Understood holds this weekly Twitter chat that aims to keep the momentum going and raise awareness of learning and attention issues. Follow along with hashtag #LDCHAT and follow users @understoodchats & @understoodorg. Experts will be available to answer your questions and concerns and share resources from Understood.org.
Welcome to today’s #ldchat! This is Meg with the Understood team. We’re joined today by Understood founding partner @CAST_UDL to discuss Universal Design for Learning! #UDL
RT UnderstoodOrg: Welcome to today’s #ldchat! This is Meg with the Understood team. We’re joined today by Understood founding partner CAST_UDL to discuss Universal Design for Learning! #UDLhttps://t.co/SEh28rJaRu#ld#adhd
Edie from Washington, DC. Building an international tribe of teachers and parents of teens and young adults with ADHD. Champion of using technology in UDL. #LDchat
Provide multiple means of representation (recognition network).
Provide multiple means of action and expression (strategic network).
Provide multiple means of engagement (affective network). #UDL#ldchat
A1: Provide multiple means of representation (recognition network).
Provide multiple means of action and expression (strategic network).
Provide multiple means of engagement (affective network). #UDL#ldchat
A1: In the same way that folks with visual impairment CAN read if they are taught to use Braille, ADHD Ss CAN succeed in the classroom when the barriers of attention, engagement and organizational struggles are removed. UDL does just that! #ldchat#udlchat#udlky
A1 Universal design helps older students with disabilities feel safe. This gives them the self esteem required to take risks in accessing grade-level material. It helps them move to high-level courses as well. The sky's the limit with UDL. #LDchat
#UDL provides access to grade-level curriculum for ALL students, not just those with learning and attention issues. However, there needs to be an expectation that students with learning and attention issues CAN access grade-level curriculum. #ldchat
RT UnderstoodOrg: RT CAST_UDL: A1: #UDL is an instructional design framework that considers the range of learner variability possible in any learning environment. #LDchathttps://t.co/CTa2dX82ab#ld#adhd
RT UnderstoodOrg: RT CAST_UDL: A1: By designing for variability, we maintain rigorous goals for all while considering flexible pathways to attaining those goals. #LDchat#ld#adhd
RT UnderstoodOrg: RT BoysandGirlsAid: A1: Provide multiple means of representation (recognition network).
Provide multiple means of action and expression (strategic network).
Provide multiple means of engagement (affective network). #UDL#ldchathttps://t.co/J3ekBJRTso#ld#adhd
A1: #UDL provides access to grade-level curriculum for ALL students, not just those with learning and attention issues. However, there needs to be an expectation that students with learning and attention issues CAN access grade-level curriculum. #ldchat
A1: Characteristics of the one in five students with learning and attention issues are part of the range of human variability. There's no average learner. Why design for one? #LDchat
A1.5- Also, UDL gives students choices in how they learn and how they show what they learned. As an ADHD adult, I can totally get down with that! You mean, I can pick between a test, or a paper, or a podcast, or a visual model? Score! #ldchat
I used to teach in several public schools in Maryland. We had complete flexibility when I was a student teacher. More than 10 years, we all were required to teach the same thing in the same way on the same day. Is this common? #LDchat
A2: teachers I feel need practice at this. How can we make a lesson reach a huge variety of learning needs. As I am planning each week for my students I really am thinking is it a multi sensory approach to learning. #ldchat
A1: #UDL ensures all barriers have an entrance in some way, shape, or form. It is literally saying, “okay, we know Plan A isn’t going to work so here Plan B, C, D, E...” #LDChat
RT UnderstoodOrg: RT CAST_UDL: A2: The principles of #UDL look different depending on the learning environment and learning goals. Context matters! #LDchat#ld#adhd
It's certainly common for districts to focus on scope and sequence. Unfortunately, we think too much rigidity takes the art out of good teaching. On the other hand, you can find creativity within constraints if you look for it. #LDchat
A2: building my professional thinking this way has created more effective learning skills within ALL of my students. It does take practice & time to build that confidence as a teacher to understand 1 teaching way will not reach ALL students #ldchat
A2: Make your content accessible by using slides and notes. Employ a range of media to enhance learning (text, images, videos, diagrams, animations, etc.).
Make sure to use alt text to describe images and use videos with subtitles.
#UDL#ldchat
A2: Mult. Means of Rep= I like to use the acronym MARSH to explain it- when introducing new content, have you (as the Tchr) given Ss a chance to
Make it?
Act it out?
Read about it?
See it?
Hear it?
