Introduction

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Just like a classroom, we'd like the introduction to serve as a whole class activity. One in which we all come together to share a similar experience and a common goal before heading out on our personal path. Take a moment to orient yourself, and then dive in!

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Variability and Learner Expertise​

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At it's core UDL is about two things. 

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The first is variability. 

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No two people are alike. And, our personal experiences and lifestyle (diet, exercise) continue to alter our brain so that even identical twins learn and experience the world differently. 

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UDL addresses this variability in three areas, recognizing every learner differs: in how they develop and apply internal motivation (the why of learning); in how they access and process information to make meaning (the what of learning); and in how they personalize strategies to solve problems and express understanding (the how of learning).

 

The second area is learner expertise.

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Our system is built on transmitting knowledge to students. It remains, for the most part, a passive process, repeated endlessly. For some, the game of school is easy to master. For others the rules are illusive.

Person in silhouette standing on a beach at sunset/sunrise with arms outstretched and facing the sun. Caption reads: UDL, whe implemented fully, gives students the skills to not only master any content they choose, but to master themselves as well.

UDL does not concern itself with content - the obsession of education for decades - but rather it focuses on the underlying skills, strategies and habits of mind that help ensure learners can set goals, understand themselves as learners and have the strategies to meet their goals and their needs.

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It gives students the skills to not only master any content they choose, but to master themselves as well. 

Alike​

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We'd like to share a short video that explores our inner drive to learn and create, and how education (and work) often crushes this desire through conformity and standardization.

 

This award winning short animated film, silently tells the story

of a father, Copi, trying to help his son, Paste, make his way

in the world. 

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It is worth it the 8 minute running time. 

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However, the video isn't as inclusive as it could be.

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After viewing, consider the video's powerful message as it

applies to UDL and your classroom and then consider how 

the video itself might be made more inclusive.

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Reflections

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As we mentioned in the book, recording your thoughts and reflections are important. For things like goal setting writing them down is the difference between actualizing your goals and failure. But "metateaching", a type of teacher metacognition, requires much more than "stop, start, continue" reflection. 

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"For teachers, change isn’t merely learning new things; merely amplifying practice through the inclusion of technology or adding an instructional strategy to a “to-do” list, it is more personal than that. And much more work. It often requires them to analyze and discard old beliefs, many of which might be the backbone of their teaching." (Owston).

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For many of us, writing is our preferred medium. However, you might want to take this opportunity to try another means of expression: move beyond your comfort zone and try something new and challenging. The choice is yours. Below are a variety of apps and sites to help you "multiply your means"! 

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Journals: 

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Visual: 

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Writing

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Website

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Presentation: 

 

Audio

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Video

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Pause and Reflect

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We've compiled the pause and reflect questions from the book into a Google Doc: Introduction - Pause and Reflect. You can make a copy and work inside the document, or, and we'd encourage it, you can challenge yourself to use another method from the above list to record your thoughts. 

Join the conversation on Twitter.

UDL doesn't concern itself with content (the obsession of education for decades). It's goal is to give students the skills to not only master any content they choose, but to master themselves as well.  #DiveIntoUDL