UDL in the classroom
One of the most influential professional development workshops that I have been a part of was the UDL session with Jennifer Katz. She is the author of two books, both using UDL models in the education system, Teaching to Diversity and Ensouling our Souls. The first textbook, Teaching to Diversity, walks educators through implementing UDL in their classrooms while providing specific examples of how student learning is positively affected by UDL. The second textbook, Ensouling our Souls, looks at UDL through an Aboriginal perspective to give strategies to educators about implementing UDL so that coincides with the First Peoples Principles of Learning. This workshop allowed for exploration, creation of lesson plans and a deep understanding of what UDL means and how it needs to be applied in every aspect of education. Not just for the learners with exceptionalities but for all learners because everyone is different in their approach to obtaining knowledge. As a teacher this influenced my planning, assessments and reporting, knowing that I needed to reach all the learners and not just those that my teaching style fit. In fact I changed the way I delivered curriculum so that it was more available to every student. Some things I changed was combining written and visual instructions, providing devices to enhance or assist in the learning and providing choice for students to showcase their understanding.
My transition to administration and the same approach applies but now I am trying to provide a UDL model when we are doing staff meetings, IEP meetings with parents and when delivering any educational opportunity to the staff or community. Knowing that every person learns differently, understands differently and communicates their understanding differently allows us to provide information in formats that is attainable for everyone. School websites, newsletters, and signage all need to have a UDL approach. My transition from classroom to administration has been made easier by using a UDL lens. My communication is more efficient and information to parents, students and staff is better received and more accessible, thus making my job easier and more effective.
Looking back at my app, Quizlet, one notices that it on its own is not a UDL app. It is limited in what it can do and while it provides some collaboration and instant feedback, it does not have a variety of ways that necessarily reaches all learners. Now there are some examples of dual coding but the entire app provides minimal examples of UDL. Now, if an educator uses the app in context with other variety of apps or as a choice of receiving feedback then it can be an example of effective UDL.
Hi Roy,
Great post! I love the fact you included two references with your post (both of which I have now added to my reading list). The second resource, I think, is a particularly useful addition because it reminded me of how there was absolutely no cultural competence or Indigenous perspectives taught in my BEd program. Thankfully, as a result of my learning in this MEd program, I have now developed that lens and learned how UDL should meet the needs of a culturally diverse class. Furthermore, the fact you adapted the UDL model to use in staff meetings is an excellent approach. From experience, so many staff meetings and PD days treated teachers as receptacles whereupon admin just dumped information on us. If my teaching journey brings me to an administrative position, I will definitely have to utilize your approach as a principal.