Multiple means gives Ss multiple on-ramps to the info. #ldchat#udlky
It is, and it's PURPOSEFUL planning using the #UDL framework that helps us address the predictable learner variability we know we'll encounter. #LDchat
A2: There is no 1-size fits all. Learning and demonstrations both have options. Students should have choice. Teachers should present info in multiple ways. #ldchat
The concept of #UDL was explained so perfectly to me by @danieljyoo. I will forever remember his broccoli metaphor. Cannot recommend @goalbookapp enough for people who need support planing out lessons with UDL framework. #ldchat
We are at that stage as we grow in my school, but it is encouraged and even expected that teachers have flexibility in how they design the content. There is the directive, but the teachers have the power to create. #ldchat
Used computers for Universal Design. Gardner's Multiple Intelligenges and learning styles too. Our 2 classroom computers, my laptop, and an audio recorder provided 4 workstations. Later we added my 2 cell phones to the mix. Apps galore. #LDchat
RT UnderstoodOrg: RT CAST_UDL: A2: Providing multiple means of representation = considering the range of learner variability in how we take in information. #LDchathttps://t.co/s1Msq2Du7V#ld#adhd
RT UnderstoodOrg: RT eatteachblog: UnderstoodOrg A1: #UDL ensures all barriers have an entrance in some way, shape, or form. It is literally saying, “okay, we know Plan A isn’t going to work so here Plan B, C, D, E...” #LDChat#ld#adhd
RT UnderstoodOrg: RT angela_lange25: UnderstoodOrg A2: teachers I feel need practice at this. How can we make a lesson reach a huge variety of learning needs. As I am planning each week for my students I really am thinking is it a multi sensory approach to learning. #ldchat …
RT UnderstoodOrg: Q3. What does the #UDL principle, “provide multiple means of action and expression,” look like in the classroom? #ldchathttps://t.co/ii83avHiKA#ld#adhd
A3: We need to rethink classroom design. Right now, teachers are forced to shift instruction outside of normal class hours in order to meet individual learners' needs. This isn't feasible if we are truly seeking to support each learner. #ldchat
A3: Do this, and then you can also see the students' depth of knowledge. Exe: a T I know likes to provide a "menu" of assignments so that students can choose how to demo their knowledge. #ldchat
A3 Yes, even in math. Students were given the option of handing in traditional work (handwritten), art representation (drawing), or explaining how to get the answer (speaking). Too bad they still hated math. At least they got good grades :-) #LDchat@UnderstoodOrg
RT UnderstoodOrg: RT CAST_UDL: A3: Providing multiple means of action & expression = considering the range of learner variability when showing what we know. #LDchathttps://t.co/owH6wahEyY#ld#adhd
RT UnderstoodOrg: RT UnderstoodJennO: A3: Do this, and then you can also see the students' depth of knowledge. Exe: a T I know likes to provide a "menu" of assignments so that students can choose how to demo their knowledge. #ldchat#ld#adhd
A3: Some ADHD kids can't authentically represent what they know in the form of a test because they aren't strong readers/writers. BUT, if I gave them a choice between a test, a drawing, a skit or a blog, they show me much more accurately what they know! #ldchat
A3: I have been researching Project Based learning. I Love the highly effective teaching strategies & the active engagement from students. My only concern is our state assessments & lesson assessments are too often “1 size fits all” #ldchat
That can be a great strategy. When learners can choose how they express what they know, we can better assess whether they know it or not (the medium of expression doesn't get in the way of the expression of knowledge). #LDchat
A3: Use of discussion boards or blogs also allow students who need more time to reflect on a topic and have the ability to participate.
#UDL#LDchat Use of virtual clickers allows all students to participate without feeling centred out.
A3: #UDL#LDchat Provide students the opportunity to choose which type of assignment they would like to complete, for example, you may choose one of the following evaluation methods: a poster presentation, research report or creating a video.
Same! I had a kid who wouldn't write more than 10 words....total. On any given piece of paper. He was, however, an awesome cartoonist. When I gave him the option to use cartoons and comic strips, his pictures were awesome and he wrote WAY more than 10 words! #ldchat#udlchat
A3: #UDL#Ldchat Use a variety of evaluation methods to allow students to express what they know in multiple ways. Example: quizzes, case studies, model building, and oral presentation rather than just traditional tests and a final exam.
That is the biggest frustration I believe in teachers. State assessments absolutely have to change! Teachers want the opportunity to TEACH their students & not have instruction based off of a test #ldchat
