![Reflection
[Previously] I believed that it was necessary for students to
adapt to my teaching— I saw my job as providing them with an
option for meeting the learning outcomes. If they couldn’t do it,
then I should mark them accordingly—fair and square. If
someone had told me I could make the lesson “universal,” I’m
not sure I would have, or even could have, believed that person.
I was teaching almost unconsciously—despite the best
intentions, and a huge commitment to providing my students
with what they needed, more than anything else, my instruction
was informed by the way I myself had been taught.
(Practicing Teacher 8)
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,](https://image.slidesharecdn.com/teachinglearningforalluniversaldesignforlearning-181006093044/85/Teaching-amp-learning-for-all-universal-design-for-learning-28-320.jpg)
Teaching & learning for all universal design for learning
- 1. Teaching & Learning for All: Universal Design for Learning Dr. Donna McGhie-Richmond Associate Professor, Educational Psychology and Leadership Studies Faculty of Education, University of Victoria, Victoria, BC Canada
- 2. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018, GOAL
- 3. Teaching & Learning for All Brief overview of Canada-Ukraine Research/Development Project Universal Design for Learning Pedagogy in Teacher Education Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 4. 5-Year Canada (2008-2013) – Ukraine Collaborative Initiative to Introduce Inclusive Education Inclusive Education for Children with Disabilities in Ukraine Goal: Develop capacity to implement inclusive education for children with disabilities in Ukraine. Develop from highly medical to social, rights-based, inclusive model Civil Society Policy Education Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 5. Education Development & sharing of 5 teacher education courses & resources Introduction to Inclusive Education Collaboration Differentiated Instruction Assessment and Leadership Consultative / collaborative work in 2 Project schools (Lviv & Simferopol) develop as models and regional practical centres for support Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 6. Challenges Negative attitudes towards people with disabilities Theory-policy-practice gap Developing a common understanding Terminology (inclusion, disability, roles) Understanding the context (defectology; Language barriers Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 7. What worked (Successes)… positive attitudes teacher education appropriate resources enabling policy and legislation family support good pedagogy leadership collaboration a system-wide, organized approach Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 9. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 10. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 12. Universal Design for Learning Pedagogy in Teacher Education McGhie-Richmond, D., & Sung, A. (2013). Applying universal design for learning to instructional lesson planning. International Journal of Whole Schooling, 9(1), 41-57. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 13. Snapshots Some Lesson Changes & Teacher Reflections Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 14. Teacher Reflection… So I began to think of ways students could create/compose a story without handwriting. My thoughts developed like this – tell it orally and have someone scribe it (possibly, if there are enough people to scribe), have the students type it on the computer (but what if they physically could not use the keypad or don’t have the typing skills?), then possibly acquire the software for speech-to-text or a mouse camera. There are so many possibilities! …I immediately made my first change to the lesson plan – ‘writing’ became ‘composing’ (Practicing Teacher 2). Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 15. Snapshot of Change… (Pre-Service Teacher) Question: If that’s how heat moves in solids, how would heat transfer in liquids and gasses work? (these particles are further apart, not in constant contact) Demo: 10 min/25 min Convection tube demo Fill with water, turn on the heat. Ask the students to explain what is happening. Add food colouring to the top to demonstrate the motion of the convection current. Give students two minutes to fill in notes on diagram. From teacher demo…
- 16. To student inquiry … Question: If heat moves in solids by particles bumping into each other, how would heat transfer in liquids and gasses work? (these particles are further apart, not in constant contact) Flip Guide for Station Two: Convection – the transfer of energy by the movement of particles in fluids In the lava lamp, the fluid on the bottom gets heated, particles move faster, spread apart, and density decreases. This substance then moves to the top, cools, and then sinks. It is then heated again, creating a circular motion. This is called a convection current. (include annotated drawing with arrows) *Interactive Lab: Students will work through stations in pairs or in groups of three to complete worksheets
- 17. Teacher Reflection… Self-determination is optimized in this lesson through the sheer variety of assignments and the autonomy of the student within the assignments. Throughout the lesson the student has to assume responsibility for their learning and also share their understanding with others. By also providing a variety of means of representation the learners can access a variety of means of expressing which also heightens engagement.
