UDL

The Universal Design for Learning Guidelines and the way they are presented has helped to give me a clearer and more specific understanding of how to reach all learners as I plan my lessons.  The way that the information has been broken down and specified will give me a guideline to follow as I create lesson plans using multiple ways of teaching, learning and assessing.  For me...the awareness of these Learning Guidelines will improve my instruction. I appreciate the organization of the 3 parts...Representation, Action and Expression, and Engagement.  As I looked through the checklist I was able to identify what I am doing well, what I need to do more intentionally and what I need to become educated on. 

Even though it may seem obvious to have teachers to begin with the end in mind, I believe often teachers get wrapped up in the planning of a great lesson and the lesson itself instead of the main learning goal or objective.  It seems that we as teachers believe that if we have covered the material in a fabulous way that the students must have grasped it.  Sometimes I think we try too hard to be creative instead of being real focusing on the goal and how students learn....being afraid to only be the facilitator.

It intrigues me that if we can focus and learn more about how students learn that we could be more effective than we think. The idea of the teacher becoming the facilitator and providing the tools for the students to take responsibility for their own learning is empowering!

Through out the guidelines it continues to express options....This seems like the most effective way of reaching all learners.

Do we really need technology in the classroom?

I do believe that technology being used in the classroom is a must with this generation.  It would be like using the chalk board, white board or Elmo along the way as we have been as a learning tool. As the Common Core Standard states...we must help students be ready for life in a technological society. Outside of the classroom it is how students are learning.

 Using the technology as a tool to learning can increase motivation, interest, speed up the learning pace, connect students to a multitude of resources and give them ownership of their learning that is self directed.
"Students need to be “self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.”

As far as what would be possible with technology that otherwise wouldn't be.... the Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously

When making mathematical models, [students] know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
 

 To a teacher who is reluctant to use the technology it is probably because they are not familiar with using it themselves and do not know how to implement it.  I would suggest to them they first become comfortable with it and encourage an open mind for students to help lead the way.