Co-teaching. Two adults sharing a space. Two people trained in different disciplines bringing together different content. Two people who each come at relationships and interactions in their own unique way now creating a single space together. Two personalities. Two bodies bringing their own mood to the classroom each day. That “two” isn’t just a 2. That “two” is exponentially bigger.
In this week’s podcast, Karen Keener and Jordan Landis share why they think their co-taught classroom is so successful and how they believe Universal Design for Learning has benefitted them to frame their “two” and make it successful for all learners. Below are a few of the themes that I heard and appreciated.
Co-teaching is an expectation in their building – Brick 1
Karen and Jordan’s building administration value co-teaching. They value it to the point that it is in the master schedule. Teachers know that this will be dedicated time together and it is a defined expectation. This is an incredibly important step that administrators need to take. To ask teachers to co-teach is a positive step, but those teachers need support in what co-teaching is, what structures should be in place, and how to plan with other another. There are plenty of quality online articles (more are here) specifically about getting started with co-teaching. These pieces are for both administrators and teachers because that unified knowledge will lead to better outcomes! And then, teachers need designated time for planning. Karen and Jordan designated a specific time each week during the defined planning period and have fallen into a comfortable pattern of what they do during that time and about how much time it will take them to do that planning. They have shifted from planning alone during that slot to planning together. This is another shift each leader will need to support with resources, examples, and guidance.
Co-teaching is a relationship – Brick 2
All relationships need time and trust to grow. Karen and Jordan have worked together for a few years and fully rely on one another to complete whatever tasks they’ve defined. They’ve consciously and subconsciously agreed upon their norms for building relationships with the students. But the most important piece is the equal partnership they have developed and convey to one another and to their students. They recognize the strengths, talents, and gifts they each bring to the space and work collaboratively to share those with the students. In a profession that is still predominantly developed as solo effort, this can be a huge request. Co-teaching becomes a critical time for personal reflection on how to meet the needs of the learners through the benefit of two teachers. There is a great Edutopia article about this topic.
Understanding how co-teaching can elevate UDL implementation in the classroom – The mortar
Karen and Jordan are clear about how UDL has improved their co-teaching. UDL created a mindset shift, but they both experienced it. They shifted from asking why the students wasn’t learning to investigating what they designed that kept a student from learning. As Jordan put it, “…what kind of changes do we need to make so that kid can access the material in our classroom?” But here’s the key to this: they both experienced and owned that mindset shift. Going back up to the former point, co-teaching is a relationship and mindset is a foundational piece of any relationship. There are other resources out there, including great articles and books that bring together co-teaching and UDL that get to this mindset piece as it develops in a co-teaching relationship, but I like the way Karen so bluntly put it when I asked her how UDL had affected the way she designs. Now she asks, “What’s wrong with our lesson that kids are not getting where they need to be?”
UDL places us in a position of investigating our mindset and investigating our design. It’s a framework of checks and balances. We need to have the mindset to design that environment that will truly empower all of our learners to become expert learners.
When you think of standardized assessments, do you think of student empowerment? I didn’t either until this conversation with Rebecca Chappell. As she shares in this podcast, she figured out how to maintain the fidelity of an assessment while providing student choice within the assessment (you’ll have to listen to find out how). She states, “And I think just reflecting on it for me was just to see how just two small changes in how I approach [the assessment] has really impacted how the students engage with it.” Just two small changes. To me, that’s the magic of Universal Design for Learning (UDL). That’s why it works. There’s a lot of debate, though, throughout the educational community about UDL. Some don’t believe in it at all, saying things like, “If you can’t measure it, it’s not worth it,” or something like that. And while there are a healthy number of people working to figure out how to measure it, I come at it a different way.
