By engaging your students, you’ll be leaving them wanting to do some self-directed exploring and discovery to share or show off. Key steps to mastering engagement in an online setting and to get your learners, hunger for more!
With change inevitable and balance hard to find, tips to find balance. Start with ensuring that your happiness is your wildly important goal!
An exploration into why equity is needed in schools NOW and how educators can create impact and work to elevate and celebrate the voices of the learners they serve.
According to data in the U.S. Department of Education’s 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (2018, pg 52), 63% of students with disabilities are spending at least 80% of their school day in an inclusive setting. This percentage is a huge improvement over decades past – when students with disabilities were most often segregated from their peers – but we can still do better. Moving to a more inclusive and equitable education system requires a thorough review of our existing structures, practices, and views to ensure it is done successfully. Educating
They didn’t build Rome in a day, and we certainly can’t educate our kids in a day. But all too often our systems limit professional development for teachers to a single intensive day on a new program, initiative, or framework. An intensive PD day shouldn’t be a single event, it should be part of a longer learning journey. Universal Design for Learning (UDL) has taught us time and time again that it is not our students who are disabled – it is our curriculum, our assessments, and our systems that are disabling to our students. When we remove barriers to
Too many educators feel that their autonomy has been taken away by standards, scripted curriculum, and ultimately, standardized testing. It doesn’t have to be this way. We need our systems designed to meet the needs of our students, not a test, and give our teachers back the independence to proactively design lessons that engage and support all students. When we teach students to become expert learners who are purposeful and motivated, resourceful and knowledgable, and strategic and goal-directed – the goals of Universal Design for Learning (UDL) – improved test results will come. Rigorous state-standards will be met. Students will
Take a moment to think back to one of your favorite classroom assignments growing up. What stood out about that assignment? I’ll take a shot in the dark and guess it wasn’t a 5 paragraph essay, multiple choice test, or a scripted lab report. So often, as teachers, it is easy to fall back to the traditional ways of teaching. With Universal Design for Learning, we can do better and empower our students to become expert learners. Implementing UDL takes relinquishing some control as a teacher and letting our students take the driver’s seat. With UDL, our job as teachers
Even the thickest skinned of us can feel like crawling into a cave when we hear a piece of negative feedback. But mastery-oriented feedback is necessary for growth and improvement. When I present, I sometimes pause the session after 20-30 minutes to ask my audience for feedback on my presenting style. I tell them to give me the most negative piece of feedback possible (even if they love me!). I have done this enough times to know what will be coming my way. “You talk waaaay too fast! Can you slow down?” “Your transitions are pretty abrupt. Can you be
All too often, when I speak with teachers about integrating Universal Design for Learning (UDL) into their classrooms, I get feedback that it simply isn’t possible. “I can’t provide options; I teach math.” “I have standards I need to meet, so options are off the table!” UDL is a standards-based curriculum design. This means it can be incorporated into any learning environment, regardless of subject, content, or standards. Let me explain. When creating a UDL lesson plan, you need to start with the standard. First, determine if your standard is a content standard or a method standard. Content standards are
When I taught English years ago, I was dealing out tattered paperbacks of the classics like it was my life’s calling. The whole class read The Adventures of Huckleberry Finn and then the whole class read Old Man and the Sea. I excitedly circulated the books, week after week, to groaning middle-schoolers slumped in their chairs. After we read, I gave a test and some students got As and others earned Fs and they were all left feeling like being a good student was a prize. Good grades were bestowed upon those students who either a) were proficient readers or b) were creative