Universal Design for Learning = Learning for Everyone
As a teacher in today's classroom, it is important that I continually create and modify instruction that works for all of my students. After reviewing the three major principles of UDL on the Wiki site and now on cast.org, I feel better informed and equipped to provide equal opportunities for learning and assessment in my classroom.
As a teacher in a Title 1 school, on major challenge that I face year to year is found in Principle I of UDL, Providing Multiple Means of Representation or referred to earlier as "how the learning is presented". With many students in my classroom who struggle with language, one specific area under this principle that I plan to improve in my instruction with UDL in mind is to promote understanding across languages. According to CAST'S website, under checkpoint 2.4, this can be incorporated in a variety of ways.
To promote understanding across languages in the classroom I can:
- make key information available in English and the student's first language (e.g. Spanish, ASL, etc.)
- show connections for vocabulary and pronunications to English and first languages
- provide electronic translation tool or links to mutlilingual glossaries on the web
- embed pictures and videos that support vocabulary clarification into instruction
The website also provided a variety of resources that I can use to implement these actvities into my teaching immediately. All educators trying to improve the langauge of their students would benefit from exploring the links found on that page.
| Watch this video or read the article to see an example of arts integration to promote academic achievement. "Opening Minds Through the Arts (OMA) is a student-achievement program that uses music, dance, and visual arts to teach skills used in reading, writing, math, science, and other subjects" (Edutopia, 2009). This is a great example of Principle I of UDL, Providing Multiple Means of Representation. |
Edutopia (2009, January 26). http://www.edutopia.org/arts-opening-minds-integration-video.
I never had to experience students who are learning English as a second language. I think when they are younger, preschool or kindergarten, it is easier for student’s because their environment is saturated with print. Thinking about my own classroom there are posters and word splashes everywhere we use for writing. I think they would help tremendously for someone learning English. In older grades teachers get away from labeling items in the classroom but after reading the article they may want to think twice as it could really help students learning a new language.
ReplyDeleteWow Kate thats great that you are able and experienced in creating ELL accommodations in your classroom.The days of the week and electronic translation tools are great! Its important to be resourceful as a teaching professional, and making simple labels can even create an atmosphere suitable for multiple learners. Your video is very interesting as well. Being an artist myself I know learning in ways that can accommodate learners that are visually inclined.
ReplyDeleteI am glad to see you found different strategies to educate your ELL students. In the classroom, I know it can be a challenge to make sure you are reaching every learner especially the students with which you have a communication barrier. The site you provided with resources to implement into your teaching is amazing. The Word2Word dictionary in students' native language could prove very beneficial in the classroom when trying to communicate with ELL students or in helping them learn English.
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