UDL requires us to have a behavioral change and a mindset change. Beginning with the behavioral change, if you’re someone who used to be more sage-on-the-stage, you (hopefully) shifted from that because you now understand that the sage brings little relevance and authenticity, provides little or no opportunities for students to develop any kind of self-assessment skills or strategies, and offers few opportunities for students to use tools to construct and compose (and that’s just a few of the things that are minimized when an educator talks too much). You altered your planning and teaching behaviors to align more with the UDL framework. That’s a good thing because the framework is made up of researched and validated evidence-based practices. As I say, it’s all the really good stuff neatly organized and ready to use! Next is the mindset shift.
For some, the mindset shift comes immediately. For others, it comes after working with the framework for a while. One isn’t better than the other because the mindset shift that occurs with UDL is not a race, it is a process. It is within that process that you experience a release similar to what Rebecca shares:
“I was just really surprised, and I think relieved, to see that little change. And just thinking about these guidelines and what I want my students to leave my classroom being able to do is not just be able to produce a bunch of words in a certain amount of time and half correct writing sequence and spelling. I also want them to have the skills that are that are a part of those expert learner characteristics.”
The mindshift happens when we realize that education is much, much bigger than standardized assessments. We realize that knowledge is only 1/6 of the expert learner package. Education is providing our learners with opportunity after opportunity to gain skills that lead them toward owning purpose, motivation, knowledge, resourcefulness, being strategic, and being goal-directed (those are the 6 traits in case you’re wondering what the other 5 are). None of us are born as expert learners. We acquire these, but we only acquire them when provided the opportunity to do so.
I know that the field will continue to demand a way to measure UDL because our current education culture leans that direction. But I hope you take the time to see where you sit in your teaching behaviors (i.e., how you design and deliver instruction) and your mindset. We operate in a field where we are consistently and persistently evaluated. I’m asking you to take a step toward personal empowerment, a step toward becoming your own expert learner, and examine where you are. If you do that, I guarantee that you’re one step closer to helping your learners travel the pathway to becoming expert learners.
It’s summer time in North America. Whether you’re carting your children around to countless activities, working a summer job, or taking a brief vacation to sit on a chaise lounge and watch the ocean, hike a trail, fly on a plane, or visit a new place somewhere on our big beautiful ball called Earth, I hope you take time to enjoy that space.
Others in the world are still within their teaching year. You’re making your lesson plans, meeting with parents, and continuing your quest to educate learners in the best ways possible. Thank you.
Wherever you are, when you’re ready to feel inspired, we’re here for you with over 4 hours of easy listening and learning. UDL in 15 Minutes is taking a break from production during July, but that’s the beauty of podcasts – they’re always there waiting for you.
And remember, stories about UDL implementation are transferable to all grades and subjects. I guarantee that you’ll learn from the 8th grade teacher even if you teach 1st and vice-versa. Here’s a quick breakdown of the episodes:
Guest and Topic in podcast
Laura Taylor – the influence UDL has even after 26 years of teaching
Technology is a learning tool used in many classrooms. We know that it can have a positive impact on learning. Organizations like The International Society for Technology in Education (www.ISTE.org) work hard to promote pedagogically strong use. They push for educators to see technology as something more than engagement and we are responsible for designing how it will be used. The Universal Design for Learning (UDL)-influenced design behind Rebecca Chappell’s use of Quizlet provides a perfect example and the guidelines provide a perfect structure for the description.
Though Rebecca and her co-teacher knew they wanted to use Quizlet, they took the time to design the entire process through the lens of UDL. They knew they would recruit the interest of their learners right away. They also knew they needed to sustain their effort and persistence and would need some support in identifying how they would self-regulate their learning. It would be a mistake to think that the learners would gain skills toward becoming engaged expert learners (purposeful and motivated), so they addressed the second and third guidelines through environmental supports. These included private conversations and additional instruction on how to use Quizlet more effectively for their learning needs.
