Universal Design for Learning (3)

I just realised it is serious catch up here on the blog as compared to the instagram platform! My apologies for the tardy updates.

Based on literature looking at teacher PD on UDL, the implementation of strategies pertaining to the 'how' of learning or strategic network is most difficult compared to that for the other 2 networks.

• Flexible models of performance. Each of us create different plans to reach the same goals. Present different models of processes so that students can see different ways to reach the same goals. E.g. show examples and non-examples of work, demonstrate how a particular skill might look like in action.

• Overlearning with scaffolds. We need to overlearn until each step in the process becomes automatic. This 'automatisation' then frees up the working memory. For complex strategic goals, chunk into small components for sequential practise will support progressive mastery. (Refer to an earlier post on mastery/learning vs performance goals).

As learning is best contextualised, scaffolding will be required to help students focus

in mastering their skills in other critical parts. This means providing a variety of

scaffolds ahead of time that will support diverse needs of students. Differentiate by

allowing student the choice of scaffolds to reduce singling out any student.

• Provide ongoing feedback (AfL). Feedback during the process of learning is important to help students improve. PRovide relevant feedback on mastery goals helps builds confidence. Encourage self-monitoring by providing a rubric or sample of key characteristics they need to note to check that they are on the right track.

• Provide opportunities to showcase skills. Provide different ways for students to demonstrate learning. Demonstration helps students to consolidate and apply their learning. E.g. group presentations, show and tell, an exhibition of finished products where students take turns to explain.

#udl #universaldesignforlearning #inclusiveteaching #inclusivesg