Reflection 1: Universal Design for Learning (UDL)
The first method for implementing the UDL framework in a classroom is to use diverse tools and media to instruct students (Rose and Meyer, 2002). Students learn in many different ways, therefore we cannot rely on a “one-size-fits-all” method to effectively help each child gain an understanding of the material. By using a variety of teaching strategies and adjusting the challenges set for students, teachers can support the recognition, strategic and affective brain networks in order to accommodate student learning needs.
Throughout my undergraduate and graduate studies I have learned about the importance of catering to students’ learning needs. Each child is unique and therefore, has unique learning preferences. As a teacher who wishes to implement UDL techniques regularly in her classroom, I have begun to build my repertoire throughout my student teaching and field work experiences.
In order to differentiate the tools and media I use to tap into the recognition networks of my students I use a graphical, numerical, algebraic, and word (GNAW) chart to help bring meaning to math vocabulary. When using this vocabulary strategy to teach the students I draw the graphic organizer on the chalk/SMARTboard. As I teach the class what the new vocabulary term is, I write an example in each box that represents the term in its respective way. For example, when teaching algebra at Temple Hill Christian Academy in Newburgh, NY, I used this chart to teach the term “parabola.” The concept of a “parabola” is multidimensional and is represented in various ways throughout the math curriculum. By providing the students with multiple formats of the term, each student was able to tap into their recognition network regardless of their learning style. When using this at Temple Hill, I noticed my students referring back to the GNAW chart as they worked on independent assignments to determine whether or not the question was referring to a parabola or to give them direction when developing a response to a multistep problem.
Another teaching method I’ve used to access the recognition network of my students is by creating a “comparison with a known” for each topic I introduce. In other words, I relate the topic to something the students are familiar with that is unrelated to school. For example, when explaining the difference between a ratio and a rate to my 6th grade special education math class in Cornwall, I explained that “deciding whether or not a number is a ratio or a rate is like deciding whether a vehicle is a car or a truck. There are a lot of similarities between cars and trucks however you can tell the difference if you know the specific characteristics of each. When given two numbers, one of which is a ratio, and one that is a rate, you can see many similarities in the ways they are written, however when you look at the units that are given, you can tell them apart.” To most individuals, characterizing vehicles has nothing to do with mathematics, however for my students who couldn’t comprehend the meaning of differentiating a ratio from a rate, making this comparison to something they know allowed them to recognize the tasks they needed to complete throughout the lesson. As I worked through this unit with the class, the students and myself kept referring to this comparison with a known as we solved ratio and rate problems. When helping one student in particularly, I asked him “how do you know that you need to solve this like a rate problem, it looks a lot like a ratio to me.” His response was “well Miss Ripa, cars and trucks look a lot alike too, but this problem includes units of measurements so it’s a rate. Just like when you said some trucks have a bed, that’s how we know they are different then cars.” It was clear, that relating this math concept to an authentic concept in his mind, he was correctly able to classify the expressions on the page as ratios or rates.
When providing students with diverse tools and media, a teacher can also make adjustments to strategic goals. Some ways in which I’ve implemented the UDL frame work in this way was through a life-size graphing activity I used at Bishop Dunn Memorial with my students in the math club. This was an after school program that I co-taught with other Mount Saint Mary students during my undergraduate studies. During this activity I brought the students into the gym where I had placed duct tape on the floor to create a large coordinate plane. Each student was given a role, and placed on the graph as we discussed the various parts of it and how to determine ordered pairs. I encouraged students to take notes as we went through the activity, however some showed understanding simply because of the kinesthetic quality of the lesson. As I taught the students concepts such as origin, and axis, I chose students to represent each part. For example, a girl named Jenna represented the origin throughout the entire lesson. She stood in the center of the graph indicating the point in which the two axes crossed. This helped students recall what the origin was. While many initially had trouble remembering the term or confused it with “ordered pair” most were able to associate origin with Jenna, and could picture in their minds where she stood on the graph. During the following math club meeting, I looked over some of the notes the group took, and I noticed many of them had drawn models of the coordinate plane in their notebooks, labeled it with all of the vocabulary terms we discussed, and even included the names of their classmates who stood or laid in that position on the graph to help them recognize the terms.