They knew that this tool would help represent the information to their learners, but the learners needed guidance on how to find those supports and use them. Rebecca describes how the students perception was enhanced because they could use words or images to represent the vocabulary, that the tool is designed to support learners’ clarification of vocabulary (language and symbols), but she and her co-teacher needed to step in to support students’ growth in comprehension. The design of that lesson hinged on students’ background knowledge rather than a curriculum-generated vocabulary list.
Students’ access to the tool was ensured (physical action) and the tool did give the learners a platform to compose their own definitions, further connecting them to the vocabulary, but this was a choice that Rebecca and her colleague made. They could have easily added in definitions for the learners to memorize or had the learners simply use dictionary-generated definitions. Rebecca and her colleague knew the value of learner ownership. While the exercise of learning more vocabulary would help the learners become more knowledgeable, they needed to ensure a different use of the tool to ensure their learners gained skills related to becoming more resourceful. They knew this through their work with UDL. Finally, Rebecca and her colleague worked with their learners on appropriate goal setting. This was part of the learning environment. They knew that their learners needed this support to be successful in their strategizing and goal setting.
What made this lesson even stronger, though, was the clarity Rebecca and her co-teacher have around what I call the roots of UDL. This is a fully inclusive setting, so Rebecca and her colleague are always working to ensure full access for every learner. They understand that the methods and the materials chosen for the environment need to be flexible and need to be used flexibly. They know that the lesson needs to be goal driven so the students know what they were working toward and how they will know when the students have met their learning targets. The rigor is still high even through the barriers are lowered and the students are provided choice within the structure of the lesson. Some of that choice is inherent within the online tool, but choice actually begins outside of the technology. In the case of the shared lesson, it was in the selection of the vocabulary.
This podcast provided a wonderful example of how the design of the lesson and learning environment is what provides a way for expert learner growth. It is a solid combination of goals, methods, materials, and assessment. None of those can stand alone and all must be influenced by the entire UDL framework. When that happens, we watch the growth of expert learners.
The title of this blog comes from Comments on the Civil War (Commenterii De Bello Civili, c. 52 B.C.) written by Julius Caesar. It is likely Caesar was reflecting on the hard-won lessons of war. There were things he and others might have read about or talked about but they would have never truly understood them unless they had the experiences they had.
Leaving behind the connection to war, I find that the quote is applicable to all experiences. My first job was at a garden shop. I knew how to keep the plants in my home alive and loved reading books about plants (I was passionate about my high school botany class), but I learned through experience that each plant within the cells of the flats were individual organic beings. If I wasn’t careful, I could easily kill a number of them. Maybe the water wouldn’t reach the roots of one plant because its foliage was thick and then the soil would dry up. Or the sun would scorch the plants closest to the blacktop so it was important to rotate them or move them up a shelf. It was also my first lesson in the economics of business. Dead plants can quickly eat into the bottom line of a family-owned business. Respect the plants.
Justin Freedman puts this quote to work within his college course at Rowan University. He knows that his pre-service teachers not only need the experience of using the UDL framework to consider the design of the lessons and learning environments they hope to construct in the future, they also need to use the framework as a lens to observe the lessons they view and learning environments they visit. But here’s where Justin makes this a 365-degree experience. Justin designs his own learning environment and lessons using the UDL framework. His students experience what it is like to be in an environment that responds to their variability. The environment is flexible, accessible, goal-oriented, rigorous, and driven by choice.
During the podcast, Justin talks about his dissertation study. It focused on the professor-student relationship as perceived by students requesting disability-related accommodations. One of his findings was that many students did not want this request to be the basis of the initial relationship with their professor. They did not want to be perceived as asking for anything special and would, in fact, clarify that they would not take advantage of the requested accommodation unless absolutely necessary. The conversation made the students feel disempowered versus empowered. This was a catalyst for Justin in the design of his own learning environment. His purpose for using the UDL framework is to ensure all students experience emotional, physical, and academic access to learning.
