Chapter 6 and Pamphlet - Anne Marie Chow
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Hi, Anne Marie! I heard you wanted to think about how your teaching in MS English classes might already be incorporated parts of UDL and how you might revise what you are doing by using the UDL framework to help all students learn.
That would be great, Linsay! I know you have experience revising your lessons with the four components of the curriculum: goals, assessments, methods, and materials.
Let's start with goals. Remember that goals around engagement are just as important as goals for representation and expression.
Good point. That's the piece I need to work on adding more options.
You want to be sure that your goals: "separate the means from the ends, consider all three learning networks, challenge all learners, and actively involve learners." My original goal mixed in means with the end. Which of these do you feel is your strength?
Definitely challenging all learners. Because we use Reading Workshop, students choose the texts they will be reading and using to apply new skills and strategies.
I need to think more flexibly about how students demonstrate their learning. While my goals aren't tied to the means, I don't think I give enough options or show examples of options to support all learners.
What do you need to keep in mind as you work with your goals?
Formative assessments that inform my teaching and help students set their own goals happen all the time in my room and through different modes. I use one-on-one conferences where students can explain their work and show me their work. Partner conversations and feedback also play a huge role in my classes which helps students take an active role in their learning.
So does that mean you need to think more carefully about your assessments? Remember, "effective assessments: are ongoing and focused on learner progress, measure both product and process, are flexible not fixed, are construct relevant, and actively inform and involve learners." Where do you see your assessments in this?
While I use the workshop structure, which allows for so much choice, I still revise some lessons based on the goal and what I have already noticed in student engagement and strengths. Using partners, flexible small groups, and flipped lessons are some of the ways I adjust my methods. For materials, I work to teach students how to make choices and give them experiences with new materials so they can make their choices.
When you consider your teaching methods and materials, are you flexible in adjusting to learner needs, building a collaborative environment for all, aligning to goals, and engaging students to be proactive?
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