- 18. Teacher Reflection… In the beginning it can be more work for the teacher, but as it becomes a natural process, Universal Design lesson planning will be the best thing that ever happened, and you won’t even remember any other way (Practicing Teacher 10). Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 19. I actually considered my original lesson planning to be quite applicable to most students…. I now realize it was not very accommodating to diverse learners. The end result is an opportunity for students to grapple with concepts that are far more meaningful, abstract and challenging than any that were touched upon by the original lesson. While some of the adaptations were small in the whole scheme of the lesson plan, the impact they would have to students with barriers to learning would be enormous. The biggest block for me was knowing that in that actual class I had a student in a wheelchair who never came to class. I had a student who I was never even given the opportunity to reach, or to design for. I think everything we did could have been accessible to this person, and I’m frustrated by that I didn’t do more then. The lesson became more motivating for students – and myself as a teacher. Teachers believe they have to radically change everything in their classroom or lesson plans, but it really only takes small changes to make a large impact in trying to reach as many students as possible who learn differently. It was relatively easy to modify the lesson plan and ‘tweak’ it in certain ways that would be relevant and useful to all learners. There are times when you don’t know each and every student to their full depth so to keep the lesson open to as many students as possible will be very beneficial.
- 20. Teacher Reflection… The most surprising thing I have learned… is that teachers who are effective at including students with special needs in their classrooms are likely to be superior teachers for all their students (Practicing Teacher 5). Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 21. Walking the Talk in Teacher Education Major Assignment (35%) This assignment is designed to support your exploration of a topic of interest related to your professional development goals for undertaking this program and relative to the concepts covered in this course. You should be thinking about your final assignment as you reflect on your learning and work through the readings, mini-assignments, and discussion forums. Note that you may work in pairs or a group of 3 (max.) based upon mutual interests and goals. We understand that there is considerable diversity in this class in terms of professional knowledge, skills, and experience, therefore the format of the major assignment will likely vary. You may choose one of the following: Literature Review on topic of interest [e.g., students with particular identified needs; particular instructional intervention (i.e., Differentiated Instruction, Response to Intervention, etc.); or process (i.e., assessment, collaboration, etc.). Case Study (e.g., student with or without ‘identified’ need; challenging collaboration; etc.) Student Profile & Individual Education Plan Differentiated instruction lesson and reflection Apply UDL principles and guidelines to a lesson/unit plan Design professional development on related topic for teachers within school or district Prepare a formal proposal to develop a new program within your school or district Other? Submit a ‘proposal’ for options 6-8 or another idea outlining what you have in mind and we can discuss the parameters and requirements for the assignment.
- 22. ‘Anyone can teach a child who is a good learner. But it makes us who we are as teachers when we bump into kids who struggle. That’s when you have to work for it.’ Wendy Payne, Strawberry Vale School, Victoria, BC; 2009 Winner of Canada’s Outstanding Principals Award ‘The reason that we work with people who have disabilities is because we want to reform education for everybody.’ David Rose, CAST Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 23. Some Teaching Resources Centre for Applied Special Technology The UDL Guidelines About Universal Design for Learning National Centre on Universal Design for Learning (Will be updated June 30th) UDL Guidelines Examples and Resources UDL Implementation: A Tale of Four Districts Resources Gargiulo, R.M., & Metcalf, D. (2017). Teaching in today’s inclusive classrooms: A universal design for learning approach. (Third Edition). Belmont, CA: Wadsworth, Cengage Learning. (Recommended for Undergraduate-level teacher education) Gordon, D., Meyer, A., & Rose, D. & (2014). Universal design for learning: Theory and practice. CAST Professional Publishing, Wakefield, MA. (Recommended for Graduate-level teacher education; online and text version) Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 24. References Hartmann, E. (2011, September). Universal design for learning. Practice perspectives – Highlighting Information on Deaf-Blindness, 8, 1-4. Loreman, T., McGhie-Richmond, D., Kolopayvea, A., Tarenchenko, O, Mazin, D., Crocker, C., & Petryshyn, R. (2016). A Canada-Ukraine collaborative initiative for introducing inclusive education for children with disabilities in Ukraine: Participant perspectives. School Effectiveness and School Improvement, 27(1), 24-44. McGhie-Richmond, D., & Sung, A. (2013). Applying universal design for learning to instructional lesson planning. International Journal of Whole Schooling, 9(1), 41- 57. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 25. More examples… Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 26. Snapshot of Change (Practicing Teacher) Summative Assessment Original lesson “If they couldn’t do it, then I should mark them accordingly— fair and square.” Information 10 Creativity 5 Neatness/Effort 5 TOTAL 20
- 27. Revised Lesson “Adaptations needed to make this lesson UDL were fairly straightforward— tools to organize information and learning, and to become self-aware and self-motivated learners.”
- 28. Reflection [Previously] I believed that it was necessary for students to adapt to my teaching— I saw my job as providing them with an option for meeting the learning outcomes. If they couldn’t do it, then I should mark them accordingly—fair and square. If someone had told me I could make the lesson “universal,” I’m not sure I would have, or even could have, believed that person. I was teaching almost unconsciously—despite the best intentions, and a huge commitment to providing my students with what they needed, more than anything else, my instruction was informed by the way I myself had been taught. (Practicing Teacher 8) Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
- 29. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018, Presented at Summer School «Inclusive Education: steps to the future», June 25 – 28, 2018, Vygoda, Ukraine.