You hear Justin discuss the design of his course, how he clarifies his expectations, and the flexibility he provides to all learners, but my biggest take-away is how powerful these pre-service teachers are going to be in the classroom. I know they will be powerful because these learners spend time thinking about their experiences in their own learning environment and then reflect on how those experiences might align with their future students’ experiences. How does the environment make them feel as a learner in relationship to themselves, to others, and as a community? Are there issues around equity? If a student is allowed to use a computer to write her exam essay versus hand-writing the essay, is that advantage harmful to others who also have choice in how they express their knowledge? (The answer here is no. When all learners are given the opportunity to best express their knowledge and skills, everyone has the advantage). These learners are experiencing a learning environment designed using the UDL framework. They are learning that there is not a stand-alone example of UDL. They are learning that they have to take more responsibility for their learning. They are learning how to be purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed learners. They are learning how to be expert learners.
My podcast interview with Karlene Warns focuses on self-regulation skills, but in other conversations, Karlene and I talked about how important those skills are in conjunction with executive functioning. That’s probably why the smart people at CAST put them in the same row of the UDL Guidelines! Because you heard some great examples from Karlene of how she supports the development of her students’ self-regulation skills, I’m going to continue down the pathway of executive functioning so you can link them together.
Executive functioning (EF) is “the self-management system of the brain”. If you do a simple Google search of just those two words to get more information, you will see 113,000,000 results. One would need extraordinary EF skills to get through that list! (I admit it. That’s bad UDL humor). To give us direction, CAST broke down EF into four main areas that we can support in the classroom: guide appropriate goal-setting, support planning and strategy development, facilitate managing information and resources, and enhance capacity for monitoring progress. But Karlene is a kindergarten teacher. Do those students need to be so focused on such seemingly complex skills?
In those initial Google search results, you will find reports on a 3-year study that looked at how the executive functioning skills of kindergarteners were predictors of future academic outcomes. The authors (Morgan, Farkas, Wang, Hillemeier, Oh, & Maczuga, 2019) used modeling to show that executive functions exemplified by kindergarteners predicted academic outcomes in second grade. In another published paper on the same study, the researchers reported that children with EF deficits, especially in working memory, were at risk for repeated academic difficulties in future years. As a reminder, working memory is the part of executive functioning that helps us hold onto information in the short term so we can make it through an assignment or task. Why is this so important? Because there have not been many robust studies that have looked at the risk factors for repeated academic difficulties in elementary school. Moreover, this study looked at reading, math, and science. In short, executive functioning is a really, really important set of skills that deeply affect future success in academics.
Though I’ve only mentioned this one study, there is a significant amount of research that aligns with and backs up the idea that we need to provide our youngest students opportunities to build their executive functioning skills. Learners of all ages need guidance in how to set and achieve goals, plan out their tasks and choose a strategy to complete the tasks, figure out how to manage all of the information and resources coming their way, and continue to build their ability to monitor their own progress. So, can you work in this kind of skill building in the midst of heavy academics? Yes, you can! A more focused and purposeful approach like Karlene models with self-regulation is much, much more effective, but you can tuck activities and small tasks in here and there.
Edutopia offers a list of nine ways you can support students develop executive functioning.
LDonline offers some straightforward tips that can easily be nestled within your day-to-day work.
Because executive functioning skills are a major part of our daily success, there are tons of videos and articles written about it, but remember that all learners are variable and that variability is due to context. How does your context support your students to practice their EF skills? In each case, the focus should be on providing your learners with as many opportunities as possible to build these skills sets throughout their academic careers and help them understand that these are part of their own lifelong journey toward becoming expert learners.