Another way in which I’ve modified my teaching techniques in order to achieve strategic goals for each student in my class is by acquiring feedback from them and learning about their individual learning style. While many teachers use specific, ongoing feedback to help their students learn, the same can be done to help us teachers utilize appropriate teaching techniques that tap into the strategic networks of our students. For example, checking for understanding throughout a lesson by using a thumbs up/down/neutral motion throughout a lesson is a quick and easy way to determine whether or not the lesson format I am using is working for the students. If not, I can make immediate adjustments in order to help those who need to see the lesson in an alternative way. When teaching transformations during my student teaching at Cornwall, I used this thumbs up/down feedback to determine whether or not the students felt confident enough to work independently. After teaching the students how to complete a translation using a counting and plotting method, I asked the class to indicate for me whether or not they understood the task by using their thumbs. They silently either gave me thumbs up, down, or neutral sign that allowed me to determine which students needed further instruction. Those who indicated that they understood the material were directed to begin the independent practice that was assigned for homework. Meanwhile those who did not get it or were unsure came up to the SMARTboard for a more hands-on approach. First I showed them how to complete a translation by dragging and placing the polygon in its new location on the graph, and then allowed the students to take turns, doing various examples, and trying it themselves. By providing this extra support and changing my teaching method, I was able to help those who were initially confused comprehend the topic. I could not have done this however, without gaining the feedback of the students and learning that my initial teaching method was insufficient for them because of their alternative learning style.
When reflecting on these activities and techniques I completed with students I can see that using diverse tools and media to teach my students can impact their learning. By differentiating my approach and accounting for the various learning styles of the students in my class, I’ve been able to ensure they have a chance at being academically successful.
The second method for implementing the UDL framework in a classroom is to have flexibility built into the materials (Rose and Meyer, 2002). Just as differentiating teaching methods allows students to learn, differentiating the learning materials and providing students with options that best suit their learning styles allows them to learn and grow academically as well. By providing my students with options for showing their work and utilizing learning strategies that work for them, I can support the recognition, strategic, and affective brain networks in order to accommodate student learning needs.
Ways in which I’ve differentiated the materials in my classroom in order to access the recognition network of the brain is through allowing the students to come up with their own examples for lessons. In multiple classrooms, for example, I’ve taught the students the LINCS vocabulary strategy. This strategy consists of an organized grid that allows students to come up with reminding words, pictures, and stories to help them remember new vocabulary terms. Whenever I’ve used this vocabulary strategy some students choose to use it on their own while others use more traditional methods such as memorization of index cards or rewriting definitions. By giving students this option I am providing more students with the opportunity to learn more effectively because of their alternative learning style. For many students with language processing deficits or who struggle with literacy skills, the pictures and reminding words act as small tools that help them remember sometimes difficult terms.
Another strategy that I’ve used is to have students come up with examples from their lives. Rather than me giving them examples from a text, I’ve noticed that many students benefit from coming up with authentic examples of academic concepts independently. For example, when teaching the characteristics of polygons to my 6th graders at Cornwall, I gave them the definitions of each shape and they took notes on it. During the extra time in class and for homework they were supposed to use their notes to go around the classroom/their home, and find objects that were examples of each shape and sketch it in their notebooks. By giving them the freedom to choose their own examples, many students used personal items to help them remember the various types of shapes. When working through problems in class, the students thought about the examples that they found in their home. On the assessment, many students referred to the objects in their home when asked to give examples of each polygon. The authentic, visual representations of the polygons in the students’ minds aided in their recall of the characteristics of each polygon.
