What is learner variability?
Teachers need to understand how I learn, not how the average student learns, which our new National Education and Learning Priorities focus on, particularly Learners at the Centre and Barrier Free Access.
What do we mean when we say engagement?
The Learner Variability Navigator: A Whole Child Framework
The following notes come directly from the slideshow today and are the work of the educators below and others. Even though this is talking about distance learning there are strong links to online learning when using Google Sites as part of classroom practice.
Distance learning: 6 UDL best practices for online learning
Examining Barriers to Find Solutions Summary (click the link above to unpack each point)
- Explicitly teach expectations and engagement.
- Allow for asynchronous learning.
- Assign note-takers or provide guided notes with a summary of key ideas.
- Make materials accessible.
- Embrace your students as teachers.
- Actively build a supportive community.
- focus
- feel connected
- process information
- identify key ideas
- Feeling Anxious About Being on Camera
- Staying Focused
- Keeping Up With the Lesson
- Managing Sensory Information
- Remembering Key Points
UDL solution: Explicitly teach expectations and engagement
- Co-create expectations with students.
- Teach and provide opportunities for practice
- Use multiple formats for sharing and referencing expectations.
- Some students have trouble processing information only in auditory form.
UDL solution: Allow for asynchronous learning
- Record video to access later (or again)
- Incorporate other representations
- Provide transcripts, using apps like Otter.ai (has a limited free version), Youtube (Not always accurate), iPhone dictation
- Be consistent in how you post your content and share information.
- Create a regular timeline for providing information and activities.
- Use a consistent layout for sharing tasks and activities.
- Offer multiple means of representation.
- Remember to use multiple means of action and expression.
- Introduce new tools in low-stakes ways.
- Provide a structured drop-in option for help, questions, and support.
UDL Solution: Make materials accessible
- Create short text descriptions for images and videos.
- Use Word, Google Docs, or another accessible format that have optical character recognition (OCR) for screen reader access.
- Use tools like WebAIM (cost involved) to check written materials, especially PDFs, for screen reader accessibility.
- Build time in for students to connect with each other
- Use “break-out” rooms (Zoom) or have individual/group check-ins with students
- Use discussion boards or collaboration tools like Miro or Padlet
UDL enhancement: Embrace your students as teachers
- Build in interactive ways for students to provide feedback on your plans
- Check in with students about what they need and be flexible and responsive
How to plan online lessons with Universal Design for Learning (UDL)
Before Teaching - UDL-Aligned Virtual Lessons
- Think about physical design and layout
- Familiarize yourself with technology platforms
- Give time and patience to student and families to learn technology
- Anticipate misconceptions and questions
- Think about pacing and breaks
While Teaching - UDL-Aligned Virtual Lessons
- Leverage options within technology platforms
- Provide choices for how students can interact
- Give students agency over how and when they engage in work
- Be open minded about formats that students’ work can take
After Teaching - UDL-Aligned Virtual Lessons
- Develop a reflection and evaluation practice with yourself and with students
- Read and study up-to-date research
- Engage in learning communities with other educators to learn and share insights
UDL Lessons In 2021 and Beyond
- Don’t feel like you need to implement everything all at once.
- Don’t be afraid to try something new. Expect several iterations.
- Work in partnership with others rather than trying to do it all by yourself.
- Acknowledge that cognitive demands on kids and adults can look and feel different across learning models.
- Prioritize necessary skills and standards for students. Think about how to integrate different skills within lessons and across content areas.
- Think about UDL even when teaching social emotional learning and self-advocacy skills.