations, and to keep space in the discourse for those who do, and will always, need more support than any "regular" classroom can offer. They exist, and UDL is not enough for them. When we pretend that it is, we are shutting them out, once again, by pretending them into invisibility.
Hi Kim, I hear you, and agree that the term "universal" is fraught.
I think UDL is really about a mindset more than an end goal. It's about seeking ways to open up curriculum with the ideal of making it more widely accessible. "More widely accessible learning" doesn't quite have the same ring to it, though perhaps that would be more accurate terminology.
Universal Design for Learning is also adapting the idea from Universal Design, which originated from the Disabilities Movement. It was initially about creating more inclusive public spaces. I think when CAST adopted the term, they were likely attempting to situate what they were doing within the same narrative as the original movement: to help make learning more inclusive and accessible.