Explanation of UDL
Every student in the classroom has a different background, expectation, ability and learning style. Understanding this diversity in learners is where the philosophy of universal design for learning (UDL) came from. UDL is based on giving every student a chance by increasing access to learning and growth for everyone from the beginning.
When designing a lesson plan or course this means that you always have accessibility and diversity in mind, instead of just adapting with adjustments once they are required. The way I think of this is structuring the lesson from the ground up. All students can succeed at the start and progressions build on each other in order to challenge the students. As the students progress through a lesson some students may only be able to complete a certain level- but they still take part in the bigger picture. For example, in the Line Game one group may not reach the hardest progression of forearm passing the ball without a bounce. Giving the students tasks to complete in order to move forward allows them to reach their zone of proximal learning while staying engaged. If a student completes a task easily that is okay because they will just move onto the next, more complex task. If they cannot complete the task they continue trying or move back one step for more practice before attempting the task again. This allows each student to be learning in a zone where they feel comfortable, challenged and engaged in their learning.
The key points to remember of UDL:
Representation:
- Represent concepts to the students in many different ways! Each student is different in how they learn things best!
Action and Expression:
- Give students lots of different opportunities to succeed and express what they know!
Engagement:
- Always be sure to have activities that keep students excited about learning and engaged in their lesson- this will keep their interest peaked and allow them the best learning!
Learning Experiences in EPHE 452
I think that the way our EHPE 452 Class is structured really demonstrates UDL in many ways!
Representation:
- the course content is demonstrated and taught in lots of different ways
- in the gym, we are taught every task or drill with verbal instruction, demonstration and practice
- this gives each different learner multiple chances to understand the content
- for me, it is very beneficial to my learning to see a demonstration performed by my peers
- we are also given academic papers, websites and other resources to support the learning from each class
- there are assignments given that supplement what is happening in class
Action and Expression:
- we are always playing the games or doing the tasks right away, without too much discussion beforehand
- this allows for discussion after each task
- when students are asked about what they noticed and learned, or what could be adjusted it gets them thinking and engaged in the activity they were just doing
- often things come up for them that they may not have noticed without that reflection
- this is also a chance for each student to demonstrate what they know, and potentially leads to peer teaching
Engagement:
- In class we have learned to begin with a large, more complex game, and then break out into smaller games that work on components of the larger game
- starting with this 'big idea' game to work towards gives students an idea of what they need to work on and lets them understand some of the tactical pieces that will need to be developed in order to improve that large game
- it is a great method to keep them engaged in the smaller games because they understand the whole picture and what the specific things they are developing will help them with later
Reflection
An example of UDL from class was seen with the four corner game. In that game, everyone starts at the same level, with a few rounds played of just tossing the ball up, it being allowed to bounce once, the player whose square it lands in moves behind it and catches it. The game can be progressed as quickly as needed for the teams that are succeeding right away. The underhand toss can become a forearm pass, and the bounce can be removed when the group is ready. To make it more challenging and competitive, a 'kings/queens' court idea can be introduced. This has players on the sidelines rotating into the square where a mistake was made, and aiming to end up in the 'kings/queen' court by being successful in the game. A rule could then be implemented that the player in the kings/queens court cannot allow the ball to bounce in their court, but the other squares can. This follows the ideas of UDL because it gives every student a chance to succeed- no matter what skill level they might be. By making the kings/queens court more challenging it gives every student the opportunity to make it there, which will keep them engaged and excited.
Assessment: Developing
- this is a new concept to me that I feel like I am grasping, but will need practice to implement it in lesson plans
Evidence:
- These artifacts show that I am thinking about how to reach every different kind of learner with my classes. I am working on developing lesson plans that will give each student the chance to succeed and grow in various different tasks and overcome challenges.
Personal Growth:
- I can plan my lessons using UDL
- I will start with what I want the goal of the lesson to be and work backwards from there in order to plan specific progressions that the students can successfully complete
- This will ensure that each progression is working toward the curricular competency I am focusing on
Goal:
- My goal is to have small progressions with each activity that work toward one goal, but still create different levels of learning in order to incorporate more zones of proximity for the students