As educators, we cannot "assume" that the students we have remember the information taught to them a month ago, or the day before. When using the principles of UDL, we need to direct our instruction to build background knowledge first, for the foundation of our lesson. Also, we need to set the standards and make our expectation clear for our children. This helps them stay engaged, focused, and interested because they have variety of ways they can complete the assignment. We always have to focus on, "what is our objective for this lesson, and what are we testing?" Looking back on my own teaching, I realized that I am using these principles of UDL in my classroom without even knowing it! I provide my students with a variety of choices to show their answer for a given assignment or test. They can write the answer, show me how they got their answer, or verbally explain their answer. This helps to eliminate any barriers the student might have in expressing their knowledge on the subject matter.
Wednesday, May 28, 2014
UDL- Universal Design for Learning
As teachers, we want to provide students with the appropriate materials and strategies to be successful. IDEA 2004 defines an assistive technology device as, "any item, piece of equipment, or product system, whether acquired comercially off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability" (Dell, Newtown, & Petroff, 2012). Assistive technology isn't only helpful to students with disabilities, but can help every student in the classroom.
As educators, we cannot "assume" that the students we have remember the information taught to them a month ago, or the day before. When using the principles of UDL, we need to direct our instruction to build background knowledge first, for the foundation of our lesson. Also, we need to set the standards and make our expectation clear for our children. This helps them stay engaged, focused, and interested because they have variety of ways they can complete the assignment. We always have to focus on, "what is our objective for this lesson, and what are we testing?" Looking back on my own teaching, I realized that I am using these principles of UDL in my classroom without even knowing it! I provide my students with a variety of choices to show their answer for a given assignment or test. They can write the answer, show me how they got their answer, or verbally explain their answer. This helps to eliminate any barriers the student might have in expressing their knowledge on the subject matter.
As educators, we cannot "assume" that the students we have remember the information taught to them a month ago, or the day before. When using the principles of UDL, we need to direct our instruction to build background knowledge first, for the foundation of our lesson. Also, we need to set the standards and make our expectation clear for our children. This helps them stay engaged, focused, and interested because they have variety of ways they can complete the assignment. We always have to focus on, "what is our objective for this lesson, and what are we testing?" Looking back on my own teaching, I realized that I am using these principles of UDL in my classroom without even knowing it! I provide my students with a variety of choices to show their answer for a given assignment or test. They can write the answer, show me how they got their answer, or verbally explain their answer. This helps to eliminate any barriers the student might have in expressing their knowledge on the subject matter.
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