This article was first published as part of a project focused on building the knowledge base for student-centered approaches to learning. The article emphasizes the limiting nature of print and the need to embrace technology to create more student-centered opportunities for learning, To illustrate the point, we decided to create a digital version of the article in an accessible format and apply the UDL principles to transform the static, print article into an interactive, learning experience. As you read in this UDL environment, you experience exactly the kind of “student-centered learning in the digital age” that the article promotes.
Cheryl Frose's insight:
Actually experience the UDL principles in this 'article' Interesting!
UDL Studio, a free digital tool (funded largely by the Carnegie foundation) has recently been released by CAST. UDL studio is underpinned by the principles of Universal Design for Learning . UDL studio is underpinned by the principles of Universal Design for Learning . UDL Studio joins other successful digital tools created by CAST. See for example my blog post on LEA Meets Book Builder.UDL Studioenables anyone to create media-rich resources, to actively engage and motivate students, and to respond flexibly to the needs of each learner; thereby ensuring quality and equality in access to learning for all.
UDL Studio offers templates to scaffold you or your students as you create content using multimodal elements, such as text, image¸ video, audio, and animation. You can explore the project library to view previous projects created by UDL studio users...
We really like the tips and resources page which asks you to reflect carefully on how the use of the digital tool enhances children’s understanding of text; enriches the reading experience; and represents information in an engaging manner.
The following lesson is part of a larger unit on using Universal Design for Learning (UDL) principles when designing classroom curriculum. This lesson focuses on the various components of a lesson plan and the UDL supports, options and strategies included in each part of the lesson in order to create barrier-free learning. At the end of this lesson educators will be able to list and plan for the essential components of a lesson, identify and eliminate barriers in a lesson and implement a successful UDL lesson.
All teachers wish for their students to become engaged, successful, and enthusiastic learners, and teachers often make observations such as this: I want students to take responsibility for their own learning. I want my students to be active learners.
Teachers and researchers alike recognize that students who can monitor and regulate their own learning are more effective learners (Butler & Winne, 1995). Yet teachers may not know how to help their students learn to take charge of their own learning process.
Student portfolios take many forms, as discussed below, so it is not easy to describe them. A portfolio is not the pile of student work that accumulates over a semester or year. Rather, a portfolio contains a purposefully selected subset of student work. "Purposefully" selecting student work means deciding what type of story you want the portfolio to tell. For example, do you want it to highlight or celebrate the progress a student has made? Then, the portfolio might contain samples of earlier and later work, often with the student commenting upon or assessing the growth. Do you want the portfolio to capture the process of learning and growth? Then, the student and/or teacher might select items that illustrate the development of one or more skills with reflection upon the process that led to that development. Or, do you want the portfolio to showcase the final products or best work of a student? In that case, the portfolio would likely contain samples that best exemplify the student's current ability to apply relevant knowledge and skills. All decisions about a portfolio assignment begin with the type of story or purpose for the portfolio. The particular purpose(s) served, the number and type of items included, the process for selecting the items to be included, how and whether students respond to the items selected, and other decisions vary from portfolio to portfolio and serve to define what each portfolio looks like. I will describe many of the purposes and characteristics in the sections below.
The Authentic Assessment Toolbox site is a tutorial for learning all about authentic assessment. It is presented with hypertext and features creating authentic tasks, rubrics and standards for measuring and improving student learning. What is authentic assessment? Why do we need it? How do you do it? Answers to these questions as well as information on Standards, Rubrics, Portfolios, and Examples can be found here. Educators at all levels will find this site useful.
Checking for understanding is the foundation of teaching.
Whether you’re using formative assessment for data to personalize learning within a unit, or more summative data to refine a curriculum map, the ability to quickly and easily check for understanding is a critical part of what you do.
Student-centered approaches to learning respond to each student’s needs and interests, making use of new tools for doing so.
Critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm:
Embracing the adolescent’s experience and learning theory as the starting point of education;Harnessing the full range of learning experiences at all times of the day, week, and year;Expanding and reshaping the role of the educator; andDetermining progression based upon mastery.
Any assessment is designed to provide a snapshot of student understand—the more snapshots, the more complete the full picture of knowledge.
On its best day, an assessment will be 100% effective, telling you exactly what a student understands. More commonly, the return will be significantly lower as the wording of questions, the student’s sense of self-efficacy, or other factors diminish their assessment performance. It sounds obvious, but a student is a human being with an entire universe of personal problems, distraction, and related challenges in recalling the information in the form the assessment demands.
This makes a strong argument for frequent assessment, as it can be too easy to over-react and “remediate” students who may be banging against the limits of the assessment’s design rather than their own understanding. Rather than re-teaching, sometimes all that is necessary is re-measuring.
It is a huge burden (for both teachers and students) to design, write, complete, grade, and absorb the data into an instructional design sequence on a consistent basis. So why not frequent, simple assessments?
Cheryl Frose's insight:
Exit Cards, Self-Checks...by any name, frequent assessment is also useful!
Students must be at the center of learning, but making this happen is no simple task. Learners accustomed to sitting passively while their teachers dole out knowledge may initially be unready to take on more active roles in the classroom.
We cannot simply throw students in the deep end of the learning pool and expect them to swim. Educators must teach the noncognitive or "soft" skills that are the foundation of independent learning.
We suggest three strengths teachers should seek to develop in their students so that they can assume more responsibility as learners: self-regulation, persistence, and collaboration.
An award-winning English and Social Studies teacher at Luther Burbank High School in Sacramento, Calif., Larry Ferlazzo is the author of Helping Students Motivate Themselves: Practical Answers To Classroom Challenges, The ESL/ELL Teacher's Survival...
Student engagement is the sometimes found and often elusive Holy Grail for many of us teachers. I'm taking advantage of the opportunity offered by Cindy's question to make this topic into a two-part series, with Part Two focusing on the concept of "flow."
Today's Part One post offers some very helpful guest responses from educators Mark Barnes, Dr. Jeffrey Zoul, Heather Wolpert-Gawron, and Marsha Ratzel (plus multiple comments from readers).
The system given includes implementing an inclusive learning strategy known as Universal Design for Learning (UDL). The goal of this program is to reach a broader diversity of learning styles which does not require teachers to add more to their existing lessons.
As a teacher, getting your students excited for test time can be a drag. The students don’t always know what to study or how much of the material will be covered, despite what you try to outline for them.
A free,online ten-module tutorial that offers information, instructional techniques, and practice labs on how to make the most common needs in distance education accessible for individuals with disabilities, and enhance the usability of online materials for all students.