Morgan, P. L., Farkas, G., Wang, Y., Hillemeier, M. M., Oh, Y., & Maczuga, S. (2019). Executive function deficits in kindergarten predict repeated academic difficulties across elementary school. Early Childhood Research Quarterly, 46, 20-32. https://doi.org/10.1016/j.ecresq.2018.06.009
While sitting on the main stage in front of a live studio audience at the UDL-IRN Summit, Camille shared her experiences as a learning coach at Sunflower Elementary School in Lawrence, Kansas. She told us the story of her school’s fourth grade teachers and what brought them to UDL. They came to her saying, “We have a weekly assessment that we give to check for student understanding, but we don’t feel like we’re getting the information from the students that they know. We know they know main idea but we don’t allow them to give us all their information.” It’s the second sentence that caught my attention: “We know they know main idea, but we don’t allow them to give us all their information.” It caught my attention because those are such powerful words that demonstrate a certain mindset. It is a mindset that primed the teachers to begin their relationship with UDL more quickly.
These teachers not only recognized the control they had in relation to their students’ learning opportunities (e.g., they owned that they wrote the lesson plan, they chose the materials students used, they decided on the assessments given), these teachers went a step further and understood that this level of control was what inhibited or freed their students to fully demonstrate their knowledge and understanding. In this case, they already saw that the design of the assessments impeded student progress. They already realized that their students knew more than the assessment structures allowed them to show. These teachers demonstrated an assumption of student competency and an acknowledgement of narrow assessments. That combination set those educators up to connect more deeply with the UDL framework.
Later in the podcast, Camille shared that the teachers were initially, “very structured.” She continued with, “And then as they went along, they released that control to the students. And that is amazing when you see fourth graders, they’re learning main idea, they’re getting that direct instruction, but then they take it upon themselves to plan out how they’re going to show it.” They gave more control to their learners and everyone benefitted.
When educators learn about UDL, the first question is always, “How do I get started?” I’m a very pragmatic person and I love to give people concrete instructional steps to take. Thinking about mindset is a very different angle to take. An angle not everyone is willing to take. Mindset gets at the core of who we are as individuals and as teachers, but if we’re not willing to do the deep work of discovering and naming our mindset, we run the risk of inadvertently creating barriers for our learners. This isn’t easy work and it is not always comfortable, but you and a partner or PLC can begin with these three steps.
20 Minute Activity
Background knowledge: Some practice implementing the nine UDL guidelines.
Goal: to discover where you assert control in your learning environment and whether or not that control can be shifted to the learners through the use of the UDL Guidelines.
Individually, write down your answers to these questions on notecards or 1/4 sheets of paper:
Where do I exert control in my learning environment? Think about everything from lessons and classroom design to daily routines (list one item per piece of paper) – 2 Minutes
For each of the items, why do I exert control over it? (write down your reasons on the same side of the paper as the item) – 2 Minutes
Discuss your answers with a partner. Where do you see similarities and differences? Did you add items to your list? – 5 Minutes
Turn each piece of paper over on the table so the side with writing is facing downward and mix them up. Each person chooses three cards. With your partner, brainstorm how you could give up some/more control of that item so students can practice skills that lead them to become expert learners. Use your UDL guidelines to help you design this shift. – 6 Minutes
Debrief: what was the most challenging part of this activity? What item always requires you to have full control? Is there anyone that sees that item differently? Did you shift? – 5 Minutes
This is one step you can take to begin investigating your learning environment design mindset. You will always be the facilitator – the person who determines the overall plan, but keep pushing yourself and your students to see what they can take on. After all, increased active participation in the design and implementation of the lesson will help them gain more skills associated with becoming expert learners.
This week’s podcast highlight’s Melissa’s work in helping others become knowledgeable about UDL. She moved from teaching 7th grade to the position of district resource teacher. She even shares how she took an existing UDL tool and modified it to accommodate the needs of her learners (Wait! Did I just use a phrase we normally reserve for our K-12 learners and apply appropriately to all learners? Why yes, I did!). Melissa made sure that the tool was going to be helpful to the teachers with whom she worked. She accommodated those needs by altering the tool. But what if you love being in the classroom and you want to influence others to use the UDL framework? What kind of impact can you make?
Not to get too wonky, but there is a theory that works here (and after I share it, you’ll be able to identify how Melissa’s work is right in line with it!).
