Meet and chat with colleagues about Universal Design for Learning (UDL) on Twitter! The best hour of professional learning you'll get in 30 minutes. Held the first and third Wednesdays of the month from 9-9:30PM ET.
Alright #UDLFam its time to kick the tires and light the fires on this #UDLChat! Please Introduce yourself, where you're from, and your favorite cold weather comfort.
Alright #UDLFam its time to kick the tires and light the fires on this #UDLChat! Please Introduce yourself, where you're from, and your favorite cold weather comfort.
Loui Lord Nelson. I’m not really here, but wanted to support my good friend, Bryan. I’m here thanks to @TweetDeck. From Indy. What will the engagement question be? I’m going to answer… the stairmill. #UDL#UDLMadLibs#udlchat@parkerjpalmer
#UDLchat is two hours away! I can't believe it y'all! check out the smore for tonight's questions and some reference material then join us at 9pm ET! https://t.co/D4BPAZ585R
Kelley from Columbus, IN. My fave cold weather treat is snuggling up with Finn the dog when he is wearing his jammies. He really, really loves them! #UDLchat
Q1. Palmer's first paradox is space should be bounded and open. How do the UDL Guidelines support the design of this paradox and what does this look like in your space? #udlchat
A1 we provide space that uses natural boundaries- carpets changes to the color tones in the wall paper or bulletin boards- strategically placed furniture. Always accessible but allows for different feelings and working contexts #udlchat
A1: Makes me think of spaces offering options to engage with resources. Resources are strategically organized with a purpose and easily accessible. #udlchat
A1: The #UDL framework provides the boundaries by guiding us to design supportive (scaffolded) environments and lessons. Looks like: one goal, multiple representations, engagement supports, actions & expressions provided. #UDLChat
A1: for my students, they are bound by the need to work on goals as per their IEP’s but how instruction is delivered and assessed is individualized to each #UDLchat
Hi #UDLchat! I just saw that this popped up on my feed so I thought I'd check it out. I work with Jewish educators on creating inclusive Jewish educational spaces. I like modern central heating.
A1: UDL guidelines help us to open up but also set parameters through goals and our why. In my space Ss have options on where they work on with whom they work. The accessibility of tools also play a big role. #UDLchat
A1 we provide space that uses natural boundaries- carpets changes to the color tones in the wall paper or bulletin boards- strategically placed furniture. Always accessible but allows for different feelings and working contexts #udlchat
a1) for me if we want Ss to have safe spaces they have to be part of their creation. We have to build and optimize bounded autonomy and agency in that space . #udlchat
A1: The UDL guidelines allow for the support and flexibility to be in the flow of learning. Seating is flexible, modular vs fixed furniture. Learners help shape the space within the guidelines. #UDLchat
A1. It’s like freedom within limits — good for Design Thinking -and- raising teens. :) I think this connects with engagement, where a learner feels free but supported with constraints. #UDLchat
A1. The recruiting interest guideline gives us heaps of help. We can work with Ss to design environments to support exploration. We have to ask them & also introduce them to unfamiliar set ups, e.g the studios of designers/engineers/craftspeople/writers #udlchat
A1. UDL helps us to provide opportunities for independent and group work. Giving students students that choice in an environment that is easily transformed helps to make the choice a reality. Everything on wheels #udlchat. Oh and hi everyone.
Q1. Palmer's first paradox is space should be bounded and open. How do the UDL Guidelines support the design of this paradox and what does this look like in your space? #udlchat
A1: I'm not sure I completely understand the question, but one thing I've observed is that 'flexibility' can be a double-edged sword that ends up cutting Ss with disabilities off from the educational goals of an activity.