When achieving strategic goals in the classroom, I’ve created flexibility in the types of activities students complete. In a lesson I’ve created for a UDL unit plan, I included a Math Dance Activity. The goal of this lesson was to reinforce the meaning of obtuse, acute, and ring angles that had been previously taught. The activity included “Twinkle, Twinkle Little Star” with revised lyrics that explained the characteristics of each type of angle. After learning the song the students were to break up into groups of 3-4 and create a dance that went along with the song. They were encouraged to perform hand gestures and choreograph moves that represented the angles and their features. Although I did not get the opportunity to carry out this lesson in the classroom, I do believe it would help many students remember the definitions of the angles. This is an important concept in mathematics that comes up at the middle school and high school levels. By using a lesson such as this, I would be creating an exciting memorable activity that allows students who learn in the traditional direct instruction setting to supplement their learning with a creative activity, while allowing those who are kinesthetic learners the opportunity to learn material they may not have otherwise clearly understood.
Another activity that provided flexibility for students was creating a RAFT (role, audience, format, and topic). Not only does this help promote math learning, but it is also a literary piece that creates an interdisciplinary lesson. I’ve had multiple classes create a RAFT and noticed a growth in mathematical understanding, as well as excitement over the flexibility and creativity incorporated in the assignment. One example of when I used this was with a class after completing a geometry unit. Rather than asking them to take a traditional summative test that would be redundant considering the many formative assessments they took throughout the unit, I allowed the students to create a RAFT to show their understanding of the material. The results of this assignment indicated clear understanding of the math concepts as well as creativity in the writing. Each student chose to use a medium that they felt comfortable completing, and therefore the representation of their mathematical knowledge was clear. I was able to assess their learning without requiring them to take an unnecessarily mundane, one-dimensional test. The flexibility of this assignment kept students from feeling like they were completing a laborious exam. They were creative and expressed not only their knowledge, but their excitement over the assignment. Although I no longer have any examples of students work from this assignment, I do remember the unique methods in which the students expressed their content-specific knowledge through their writing.
The final affective network of the brain can be accessed through differentiating challenges, rewards, and content (Rose and Meyer, 2002). The UDL framework not only taps into the “what” and “how” of learning, but the “why” as well. In an effort to implement the UDL framework in the classroom, I’ve built flexibility into the materials that relate to these affective attributes. When teaching a special education at Cornwall I learned that many students, especially those who have continuously struggled with school, lack the motivation to learn. Understandably they feel hopeless in many educational settings and do not have that intrinsic desire to learn and grow academically. One way to address this issue is to create a reward system in the classroom; however a “reward” may not be just that for all students. Due to unique interests and personalities, what may be enticing to one student, may not be to another. Therefore one way to create flexible materials is to offer various choices for rewards (Rose and Meyer, 2002). For example, one of my students with Autism loved coloring books; therefore, every day I would print out a color-by-number picture and tell him that as soon as we got done with the lesson he would be allowed to take out his colored pencils and complete the drawing. To most students his age, this would not be an effective motivator to complete classroom assignments, however for this young man it was a very appealing reward. By allowing for this flexibility, he was able to stay focused through a lesson that he may otherwise lose interest in or resist doing. On numerous occasions, this student would refocus themselves during an activity and seek out reassurance from me by asking “Miss Ripa, if I finish you promise I can color?” and my answer was always yes. It was clear that this reward was unique, yet highly valuable in motivating this particular student.
Another method in which I differentiated my lesson to accommodate for affective networking was by providing students with a choice in learning context. In multiple classrooms I’ve introduced my students to the National Library of Virtual Manipulatives (NLVM). This website has a variety of interactive manipulatives that cater to the needs of hands-on, visual learners in math. One example in which I used this website with the students was in a trigonometry class and it acted as a supplemental learning device. After teaching a lesson on the unit circle, I allowed students to begin on their homework and ask questions if necessary. Those who were still unsure of the material we encouraged to gather around the SMARTboard and use the unit circle manipulative on the NLVM website. While many students were able to understand the concept though my step-by-step explanation during the lesson, some students needed a more concrete, visual representation of the unit circle to truly understand the tasks at hand. By giving the students the opportunity to explore other learning mediums, I allowed them to choose a learning context that was meaningful and effective for their personal learning styles. It was clear that as the struggling students worked with the virtual manipulatives, they were able to complete the tasks and better understand the topic. The more they used the manipulatives, the more comfortable and effective they were in completing similar tasks independently.