There’s this thing called diffusion theory that’s been written about by Everett M. Rodgers (and many, many others) since 1962. Without going too deeply into it, there are 5 phases: awareness, interest, evaluation, trial, and adoption.
Let’s say you’ve been working with the UDL framework and you’ve blown away by the changes you’ve seen in your learners and in your instruction. You’re psyched! You’re in luck because you can raise awareness and interest (the first two phases) by sharing internet links and stories. This is where mass communication is effective. You’re getting the information in front of people, but it’s information that is out there for everyone. You don’t have to tell your story yet (though you can. That doesn’t mess anything up).
The phase of evaluation is your personal attachment to UDL. This is where you begin to share your own stories of the differences you’ve seen, the steps you’ve taken, and the students’ outcomes you can point out. This helps your peers see how they can evaluate UDL in their own environments. You’re taking away some of that fear of “What do I do to get started?”
Trial and adoption are also based on personal influence. Again, you share your stories of how you’ve played around the framework. What worked and what didn’t work in your environment? Why did it work or not work (that “why” part is huge!)? And, whether or not you feel like you’re at the adoption stage – where you’ve totally adopted UDL – it’s perfectly fine to help others move into the phases.
Having defined phases can be helpful for something that feels as unwieldy as a framework. It can help you chunk things and categorize your actions as a communicator. Whether you see yourself as an educational leader or not, you are an innovator. How do I know? Because you’ve decided to work with the UDL framework. It is a framework that doesn’t leave room for mechanized practices. It is a framework that promotes creativity and change. It is a framework that relies on you using your own expert learning traits. It relies on you to bring your learners along as they explore and build on their own expert learning traits. Design on, my friends!
Are they accommodations or supports? How you view them makes a difference
Adria Gold’s podcast offers the perfect example of the “UDL takeover” that happens when there is full implementation of the framework. Her story comes from the angle of identifying supports that are, at times, reserved for learners with Individual Education Plans (IEPs), but that same support can benefit all learners. The particular support she discusses is chunking.
The National Center on Educational Outcomes describes chunking as a structure that can support learners who are “classified as poor or low-ability readers” (NCEO, n.d.) The only caution is over-chunking, or breaking up the text so much that it can stifle learners’ comprehension of the passage. Though this particular support could be used as an accommodation, in Adria’s classroom it is a support offered to all. What’s the difference, though, between an accommodation and a support?
First, an accommodation is something that changes how a student learns. The term accommodation is used when describing supports offered to learners with disabilities. It isn’t unheard of for people to confuse accommodations and modifications. This piece from Understood.org lays out the difference between them (namely, modifications change what a student is taught or is expected to learn). With that understanding, we can look at a list of common accommodations that are discussed in another article on Understood.org titled, “Common classroom accommodations and modifications.” These include:
Audio recordings instead of reading text
Recording notes instead of writing notes
Using a word processor to type notes or give responses in class
Sitting where the learner learns best
In a learning environment like the one Adria describes, these accommodations are seen as supports for any student who choose to use them because the teacher understands what she/he/they want(s) the learners to accomplish. Instead of individual students using these supports at specific times, they are supports provided to all learners based on the goal of the lesson or task. For example, if you want your learners to comprehend the text, listening to the story lowers the barriers of decoding. If you want your learners to capture key elements of a lecture, recording the notes can lower the barriers or slow writing or typing. For other learners, the barrier might be writing, so using a word processor will lower the barrier. And classrooms across the US (and the world, for that matter) are adopting flexible seating which involves learners not only suggesting the surface on which they will sit so they can learn best, but also the location in the learning environment. In each case, you have to know and your learners have to know what they are working toward so they can make informed choices.
