Questions to Design Your Session
An important key to Universal Design for Learning: all students have strengths at times and all learners struggle at times. If a learner is slow to learn a particular concept or task, this does not make them a slow learner. If a learner is slow to learn a particular concept or task, then the instructional leader (e.g., the teacher) needs to offer that learner other ways to learn that concept or task. A learner might take more time or need other ways to learn a concept or skill, but that does not make them “slow.” It makes them a learner.
Occasionally, these videos use the terms, “slow,” “average,” and “fast.” These terms are only used to help the viewer think about the different ways students experience learning in a moment. A learner should never be defined as slow, average, or fast.
- Identify the similarities across contexts. Listed are a few examples:
- Number of learners
- Age of the learners
- Size of the classroom
- Where learning takes place (e.g., outdoors)
- Socio-economics of the region
- Before showing the videos, share those similarities with your audience (adult learners).
- Show one video at a time
- On a T-chart, list everything that is different from what currently happens and everything that is different.
- After each video, actively talk about what would work in your context (not about what would not).
- With your adult learners, use these prompts to identify the steps it would take to make these changes.
- What support does the teacher need to make these changes?
- How will you help the school leader understand the reason for the instructional change?
- Break down the change into small, manageable and measurable steps
- You are learning that students are not categorized as slow, average and fast; instead, all students learn differently at all times. How does this change how you think about planning and teaching?