When reflecting on my teaching by using the UDL framework I can see that I either had potential to or did make a difference in student learning. By using diverse tools and media, and building flexibility into the materials the students use, I can be sure to access the recognition, strategic, and affective networks of all my students, regardless of their academic abilities or learning styles (Rose and Meyer, 2002). In the future I plan on continuing to use the UDL framework in order to successfully cater to the unique learning needs of all my students and help them become successful both in and out of my classroom.
Appendix
Standard
1- Commitment to Mathematics Learning of All Students |
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Aspect |
Explanation |
Signs That The Standard Was Met |
Commitment to Diverse Learners |
Accomplished math teachers believe that all students can learn. We are dedicated to determining the abilities and learning styles of all our students, and developing teaching strategies that accommodate our students’ needs. |
-In order to differentiate the tools and media I use to tap into the recognition networks of the students I have used a graphical, numerical, algebraic, and word (GNAW) chart in order to help bring meanings to math vocabulary. By providing the students with multiple formats of the term, each student was able to tap into their recognition network regardless of their learning style. -Using a Comparison with a known to I relate the topic to something the students are familiar with that is unrelated to school. -By having the students work with a life-size coordinate plane and use their peers as points on the graph, students who benefited from visual and kinesthetic lessons were given a chance to learn in a medium that is efficient for them. |
Commitment to Mathematics Learning |
Accomplished teachers are committed to ensuring that their students are proficient in mathematics. They strive to help students achieve fluency and accuracy for math concepts, and create opportunities for students to succeed. |
-By using the RAFT Activity, I allowed the students to express their knowledge of math through an alternative form of assessment. They were able to get creative and practice literacy skills in order to produce a unique writing sample that incorporated math. -The Math Dance Activity in an exciting memorable lesson that allows students who learn in the traditional direct instruction setting to supplement their learning with a creative activity, while allowing those who are kinesthetic learners the opportunity to learn material they may not have otherwise clearly understood. - Using the National Library of Virtual Manipulatives as a classroom resource allows students to access manulipatives whenever necessary. Whether it is in the classroom, or at home, this website is available to give students the extra practice and alterative representation that they might need. -The translations activity is an example of how using the SMARTboard can further help students understand a concept they may not comprehend at first. The hands-on features and visual representations on the SMARTboard allow for kinesthetic and visual learners to understand the given topic. |
Standard
3- Knowledge of the Students |
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Aspect |
Explanation |
Signs That The Standard Was Met |
Commitment to knowing the individual needs of each student and the process of human development |
Accomplished teachers are committed to getting to know students’ backgrounds, past experiences, learning styles, and personal needs. Teachers motivate and challenge students when its appropriate as needed and offer additional support as needed. |
-Using a color –by-number sheet as a reward is not useful unless you know your students. By getting to know how they learn and what drives them, we can utilize rewards such as this one to stimulate motivation. -Rather than providing students with examples of various concepts, allowing them to create their own personal examples allows them to connect the lesson to their lives. Personal examples become more valuable and easier to remember. -The LINCS vocabulary strategy proved to be effective because it allowed students of all learning styles to create words, pictures, and/or clues that allowed them to remember important vocabulary terms. |
Rose, D. H., & Meyer, A. (2002). Chapter 6: Using UDL to Support Every Student's Learning.Teaching every student in the Digital Age: universal design for learning (). Alexandria, Va.: Association for Supervision and Curriculum Development.