Online Community of Practice for UDL Implementors
Sustaining and scaling up UDL
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Replies to This Discussion
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Permalink Reply by Margie Boudreau on -
This article on flipping the activities of the traditional classroom (http://online.wsj.com/article/SB10001424052748704101604576248713420...) might be a method for embedding UDL into a school or district. By having participants learn about UDL through videos on their own, with assignments to complete, face time with UDL faculty members could be spent working on issues of practice. Participants could also share ideas across grade levels or subject areas while they are together. The community of learners might then move to the virtual level to support each other to sustain progress. I can envision videos such as a "think-aloud" to demonstrate the use of the UDL Lesson Plan Builder in conjunction with the Guidelines.
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Permalink Reply by PattiKR on -
Sometimes I feel like many participants in face-to-face workshops are 'trying it out' - sort of taking UDL for a test spin - rather than really learning how to understand UDL at a deep level so that they can apply it and embed it into their practice. So this article, and your point, make perfect sense to me. If educators can 'get' the basics from an on-line source (like the Professional Learning Series that the National UDL Center is developing), then we can maximize face-to-face time with school district personnel providing personalized supports and technical assistance. What topics or big ideas do you think fall into the 'on-line' category?
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Permalink Reply by Margie Boudreau on
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The background articles and the introduction of Module 1 should provide a foundation for later application in an onsite setting. I would also link the networks with the principles online. I'm not sure if I would ask participants to try to use the guidelines on their own. I think at that point is where having face-to-face guidance would be very valuable. Once a comfort level with the guidelines has been established, participants could begin working on their own needs of practice (either in groups or alone) and retrofit or develop lessons that are standards-based and incorporate UDL tenets while faculty members are present.
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Permalink Reply by Christopher Shamburg on -
I've been doing some PD and teacher education on UDL and the one hurdle that I come across is introducing UDL in an accessible and accurate way. Hitting people with the checkpoints or guidelines early one can be a little overwhelming for them. I came up with a short presentation that begins with: "Think of a teacher who communicates clearly, sparks student interest, and cares about every student in his or her classroom."
Here's a short presentation that builds on that.https://docs.google.com/present/view?id=dhjdmfs_393gkm2kvsf hide
It might be helpful to connect UDL to the prior knowledge and experiences of teachers. Otherwise, I get the impression they think it's just another trend.
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Permalink Reply by PattiKR on
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Hi Christopher -
I love your intro - it definitely pulls you into the discussion. Everyone can think of a teacher with good communication skills but no or few resources or tools. Thanks for sharing!
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Permalink Reply by Loui Lord Nelson on -
I recently asked a high school coach why some teams out perform other teams when the pool of athletes seem so similar. "It's because the coach was able to build and 'sell' a program to which the athletes adhered. The students did the scheduled workouts (versus adding their own or completely ignoring the workout schedule), worked out as a team and worked as a team, supported one another during times of difficulty and celebration, and they built on their knowledge. But, in the end, it's because of the coach. The coach holds it all together."
I share that because I think the story is analogous to the embedding of UDL within any educational environment. You need that singular leader who can focus energy on building a support system for teachers which includes training, teacher-specific examples, and the ability to share ideas/question/concerns. This person also needs to gain the support of the school district leaders (or the school leaders if the implementation is at an individual school level) and continue to "sell" the benefits and outcomes related to UDL.
A good coach rarely works alone. Similarly, quality leadership is often marked by one's ability to recruit other individuals whose skills match the needs of the endeavor. To successfully embed UDL, the person or persons who bring the idea to the district/school need to identify others who can help put into action trainings, the creation of teacher-specific examples, and the establishment of a teacher-focused collaborative environment (virtual, face-to-face, or both). In the school setting, I believe that last component is the most challenging.
The act of sustaining begins on day one. If you're not truly committed to sustaining the effort, why are you beginning? The leader(s) continue(s) to promote UDL, bring in information, and provide multiple examples and input on how it is an effective framework. The other individuals within the UDL camp continue to create, train, support, receive feedback, and improve on their offerings.
Scaling up also occurs at both of these levels. As UDL becomes a recognized guide for curricular design, educators are more likely to accept that UDL can guide all other curricular decisions. However, it takes the leader(s) to establish this connection.
The level of UDL-specific direct instruction/training will continue to evolve with district initiatives, state level mandates and federal changes. Though the instruction and training might change to meet the requirements placed on teachers by these entities, UDL remains the constant. The framework provides a stability to which teachers can connect and rely.
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Permalink Reply by PattiKR on
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Fantastic insights, Loui - from one who's really been there doing it. I believe that implementation is about creating and building a team of passionate comrades who see the vision and help to support each other in accomplishing it. It's also true, I think, that a great leader quickly looks to expand the commitment horizontally so that should he or she leave, there are others prepared to step into the leadership role and carry on toward acheiving the vision. Too often, when a strong education leader moves on, no one steps in to carry the flag to the finish line. That tells me that the level of commitment was not deep enough or widespread enough within the school community.
What do others think?
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Permalink Reply by Loui Lord Nelson on
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The 'evocative title" part is a little intimidating, but I will re-post it just for you, Don. :)
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Permalink Reply by Dawn Nielsen on
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I believe breaking down UDL principals into instructional practices, environment, classroom curriculum materials/resources, technology, etc and then focus on building teachers skills in each area in a structured manner is the best way to approach the development of UDL in schools. Having teachers learn one component at a time,building strong leaders in certain areas is the best way to approach this.
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Permalink Reply by Loui Lord Nelson on
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I'm right there with you, Dawn. At the instructional level, this is exactly what we practice in the best way we know how. The phenomenon we face, though, is a logical training structure for one is illogical to another. So, while I have teachers who have responded incredibly well to breaking down the principles, and even the guidelines, and the subsequent structured trainings, I have an equal number who buck that system and need a more exploratory style. I've found that when I adopt the guidelines as I develop my trainings, and take into account all of the different adult learners and their preferences, and when I personally adhere to UDL as I develop trainings, it all seems to go better for all of us.
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