UDL Reflection

Looking back on the past month of blogging, I have learned a great deal about UDL and I hope you have too!!!!!!!! 

Since Universal Design for Learning is still very much a new concept to me, when I was first introduced to the checklist explaining how to know if your lessons are UDL based, I realized I wasn't completely blind. I took a previous lesson I taught and checked to see if it incorporated any UDL concepts in it. To my surprise, I had numerous checkpoints incorporated. Many teachers don't realize it, but many things you do in the classroom to adjust instruction and accommodate struggling students are in fact UDL principles. In the UDL Guidelines Section 1. Provide Multiple Means of Representation, I fully incorporated this number. In introducing the new theme for the week, rather than explain verbally the new theme and have a general discussion to introduce the class, I chose to do a PowerPoint  In the PowerPoint  I provided pictures/images, big font, and color contrast backgrounds to help engage the students and become excited about the new theme. It worked pretty well. The class with my lead had a wonderful discussion about our new theme and this in turn, helped many diverse learners in the class. It provided visual learners the opportunity to see the pictures and relate them to the new theme, it helped the student *Josh who had low vision be able to see due to the big font and color contrast background. It also provided a different and new way of introducing a theme which normally was introduced not in an engaging way. This checkpoint I believe would be my strongest among the UDL principles. Among other principles, I advance in Using Multimedia for Communication, Foster Collaboration and Community, and Clarify Syntax and Structure. In contrast, one of my greatest weaknesses in using UDL principles in my lessons is Providing Options for Physical Action. Children, especially elementary level, can get bored and antsy with just sitting in their chairs the whole time during instruction. Teachers who regularly allow students to get out of their seats and allow them to show what they know using their bodies allows their brain to connect the knowledge and be able to learn the material and process it much faster. Such examples that I could have used are to allow students to use mini whiteboards for math problems. It allows them to get out of their seats and serves as a mini game. It also serves as a formative assessment where the teacher can see who knows the particular concept. For Kinesthetic learners, Visual learners, and many other types of learners, this activity serves as a positive motivator for all in the classroom. Some other UDL checkpoints that I strongly need to work on are Optimize Individual Choice and Autonomy, Facilitate Personal Coping Skills and Strategies, Clarify Vocabulary and Symbols, and Use Multiple Tools for Construction and Composition. 

In going through this class, I hope to use the resources and tools provided for me to help in my quest to answer the biggest challenge regarding UDL in the classroom: How to use various technology at the same time in a lesson to accommodate various students while getting the ultimate goal of learning across?????????????????