#UDLchat
I really believe this more than flexible seating this is the movement towards agile learning design. Intentional, purposeful, and learner centered #udlchat
A1: The UDL guidelines allow for the support and flexibility to be in the flow of learning. Seating is flexible, modular vs fixed furniture. Learners help shape the space within the guidelines. #UDLchat
A1: I really don't understand why the need to have curated forms of flexibility in instructional spaces is a paradox though — it just doesn't seem like a contradiction to me? Am I missing something that others are seeing? #UDLchat
A1. It’s like freedom within limits — good for Design Thinking -and- raising teens. :) I think this connects with engagement, where a learner feels free but supported with constraints. #UDLchat
A1: The awesome Reggio inspired @CityNeighbors schools I work with have comfortable and varied seating options & learning environments that flow from student inquiry - it’s pretty awesome to see! #UDLchat
A1: Space in my classroom is bounded in the sense that everything has a place, and open in the sense that students can easily locate and use what they need, which optimizes their access to tools and facilitates the managing of resources #UDLchat
Q2 Palmer's fourth paradox is space should honor little voice and big voice. How do the concepts of UDL create tradition and discipline AND honor individuality? #UDLChat
I think that the learner should be empowered to dictate what they need in the environment. We had a Ss who requested her own desk because of a need to feel “safe” due to life events. She had her own desk & space that was her own. When ready she decided to move to flex. #udlchat
A2: Give Ss opportunity to express (in different ways) their relationship with current traditions and disciplines. How do they align with their experiences at home, in the community, and in other learning spaces? #Action&Expression #UDLChat
A1: A lot of Ss depend on predictability, so it's important to be careful that our mode of creating flexibility doesn't destroy the ability to understand the environment and stay oriented.
#udlchat
Retweeting Q2 Palmer's fourth paradox is space should honor little voice and big voice. How do the concepts of UDL create tradition and discipline AND honor individuality? #UDLChat
A2 the space should be a product of the class community. The norms agreed on and structure predictable inclusive of everyone’s voice. Communities dictate and govern themselves. Super cool. #udlchat
Yes! The problem is that sometimes when people think about 'flexibility', they don't notice that it's a problem when students don't have the support they need in order to meet the goals. #UDLchat
I agree with this whole heartedly. I think that really plays into the idea of the big voices of routines, procedures, and traditions in the learning space #udlchat
A1: A lot of Ss depend on predictability, so it's important to be careful that our mode of creating flexibility doesn't destroy the ability to understand the environment and stay oriented.
#udlchat
A2. Students thrive in environments where there are clear expectations, at the same time environments that are designed for their true needs. Well designed learning environments value autonomy, voice, and so much more #UDLchat
A2: I love this idea because the little voices means identity 2 me. Individual identities need to be discovered and honored but it’s important for Ss to know how identity influences their perspective but also needs to know how it relates to others & the bigger content #udlchat
A2: as we explore use of space in my classroom it has been important to let Ss explore, but also know when we need a little more structure. Listening to all voice through a variety methods has helped a lot. #UDLchat
UDL encourages us to help learns find their “voice” by providing options for action & expression. But, I think we should go further & ensure student “voices” are given weight and legitimacy in the classroom. #UDLchat
UDL encourages us to help learns find their “voice” by providing options for action & expression. But, I think we should go further & ensure student “voices” are given weight and legitimacy in the classroom. #UDLchat
A2. The small voices are so important. So rather than using "voting on the best idea" to guide how to arrange space, so much better to find flexible and innovative ways to incorporate many ideas #udlchat
A2. Students thrive in environments where there are clear expectations, at the same time environments that are designed for their true needs. Well designed learning environments value autonomy, voice, and so much more #UDLchat
A2: I love this idea because the little voices means identity 2 me. Individual identities need to be discovered and honored but it’s important for Ss to know how identity influences their perspective but also needs to know how it relates to others & the bigger content #udlchat
Or, to put it another way: When there's too much flexibility in goal-setting, it can lead to Ss being excluded, it can lead to Ts not being flexible enough about means of meeting goals.
#UDLchat
Q3 Learning environments have been called the "Third Teacher." How does (or could) your learning environment act as your third teacher? How does it embody UDL from a lens of space? #udlchat
A2: as we explore use of space in my classroom it has been important to let Ss explore, but also know when we need a little more structure. Listening to all voice through a variety methods has helped a lot. #UDLchat
Yes! And that goes triple for Ss with disabilities, b/c sometimes people focus on "encouraging participation" and then ignore what they're actually *saying*.
