Universal Design for Learning(UDL)

Our focus at school as a whole staff was Student Agency and exploring how we can give our students the extra support in how they choose to learn.

With UDL and exploring how it works might be the next step in our journey. Although this is based on research and results in the US, it is still applicable to learners all over the world.

US Texthelp and CAST professional learning team has developed UDL guidelines and strategies to help all educators make learning more purposeful.

At its core, Universal Design for Learning (UDL) is a mindset. It’s a set of beliefs and principles that guide educators in everything they do. Through UDL, educators can encourage success and improve outcomes by focusing on learner variability and creating customisable learning experiences.

The UDL approach to teaching minimises barriers and maximises outcomes for all learners. It begins with the foundational understanding that every learner is highly variable. No learner is just one thing; we all have strengths and weaknesses. Those strengths and weaknesses become apparent based on the task, the environment, the resources and tools available, and even a learner’s affect (what sort of day they’re having).

UDL aims to change the design of the environment and curriculum rather than to change the learner. By anticipating learner variability and proactively reducing the barriers to learning, UDL empowers all learners to engage in rigorous, meaningful learning experiences.

In any classroom or learning environment, you can expect that there will be a wide range of interests, background experiences, and skills. When we plan for this range from the start, then more learners are able to access, participate, and engage.

When UDL is applied, the barriers to learning are addressed through the design of the environment. Instead of noting what the learner may not be able to do or understand, UDL reframes the barrier to be in how the design of the lesson. With UDL, there is intentional design to provide options that support the learner to gain the necessary skills or background in a lesson.

Learner variability 
UDL aims to change the design of the environment and curriculum rather than to change the learner.
Educators know learners will vary- we can anticipate this variability and plan for it from the start. 
- focus on designing options that recruit interest, sustain effort and persistence, and support    self-regulation

- ensure learners can perceive, build necessary language and symbols, and comprehension.

- support learners to physically act, express and communicate, and to develop executive          function skills.

By anticipating learner variability and proactively reducing the barriers to learning, UDL empowers all learners to engage in rigorous, meaningful learning experiences.

The benefits of UDL
There are many benefits to using UDL in the classroom. Some of these include:

• improved academic achievement for all learners, including those with disabilities;
• increased engagement and motivation;
• greater equity and inclusion;
• reduced barriers to learning; and
• improved digital literacy skills

It’s a powerful approach because the full range of learners or users have been considered from the very start of a lesson. It can take time to plan and develop flexible lessons, but the effort is worth it.

Moving Toward Intentional Design

Sheboygan Falls is a public school district in Wisconsin whose mission is to “inspire each student to reach his or her full potential with exceptional educators.” 
‘Random Acts of Teaching and Learning’

Sheboygan Falls had an inclusive model for students who received specially-designed instruction with IEPs (individualised education programs). The staff worked hard to support the whole student, however teachers described that they often struggled to know how to meet the needs of all the students in their classrooms, and inclusive design seemed overwhelming.  UDL emphasise variability and choice, implementing UDL does not mean just offering options. Choices needed to align to a clear learning goal that learners understand and there needs to be consistent scaffolding and opportunity to make choices. Starting with the goal is essential to UDL, when you have clear goals, it makes the options purposeful.

Understanding the power of the goals was a game changer for the teachers at Sheboygan Falls. Deep understanding of the goals allowed educators to intentionally plan options to support students but UDL requires that you really know the goal and break apart the standard to focus in on the skill or the content that is the focus for each part of a lesson.

Analizing goals to really understand the skills or concepts that students were required to know or do. They worked as teams to evaluate their standards and transform those into clear lesson goals. They thought critically about their assessments and made sure that they also aligned to their goals. This is my next goal with my team - to really dig a bit deeper into the curriculum and design a program that will work for our students.

Once the team realised that goals were the key to designing with UDL, teachers started to provide multiple ways for students to engage and demonstrate understanding of that goal,
see more clearly where students were stuck, struggling, or disengaging during the learning,
have more conversations with students about how to reduce barriers.

Goals Drive Choices

Understanding the learning goals unlocked creativity in his teaching and opened up more collaboration among their staff about how to provide choice to support learning those goals. “When a lesson is about materials, the teachers are trapped, and they can’t be flexible,” he says. “But when a lesson is about the goal, then they can be flexible. That's an ‘ah-ha’ moment.”

“Access is the critical first step for ensuring all students can perceive, act on, and engage in the learning.”

—CAST Professional Learning team

To support educators continuing to expand their inclusive planning strategies, the district provided teachers with professional learning time to apply UDL-aligned practices. They spent the fall professional development time learning about the Access level of the UDL Guidelines and discussed specific strategies that could be integrated into their lessons, such as captioning videos or text-to-speech and speech-to-text tools.

Website to learn more about UDL: UDL(Universal Design for Learning)

Learn Create Share Model

Learn Create Share Model Link : Please make a copy and share

Learn Create Share Model link

Learn create share is a teaching methodology that encourages students to actively engage in the learning process by creating and sharing their own projects and ideas. 

It is a student-centered approach that emphasises hands-on learning, collaboration, and creativity. The idea behind this approach is that when students are given the freedom to explore topics that interest them and are encouraged to take ownership of their learning, they are more likely to be motivated and engaged in the process.

