PLCs and UDL: Asking the right questions
Rick DuFour popularized four succinct questions many school-based professional learning communities (PLC) use. They are:
- What do we want all students to know and be able to do?
- How will we know if they learn it?
- How will we respond when some students do not learn?
- How will we extend the learning for students who are already proficient?
These four basic questions create parameters for discussion to ensure the conversation (a) moves forward, (b) remains focused on learner outcomes, and (c) establishes accountability. So, how do you weave conversations about Universal Design for Learning (UDL) into this format?
First, UDL defines the curriculum as goals, methods, materials, and assessments. That is to say that anything you teach has an identified goal, the methods and materials you choose should help all learners move toward that goal, and the assessments you make (formative and summative) should assess what is stated in the goal. Without these four pieces, you do not have a curriculum. With the first step of goals, you can respond to the first question DuFour asks – what do we want all students to know and be able to do? That is exactly what should be stated in your goal. The focus isn’t how they’re going to do it, the focus is what they are going to know and be able to do once they’ve completed the lesson.
DuFour’s next question, “How will we know if they learn it?” – gets at assessment. The design of your assessments, both formative and summative, provide that answer. And, if you make sure your assessments stay true to your goal, then you know you can answer that second question.
It’s the third question – “How will we respond when some students do not learn?” – that creates a gap in the relationship with UDL. That’s because the question is posed as a response. UDL is homed in the concept of planning and intentional design. You are designing for the anticipated barriers your learners will experience.
For example, you know you’re going to have learners who do not read at grade level and you need them to participate in the science lab, so you choose methods and materials that will help them comprehend lab and actively participate rather than passively watch and pretend to learn. You know some of your learners have not comprehended the idea of greatest common factor (the Euclidian algorithm). Instead of having them all write down notes, you show them how to figure it out using manipulatives. By anticipating barriers, you plan in opportunities for all learners. Knowing this, I propose substituting it with the following question: “What plans will we make and what actions will we take to lower barriers for all learners?”
The fourth question – “How will we extend the learning for students who are already proficient?” – is very important because it gets to an underlying concern for those who do not understand UDL. Some think UDL is all about making things easier for learners. When applied correctly, the framework actually creates challenge for all learners. How? Because the designer (e.g., teacher, ed leader, meeting planner, etc.) place learners in the position of using their new knowledge as soon as possible. While information needs to be given, that information should be applied within the same lesson.
For example, let’s use a social studies lesson that focuses on the contributions of the major Chinese dynasties. One way to lower barriers is for students to choose from a list of dynasties, perform their own deep learning (that is guided by a rubric and checklists) and then provide instruction to their classmates. Next, you set up your environment so learners can use a variety of tools and resources (e.g., start off at HistoryHit to see the dynasties in order and choose what they want to explore from their dynasty of choice bolstered by your finds at Asia for Educators) and privately share with you their personal goals for the unit. They know that you know what they can accomplish and they know that you have high expectations to build their skills as expert learners. What if your conversations were guided by those six areas? How are you going to demonstrate motivation and purpose? What knowledge are you going to gain and how will you demonstrate resourcefulness? What strategies are you going to use and what is your goal? Using those as your foundation will not only support that fourth question, but will set all of your learners up for success.
DuFour’s four questions are excellent for any type of PLC, whether classroom-based or state-based like the PLC’s in this episodes interview, but I suggest one revision to shift from responding to planning and designing. Now it is UDL-aligned! Pay close attention to question 3:
- What do we want all students to know and be able to do?
- How will we know if they learn it?
- What plans will we make and what actions will we take to lower barriers for all learners?
- How will we extend the learning for students who are already proficient?
It’s just a slight change, but it brings these strong questions into alignment with UDL. If you choose to use them with your PLC, let me know how the discussion goes!