In environments designed using the UDL framework, these options are made available to all learners, just like chunking is made available to all learners in Adria’s classroom. Adria uses chunking to help her learners break down the success criteria (the components they need to identify to successfully achieve the standard) and asserts her choice by saying, “So why not offer them a little bit of structure or chunking or just breaking down your expectation so that they know what they’re being held accountable for?” The learners can pay attention to the colored chunking, they can use the checklist to help them chunk, or they can move through the assignment without giving the colors or checklist any attention. They decide what will help them achieve the goal. Adria recognizes that the support is helping her learners understand their job in the learning process.
Above, I referenced a “UDL takeover” that happens when the framework is fully implemented. That framework is driven by the variability of our learners. We recognize that they all learn differently and it depends on the context. This podcast really focuses in on the access Adria provides to those variable learners. She wants every student to spend time in deep thinking, not wondering whether they will skip a step. She wants them to blend information, not see it as disparate parts. She wants them to think about and talk about the big ideas, not get stuck in the process. Adria understands that access is based on a mindset of inclusion. It is that mindset that drives the design of her learning environment and the focus is on the maturation of expert learners.
When Kim Babeu created her S.P.O.R.T. system, she was thinking about what skills learners needed to be successful in the world. For her, those included:
sportsmanship (e.g., cooperating with others and upholding one another),
participation (e.g., being fully present and involved on behalf of yourself and for the team)
organization (e.g., includes being on time and prepared),
respect (e.g., watching their language, respecting oneself and others), and
teamwork (e.g., stepping up to the plate).
As described during the podcast, this system has led to wonderful outcomes for her students. She’s so excited about it, she sent me student interviews where they talked about the impact SPORT has had on them. They shared the following:
They see themselves as individuals who are part of a collective:
Marquel, sophomore: “You feel closer with your peers. We are so far ahead because we have quite a few kids that are just a lot more mature and on task. Their characters are just amazing. They are good people.”
Adrianna G. “I think we’ve earned so many 5 out of 5s because we work together. Like, if there’s a problem we’ll all help out. We all participate. We’re all on the team.”
Alexis, junior. “I think our class works as a team and actually wants to earn the sports and follows it. This class feels different. It feels like the class wants to be here and actually learn what we’re learning Other classes just come [sic to school] just because they have to.”
Marcos, Junior: “To earn a class wide like SPORT feels great because everybody was on task, doing their work, you know. Everything was just perfect, it was a perfect thing, you know? [And] this class feels like home because I feel, like it’s a structured place where I can be myself. I can see myself using it in the future because it helps keep me focused.”
Samira, sophomore: “SPORT has helped me not just in class but out of class. It helps me in other classes because I know how to respect, talk, help my team, my classmates, and how to participate. It’s a big thing to understand because it has a lot of meaning in a lot of places. Learning how to respect yourself, elderly, other students.”
Diego, sophomore (via a student translator). “S.P.O.R.T. made him be more focused in class which made him more respectful and want to do better in class.”
Alexis, junior: “In my classes it has helps me stay more focused and calm. It has helped me be more respectful of teachers and be more on task. I’ll follow [sic S.P.O.R.T.] when I’m not in school because it has made me become a better person in life and accomplish more things. S.P.O.R.T. is a really good thing. It has helped me in many ways and I’m sure it will help you, too!”
Larry, sophomore: “[sic S.P.O.R.T.] has helped me motivate myself. It helps me stay focused in class.”
Understanding themselves as learners and citizens:
Marquel, sophomore. “I do better with set goals in mind. With SPORT, there’s a goal for the day, so I do better. It keeps me on task.”
Alexis, junior. “Has helped me in many ways, not only in school but in life. It has helped me become more responsible and organized and respect others more. It has helped me realize that everybody deserves respect.”
Marco, junior: “S.P.O.R.T. has helped me mature my mentality and gain skills like be on time, pay attention and focus. It has helped me be engaged more with the lessons.”
Larry, sophomore: “It has helped me with daily activities, like if my mom needs some help, I’ll do what she asks me to out of honor and respect.”