The Learn create share model typically involves three main steps:
Learn: In this step, students are introduced to a new concept or topic. They might watch a video, read a text, or listen to a lesson to gain a basic understanding of the topic.

I have some key words to help the students out when starting their inquiry: I see, I think, I wonder, I explore, I investigate and I gather.  
Create: In this step, students are given the opportunity to apply what they have learned by creating something related to the topic. I will give my students freedom to choose how they want to create from what they have learned. This could be a project, a model, art, or anything else that allows them to demonstrate their understanding.
Share: In this step, students share their creations with others, whether it's their classmates, their teacher, or a wider audience. Sharing their work allows them to receive feedback, refine their ideas, and learn from others.

Overall, the Learn create share model encourages students to become active participants in their own learning and to develop critical thinking, communication, and collaboration skills.

I have created a model I want to try out with my Year 1 students. One of our focusses since last year is Student Agency and how we are educators can give our students the best opportunities to learn. This term I will work from this model so that my students can get use to the look and how to use it. Term 3 I will give them the opportunity to access this model and find their learning on the model. I created QR codes as a great tool to providing students with access to additional resources and information related to the topic they are studying. For example, I created QR codes that links to my slides that I will be using during my floatation lessons. QR codes will be used for videos, interactive activities, or websites that provide more information or examples related to the topic we will study. By scanning the QR codes, students can explore these resources independently and at their own pace, which can help them develop self-directed learning skills. Additionally, QR codes can link to instructions or tutorials for specific activities or projects, which can help students work independently and develop their creativity and problem-solving skills.

I am excited to start this with my students this week during our Science topic.

Can't wait to share my students' learning with you!! 

Parents and how they can help their child transition to Primary School

What can you do as a parent to make the transition easy and smooth for your child?

Working with one of my New Entrants mums really closely and explaining to her how important the transition process is, made me realise that most parents in our socio-economic environment do not know about the transition plan we have in place for your child. 

It's essential to remember that each child is unique, and their needs and accommodations may vary. It's always best to communicate with the child's parents or caregivers to identify their specific needs and work collaboratively to develop a plan to support their successful transition to primary school.

To make a long story short, the mum came in one day and said her child is starting school in 2 months. We discussed what her options may be and she immediately understood the importance of visiting the school more than just once to make it easier on the little human. 

Needless to say but after 6 visits , the gorgeous girl started school and had no anxiety or problems at all. She already know all her classmates and teachers as well as how and where everything is in and around the schools. She was aware of the school's vision and values.

The easiest transition I have witnessed in a very long time!!

Hats off to mum and her little girl who took the extra time and effort in to make it easier.

I have created a survey to send out to parents - ideally before their child starts school - but this won't happen due to children just arriving one day to start their school journey. With this survey many parents will become aware of the transition programs schools have available. 

I have also created 2 booklets to take with me when I visit some of our feeding ECE and kindergartens - I believe that we as educators in Primary schools and kindergartens need to have that all important relationship to aid the child further. The booklets are currently at the printers - I will keep you updated how that is going and how they received my booklet.

The first booklet is an introduction to our school, who their teachers are and what the school looks like. Everything they can expect when starting school. The second booklet is a bit more information on how you as a parent can help your child before transitioning.

I have spoken to a few parents at my school as well as friends who are parents of young children and these are some of the important factors that came from the questions on what they want their child to learn at school:

1. Academic skills: Parents may hope that their child will develop specific academic skills, such as reading, writing, math, science, or social studies. They may also want their child to develop critical thinking skills, problem-solving skills, or creative skills.

2. Social-emotional skills: Parents may hope that their child will learn how to interact with others, make friends, regulate their emotions, and develop empathy and compassion for others. They may also want their child to develop self-confidence, resilience, and a positive self-image.

3. Life skills: Parents may hope that their child will learn practical skills that will help them navigate their daily life, such as time management, organiaation, money management, or basic household skills.

4. Personal interests: Parents may hope that their child will discover new interests and passions, whether that be in sports, art, music, or other hobbies.

Ultimately, what parents and caregivers hope their child will learn will depend on their individual values, beliefs, and goals for their child's development.

As I have mentioned is that each situation is unique, I can provide some general tips on how parents and caregivers can support their child's transition, and resources that may be helpful:

1. Communicate: Keep an open line of communication with your child's teacher or school staff to ensure you are aware of any upcoming events or changes that may affect your child. It's also essential to communicate with your child regularly to understand how they are feeling and to address any concerns they may have.

2. Visit the school: Schedule a visit to the school with your child before they start to familiarise them with the environment, and introduce them to their teacher and classmates. Some schools may also offer orientation programs or transition workshops for parents and children.

3. Establish routines: Establishing consistent routines at home can help your child feel more secure and prepared for the school day. This includes establishing regular sleep schedules, setting aside time for homework or reading, and planning out meals and snacks.

4. Foster independence: Encourage your child to take responsibility for their own belongings, such as packing their backpack or lunch, and help them develop self-care skills, such as dressing themselves or using the bathroom independently.

5. Seek resources and support: Schools may have resources and support services available to help children transition to primary school.

Ultimately, the best way to support your child's transition to primary school is to remain engaged, stay positive, and be prepared to adjust your plans as needed.