The First Step Toward Classroom Transformation
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- Опубликовано: 30 сен 2024
- Universal Design for Learning has the power to transform education because it directly addresses a fundamental flaw in our current approach: one-size-fits-all education.
Learn an easy way to get started designing lessons optimized for learner variability in the second video in our six-part series about engaging today's students while building tomorrow's classroom.
Watch the entire 6-part series about engaging students today while building the classroom of tomorrow:
#1: Fixing What's Broken in Education: • Fixing What's Broken i...
#2: The First Step Toward Classroom Transformation: • The First Step Toward ...
#3: Make THIS Your Teacher Super Power: • Make THIS Your Teacher...
#4: What It Takes to Reach ALL Students: • What It Takes to Reach...
#5: How to Become a 21st Century Teacher: • How to Become a 21st C...
#6: Your Questions, Answered! : • Video
A couple resources mentioned in this video:
EdPuzzle - www.edpuzzle.com/
Actively Learn - www.activelyle...
Genially (for creating choice boards) - genial.ly/
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I'm glad you're making these videos! I resigned from my teaching position after the pandemic began, and I have been debating whether to go back to teaching or not for the past year. Your videos are making me consider going back. Kudos and keep up the good work!
That is high praise for sure as many folks are looking to LEAVE education right now. Thanks so much Francis :)
What practical resource would you recommend for a teacher to begin their journey into universal design?
The book 'UDL and Blended Learning' by Katie Novak and Catlin Tucker is a great starting point.
Any way we can have access to the "pick your own project" canvas? If all the tutorials are there and the frame is built, this could help us save time by only needing to personalize it.
Hey Natalie, yeah you can get that choice board (and all our other ones) at newedtechclassroom.com/choiceboards
From Croatia, EU: Everything you describe, in the theory of teaching, Didactics, is placed under the term DIFFERENTIATED TEACHING, so it would be professionally correct to use that term.
Let's say I describe why an airplane flies and say: "Because of the speed on the wings there is a push up and it keeps the plane in the air, the higher the speed and the stronger the push."… ..I do not use the terms pressures around the body in the stream of air, buoyancy,… ..So a little better base it in Didactics, otherwise all the compliments on enriching teachers and giving them support. Thank you.
Hi Marijan, Thanks for your comment. Universal Design for Learning (UDL) differs from differentiation in the sense that it's a framework for opening up curriculum as much as possible at the Tier One Response to Intervention (RTI) level. The goal of UDL is to reduce barriers and create entry points through designing lessons with embedded supports that are universally available for everyone. Differentiation, on the other hand, usually pertains more to Tier II and Tier III RTI supports whereby educators implement accommodations, and sometimes even different versions of the same assignment in order to meet the needs of individual students. Such differentiated supports usually aren't typically made available for all students. Effectively implementing UDL should lead to a reduction in the need to differentiate lessons.
This is a helpful video for explaining the nuanced difference between UDL and differentiation: ruclips.net/video/eYN-qrKIIYI/видео.html&t
@@NewEdTechClassroom Thank you for respond. We in Europe consider differentiation to be a different approach to every child, not just children with disabilities. Somehow it seems to me that your definition of differentiation is geared towards children with disabilities, if I understood correctly. We believe that every child deserves a personal approach, from those with disabilities to those especially gifted. I believe that you in America think the same about differentiation, only that I misunderstood something because of the translation.
However, please can you give me some links about the terms you use: Tier One Response to Intervention (RTI), Tier II and Tier III and UDL.
@@marijanmadunic3046 The distinction between UDL and differentiation isn't necessarily about students with special needs. Both are ultimately intended to help all students learn. The difference pertains more to taking a proactive approach versus a reactive approach.
UDL is proactive in that it focuses on making lessons as open and accessible as possible for all students. Universal Design was originally used to describe buildings where accessibility features were built in from the start. For example, you might design a building to include a ramp.
On the other hand, differentiation is reactive. To extend the analogy, differentiation in terms of architecture would mean looking at a building that's already been built with only a staircase and then try to figure out how to make that building more accessible by adding ramps after the fact.
When possible, I think it's preferable to reduce barriers to entry by opening up lessons and optimizing them for learner variability (UDL) rather than trying to add accommodations after realizing the initial version wasn't working (differentiation).
Here's a link to CAST's website to learn more about UDL: udlguidelines.cast.org/
Here's a link to learn more about RTI: www.rtinetwork.org/learn/what/whatisrti
Can you share some of those awesome choice board templates??
We haven't made them public but they were created using Genially :)
Thank you. Very informative and helpful.
Glad to hear it Antoon!
Hi Sam, is the advanced choice board on minute 8:10 done using the free version of Genially by chance? I loved the idea of doing something like this with my students.
Hey Sashenka, Thom here! I actually made that choice board. We have the full master plan but I believe I used a template that's available for free. You have a 'genially' logo on the free version as well but having all that interactive content is available on the free version.
I loved this video, I am an ESL teacher and I think this will definitely increase the interest of students in learning a new language. Thank you for providing all these new ideas.
Thanks Sandy! Let me know what you end up trying in your class and how it went 👩🏻🏫
This is fabulous information, giving a boost to the passion of teaching in a way that meets the range of student needs. Your 21st Century Classroom sounds both innovative and fulfilling.
Thanks Illeen! We used to have a course called '21st Century Classroom' but this new experience is called '21st Century Teacher' which we know can be kind of confusing! We're excited to start with our second group in a few weeks :)
@@NewEdTechClassroom Thank you, this is an important distinction. And I agree, starting the second 21st Century Teacher group is very exciting!
I love this idea but have been burned in the past with offering feedback on many choices. I teach high school and if you have 150 students do a video or podcast or anything that would take 3-5 minutes to view, let along give relevant feedback on it will take 7-13 hours to grade. That’s just not reasonable for me or my colleagues (I am an Ed tech coach at my school). Anyone have ideas that they’ve used for a higher load of students that they could share?
Thanks for sharing David. A couple strategies when doing assessments for a lot of students is:
1. Create a time limit on the product; no more than 60 seconds
2. Don't wait until the end to give one final grade. Give small quick assessments throughout the process. By the time they get to the end, you will have pretty much already seen them all over the course of the time students are creating them
3. Simplify your grading criteria. If you have 6 elements on your rubric, could you narrow it down to 3.
Hope that helps!
Use peer evaluation with rubrics
@@monicapinto6329 That's another strategy: have students evaluate each other's work and have students self-evaluate their work as much as possible.
I just love to hear everything you say. It just feels so right🤗. I wish I can have the power to do all of that and be a part of the new 21st century teachers. Greetings from Portugal 🇵🇹
So good to hear that Mónica Pinto! You do have that power!
I was looking for links that you mentioned in this video such as edpuzzle etc. I thought you must have put the link to those in the description box, but I'm disappointed.
Please put the links. Its easy to refer to. Thank you.
Thanks for the feedback! We've gone ahead and added some of the resources we mentioned in the video into the description.