The impact they can have on others:
Samira, sophomore: Responding to earning SPORT points as a class. “We have achieved a big goal because we worked for it. We really, like, put a lot of effort into it. We want to be role models and show other classes what we can do.”
Samira, sophomore: What she wants the world to know. “To just respect and work together, not throw shade at other people. Instead of putting them down, hold them up. Make a difference in life.”
When listening to Kim and hearing the outcomes these students have experienced, it’s easy to identify how S.P.O.R.T. aligns with UDL. A quick scan of the guidelines under Engagement alone shows a strong alignment to the affective networks. Those students are learning that: their choices make a difference (recruiting interest), being part of collective has value (recruiting interest), they are part of a collective (sustaining effort and persistence), goals are important in both class and in life (sustaining effort and persistence), the expectations set by Kim are meaningful and doable (self-regulation and recruiting interest), as they improve on their own coping skills, they will be able to accomplish more academically and in life (self-regulation), and that they have ability to reflect and alter their behaviors based on that reflection is a life skill (self-regulation). It’s no wonder this system has the potential to be seen as the implementation of UDL!
Did I just say “potential”? Yes. Is that a slam? No.
The number one thing that must happen to implement UDL is the intentional use of the framework to design something. That means we are thinking about the systematic variability and potential barriers learners might experience before any design decisions are made. But what if people tell you that they “see UDL” in your teaching and you don’t do either one of these things? It means you have been practicing strategies and methods that are backed by quality research and now you get to bring more into your repertoire! Let’s use S.P.O.R.T. as an example.
Toward the end of the podcast, Kim shares that she provides direct instruction about S.P.O.R.T. at the beginning of the year. She also uses posters and student leaders to help new students learn about S.P.O.R.T. to ensure they feel welcome and know how to be part of the community from the beginning. I did not have time to ask, though, what other barriers she has considered. I didn’t get to ask what systematic variability she knows will be present and how can she plan for that up-front. For example, Spanish is the predominant first language in her building, but these students are in an English-speaking environment. Though she knows that students support one another in their language-rich school, she can use Microsoft’s translator (LINK) and then ask students to clean up the translation. Now, her Spanish-speaking students don’t have to wait for their peers to assist them in reading about S.P.O.R.T. That barrier is removed.
Next, UDL is built on the premise that barriers are in the environment, not in the learner, and that the goal determines the support needed. If a learner utilized a wheelchair and needed to get from one room to the next and there are two steps, the barrier is that there is no ramp not that the learner uses a wheelchair. Likewise, if a leaner is a non-reader and they need to comprehend the directions for an experiment, the barrier is that the learner in not provided with audible directions (i.e., given by another learner, teacher, or technology), not that the learner is a non-reader.
If a teacher learns about S.P.O.R.T. but believes that student behaviors purely originate from inside the learner versus seeing behavior as a learner’s reaction to the environment, S.P.O.R.T. cannot work. That’s because the teacher will always look to the students to behave versus scanning the environment for barriers (e.g., something that might trigger a behavior in a student, academic tasks that aren’t scaffolded causing the student to act out, or academic tasks that are too simple causing the student to be bored and frustrated).
This is where UDL helps. How? The intentional and successful implementation of the UDL framework depends on an understanding of variability – context directly impacts all behavior. More specifically, UDL guides us to design environments that help students learn coping skills, self-assessment, and executive functioning.
Finally, after we worked together in the summer of 2018, Kim became enthused about providing her students choice during their anatomy assessments which we talked about in the first podcast. Now, she can ask herself whether her students have choice when learning about and demonstrating their understanding of S.P.O.R.T. When students aren’t successful in exemplifying S.P.O.R.T., are there barriers in the environment related to choice-making that can be removed? Can the process be scaffolded more for some students who demonstrate a lack of connection? These are the questions UDL makes us ask. This is the reflective use of the framework. This is how you guide your learners toward becoming expert learners.