Teacher Education and Professional Development on UDL · Teacher Education and Professional...
Transcript of Teacher Education and Professional Development on UDL · Teacher Education and Professional...
Teacher Education and Professional Development
on UDL Kavita Rao and Cynthia Okolo
Presentation at the UDL-IRN Annual Summit, 2018April 25, 2018
Today’s presentation• Summary of literature on teacher education and UDL
• Approach for teaching pre- and in-service teachers how to use UDL
Presentation Digital Handout:
goo.gl/RqaYoH
Teacher Education Literature• Search: EBSCO, ERIC
• UDL OR Universal Design for Learning AND Teacher Education OR Teacher Preparation
• 2000-2017
• Peer reviewed
• K-12 learners
• Larger UDL dataset (Okolo & Diedrich)
Results of Search
• 32 papers
Explicitly addressed preparation of teachers to use UDL with K-12 learners
Many others had implications for TE (not included)
• 19 papers identified as research
22 studies
Highlights
• Variety of educators; primarily undergrad and practicing
teachers
• Number of participants and duration highly variable
• n = 3 to 98; time = one 1-hour session to over 18 months
• Most common variables measured
• Knowledge and skills, lesson design
•
Highlights
• Most common measures: surveys, questionnaires, participant products, and interviews
• Several studies included classroom observation for occurrence/nonoccurrence of principles or technology use.
• Over half of the studies used posttest only designs
Conclusions
• TE and UDL literature is limited
228 papers (Okolo & Diedrich) vs 32 papers directly addressing teacher education
• No consensus about effective TE practices
Variety of approaches, features, duration, audiences
About 25% of these studies used UDL as a framework for other practices
Most promising evidence..
For approaches that included lesson design
Participants able to effectively plan lessons that include UDL principles
An approach for teacher education
How can I get my students to learn about and use UDL in a meaningful way?
Essential Knowledge & SkillsKnowledge:• What the UDL framework is• The principles/guidelines/checkpoints
Skills:• How can I use these 31 checkpoints?• How can I design for variability?
UDL SkillsGuiding principles for teacher educators:
1. UDL is about design 2. UDL should be applied proactively3. UDL provides a way to design for learner variability.
Guiding principle for teacher educators
1. UDL is about design
Teachers as instructional designers
Put planning first with UDL as a tool
Guiding principle for teacher educators
2. UDL should be applied proactively
•Plan from the outset
•Contrast to differentiation
•Use incrementally
Guiding principle for teacher educators3. UDL provides a way to design for learner variability.
Consider:• your learners as a first
step• barriers, preferences, and
needs
Standards-based lesson
CCSS.Math.Content.8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Skills Concepts
Unwrap this standardWhat are the skills and concepts in this standard:
CCSS.Math.Content.8.EE.C.7b
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Skills Concepts
Solve linear equations Rational number coefficientsUse distributive propertyCollect like terms
Step 1: Consider Barriers, Preferences, NeedsSpecific:• Challenges w/ concepts and vocabulary• Difficulty with step by step process
General:• Anxiety with math• Boredom, disengagement
Preferences• Social vs. independent• Write vs. talk
Source: http://www.tbo.com/pasco-county/middle-schoolers-rack-up-high-school-credits-20130920/
Step 2: Develop goals
Students will:• Practice solving linear equations
• Use the vocabulary of math in context
• Think aloud when problem solving
Step 3: Assessment
Formative: • Development of step-by-step explanation
Summative:• Audio/video explanation (using Educreations)
Step 4: Methods and Materials
Methods:• Modeling (authentic)• Clear expectations/self guidance• Practice opportunities• Partners/Individual
Materials:• Multimodal tool• Checklist
Learning process…
What barriers did this process remove/reduce?
Source http://smmercury.com/2012/04/18/travis-dezavala-students-to-be-issued-ipads-kindle-fires/
UDL Checkpoints and Lesson ComponentsLesson Component
Connections with UDL UDL Checkpoints
Goals Practice solving linear equationsUse the vocabulary of math in contextThink aloud when problem solving
Assessment Formative: Process of developing projects in collaboration with othersSummative: Audio/video project (on Educreations)
4.1, 5.2, 5.3, 6.1, 6.2, 8.3
Methods • Modeling (authentic)• Clear expectations/self-regulation• Authentic output• Opportunities to practice• Various ways to express• Work in different formats (partners/individual)
2.1, 2.3, 3.1, 5.3, 6.2, 7.1, 8.1,
Materials • Multimodal tool• Rubric/Checklist
4.1,5.19.1
Applying process to planning
For various purposes:
• Co-teaching• Unit and lesson planning• Grade level teams• Project-based learning
ResourcesIsrael, M., Ribuffo, C., & Smith, S. (2014). Innovation Configuration Universal Design for Learning Recommendations for Teacher Preparation and Professional Development. Office of Special Education Programs, U.S. Department of Education, (Ic), 1–38.
Meo, G. (2008). Curriculum planning for all learners: Applying Universal Design for Learning (UDL) to a high school reading comprehension program. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 21–30. doi:10.3200/PSFL.52.2.21-30Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.
Rao, K., & Berquist, E. (2017). A co-teaching conversation: Using Universal Design for Learning (UDL) to plan lessons together for the inclusive classroom. In E. Berquist (Ed.), UDL: Moving from exploration to integration (pp. 121-138). Wakefield, MA: Center for Applied Special Technology.
Rao, K., & Meo, G. J. (2016). Using universal design for learning to design standards-based lessons. Sage Open, 6(4), 1-12. doi:10.1177/2158244016680688
Questions/Comments
Kavita [email protected]
Cynthia [email protected]
Presentation Handout:
goo.gl/RqaYoH