As an ESL teacher, all of the accommodation that I advocate for my students are highlighted in your video as part of the UDL model. Thank you for inpiring educators to learn more about UDL so that we can better serve ALL of our students and support them to be self-directed problem solvers and lifelong learners.
You are my go-to for wonderfully broken-down explanations to more complex concepts. I love the illustrations in your videos. They engage my mind and keep me focused on what you are sharing. Thanks!
Researching UDL for a workshop I'm teaching in the summer with group of international students. Great video to synthesize ideas and learning approaches for EVERYONE. Clearly explained and outlined, thanks!
Thanks for sharing this. I work with AVID and IB schools in my district and tenants shared in this video are evident in the programs I support. This is a quick video that will help to show teachers the powerful instruction that comes from inclusivity. I also appreciate the practical ideas included!
UDL=great for all! Thx for the explanation--very clear. I'm incorporating "Reading Art Across the curriculum to make learning experiences inclusive for all.
A clear, coherent relevant resource I am going to reference as we circle back with professional learning for teachers new to and developing capability in working in integrated curriculum teams. Kia ora rawe atu...many thanks.
Hello John! Were you a Montessori student, by any chance? This describes much of what Montessori education is about! What a relief that this mental structure/paradigm is being introduced to the world at large! Thank you for your work and sharing it.
1. You posted this on my birthday this year. 2. This was helpful. Sam of New EdTech Classroom and I are building out a 21st century teacher training platform that has it's basis in UDL and TPACK and this helped me make a little more sense of the UDL framework :) 3. Hope you're well and happy holidays :)
@@spencereducation LOVE your videos! I often use them in PD sessions with teachers because they are short and to the point. I use so many of your resources to help teachers with differentiation for their classrooms. Thanks!!
How does this work in the world of an art college where innate ability is still critical to processing and executing the work? How does this work relative to neuro-typical students who may not need or want the overall accommodation? Most of my students prefer on on one interactions. Some of the students with neuro diversity require smaller class sizes, less distractions and few social interactions. All of these are fair. How do design for that when personnel and space design do not accommodate that? How do you design around meltdowns that will occur that neuro-typical students may have to wait for? More importantly, how do you keep the college classroom challenging for those students who can meet the challenge when the sky-rocketing cost of college demands an ROI regarding a career?
This is where a broad design philosophy makes a difference. Universal Design can't always work perfectly but often there are strategies that can work that create small tweaks with big wins. Katie Novak has done some great work in this domain.
@@spencereducation In ten years of collegiate teaching in an art school, the biggest issue has not been in the classroom. The issue is between the weeks. Homework doesn’t get done…and not for lack of understanding from the student, or lack of in class one on one instruction, or asynchronous video material, or samples of previous student work or a breakdown on how to distribute the work within 5 hours of homework. We have in class exercises, small group peer groups, lectures, demos… The strategies are in place. But I can’t hold a student’s hand and get them to work on issues that a behavioral therapist is best suited to help the student with. Or get them to work on the actual work at home or in the dorm. Students want predetermined answers to the tests they can memorize and regurgitate like they had in Highschool, but that’s not something that works in art school where it’s all about creatively solving abstract visual problems with innate talent and one’s own thoroughly vetted creativity.
How do you measure the UDL methodologies do work, vs traditional educations system which in general was less accommodating? I assume you look at the outcomes. What are the outcomes say for k-12 education system? It's fair to say it is the high school grads of the system. Can you say by certainty that 20 to 30 years of applying modern UDL strategies in k-12 education system has been successful? Are the students coming out more educated or less? How do you measure? ... Questions for thought.
It's a challenge to measure the effectiveness of UDL on something like student achievement because UDL is so multivariate and fidelity to the process varies greatly. When you dive into the research, you see some strong evidence within Hattie's research on the effect size of some of the UDL strategies. However, it's challenging to measure the effect when they are combined. There's a great meta-analysis here as well: www.tandfonline.com/doi/full/10.1080/2331186X.2023.2218191 One bigger question I have is about the limitations of UDL. In other words, when might it lead to learned helplessness?
Isn't this philosophically untrue tho? It is impractical to attempt to include 'all', as some are objectively hostile to others. Take religion and evolution. Or gender ideology and sex education. One or the other must give way.
This isn't about universal philosophy. It's about universal access. It's the notion that all people have access to supports and scaffolds to access the learning.