Editor's Notes
- #2: Students AND Teachers learn through diversity.
- #3: Define inclusion as the Goal: Distinguish it from Exclusion, Segregation, Integration
- #4: Presentation Overview
- #5: Shared culminating research article.
- #6: The development of five teacher education courses (pre-service and in-service) for implementation in teacher education and professional development institutions. Courses were in the areas of introduction to inclusive education, collaboration, differentiating instruction, assessment, and leadership (a paper on the development of the leadership course has previously been published by Webber & Scott, 2009 ). ● Facilitating regular cross-national conferences involving a wide variety of stakeholder groups (parents, educators, administrators, etc.) addressing themes pertinent to inclusive education. ● Development and distribution of Ukrainian language print and video resources designed to assist educators to implement inclusive education. ● Intensive consultative and collaborative work in two “ project schools” in Lviv and Simferopol with the aim being to transform them into inclusive schools in order to act as models and regional practical centres for assistance with inclusive education. ● The employment of a coaching model, with Canadian teachers working collaboratively with Ukrainian teachers in Ukrainian classrooms. ● An observational visit to Alberta schools, universities, and government offices involving Ukrainian teachers, school administrators, and government officials.
- #7: As with any project, there were successes and challenges.
- #8: Aligns with the research literature on what underlies and is necessary to support inclusion of students with disabilities. Positive attitudes and beliefs about ability: ability of the students; teacher’s own self-efficacy, belief in ability to teach all students School and school district leadership and support Collaboration – it takes a team at many levels – resources re: time, finances, support for professional development Takes TIME
- #9: Proactive, first step in designing lessons for all students – knowing classrooms will be diverse These principles and guidelines acknowledge that learner diversity is to be expected in the classroom and support teachers to proactively plan for this diversity at the development stage of instructional unit and lesson planning.
- #10: Three principles each with 3 guidelines underpin the Universal Design for Learning educational framework. Based upon what we know about how children and youth engage (the why of learning); how they recognize input or stimuli (the what of learning), and how they act on what they are learning (the how of learning) Moving away from a one-size-fits-all curriculum and instruction model towards a diverse and inclusive model, Universal Design for Learning provides a framework for developing “best or effective practice” instructional adaptations. It highlights principles and guidelines that operationalize instructional planning for the benefit of all students.
- #11: Moving away from a one-size-fits-all curriculum and instruction model towards a diverse and inclusive model
- #12: Universal Design for Learning arose from the concept of Universal Design within the field of architecture. The term was applied to the idea of designing and creating new structures and public places in a way that was accessible to all from the beginning (Mace, 1998). Examples of Universal Design that have become commonplace and a benefit to all include curb cuts, automatic doors, and building ramps. Universal Design holds that everyday items are designed to be useful to a variety of users. Other examples include word processing software (information presented in multiple ways – visual, oral, textual; closed captioning on video displays, and symbols representing washrooms and other common facilities that provide access to the widest range of users possible.
- #13: Universal Design for Learning is one focus of our teacher education programs at the undergraduate level both with pre-service teachers – those who are learning to become teachers, as well as practicing teachers –those who are already teachers and are enrolled in our online Professional Specialization Certificate and Diploma in Special/Inclusive Education Program. I along with a graduate student, undertook a study where we analyzed the changes that were made to instructional lessons after being taught and applying UDL. We also wondered what connections the participants made between the process of applying UDL to their lesson planning and what they learned as a result. The participants selected their own previously taught lesson plans from their curriculum areas of expertise (i.e., language arts, math, science, social studies). Referring to the Universal Design for Learning principles and guidelines, the participants critiqued their prior lesson plans and re-developed new ones to include wide ranging learning needs of all students in the classroom. A Universal Design for Learning document outlining each principle and guideline was provided that included space for participants to write notes, critique, and provide evidence for considering diverse learning needs and each Universal Design for Learning principle and guideline. The participants were asked to provide a brief (i.e., 1-2 page) reflection on the critique process and their learning relative to the learning outcomes of the assignment
- #15: Example of Multiple Means of Expression
- #16: How might you change this lesson to support student engagement, participation? Example of Multiple Means of Engagement
- #17: What makes this change an example of Universal Design for Learning? Example of Multiple Means of Engagement, Expression
- #20: How students reflect on their process of improving lessons using UDL: COMMENTS extracted FROM McGhie-Richmond & Sung, 2013.
- #21: Learning to understand and address the needs of students who are in the margins of our classrooms leads to more effective teaching for all students.
- #22: Choice built into our assignments
- #23: Llink to E. Hartmann article.