#UDLchat
UDL encourages us to help learns find their “voice” by providing options for action & expression. But, I think we should go further & ensure student “voices” are given weight and legitimacy in the classroom. #UDLchat
Yes! A truly student-centric learning environment honors students by taking their concerns & comments seriously. I also think this expands to thinking about behavior as a form of communication. #UDLchat
UDL encourages us to help learns find their “voice” by providing options for action & expression. But, I think we should go further & ensure student “voices” are given weight and legitimacy in the classroom. #UDLchat
A2: The guidelines help to support the yin/yang of the paradox by accounting for variability and provide supports while allowing the opportunity for autonomy within a larger collective. #UDLchat
Y'all know me... I only try to drop 3 Qs a chat so here's the last one...Q3 Learning environments have been called the "Third Teacher." How does (or could) your learning environment act as your third teacher? How does it embody UDL from a lens of space? #udlchat
A2: Oh wow, this is SUCH an important question. I think it gets at the problems that arise when people focus on trying to 'make it meaningful'.
#UDLchat
Q2 Palmer's fourth paradox is space should honor little voice and big voice. How do the concepts of UDL create tradition and discipline AND honor individuality? #UDLChat
A2: We can design our learning spaces to accommodate individual and group work, by having open spaces to meet, flexible seating, training Ss to work collaboratively, and creating an environment in which Ss feel comfortable expressing ideas and taking risks #UDLchat
A2: This connects to what a space means- are we creating an environment that allows for students to engage & show what they know it a way that works for them? @Flipgrid and @padlet are great tools for students (and staff) for sharing and connecting (even when shy!)! #udlchat
Q2 Palmer's fourth paradox is space should honor little voice and big voice. How do the concepts of UDL create tradition and discipline AND honor individuality? #UDLChat
A3 tools and content represented visually for students to use as cues. Open access to resources and supplies. Norms that allow for freedom to get up as get what you need all create great ways to promote autonomy in learning #udlchat
Retweeting Q2 Palmer's fourth paradox is space should honor little voice and big voice. How do the concepts of UDL create tradition and discipline AND honor individuality? #UDLChat
A2 One thing that drives me nuts is when people think that differentiated instruction and centers are synonyms. Or that having kids do three different vaguely thematically-related activities = giving them equal access. #udlchat
A2: the fact of giving multiple options respects the individuality and the own rhythm and the self-determination must foment the capacity to express the individuality #UDLChat
A3: The environment is often the first "voice" your Ss experience. If not the first voice, the environment makes the biggest impression. Your walls, organization of the space, design for use, and pockets for individualization speak volumes. #DesignUsingUDL#UDLChat
A2 I feel like this q comes up a lot when I'm thinking about how to approach class discussions. It's important to me that people's voices are part of it *and* I'm using the discussion to teach a big voice thing and I need to take responsibility for making it happen #udlchat
A3: Learning environments include all principles of #UDL...engagement, representation and action/expression...we need to be intentional about all three areas when structuring the learning for our students..and be explicit about the WHY! #udlchat
Y'all know me... I only try to drop 3 Qs a chat so here's the last one...Q3 Learning environments have been called the "Third Teacher." How does (or could) your learning environment act as your third teacher? How does it embody UDL from a lens of space? #udlchat
This. My elementary students learn how to make pros and cons lists and through guided discussions learn how to reach consensus. Even if 'their side' doesn't 'win', they have a deeper understanding why the decision was made #udlchat
and if designed with intentional flexibility we can design for connected autonomy where Ss work independently along side those working in groups without exclusion! #udlchat
A2: We can design our learning spaces to accommodate individual and group work, by having open spaces to meet, flexible seating, training Ss to work collaboratively, and creating an environment in which Ss feel comfortable expressing ideas and taking risks #UDLchat
A2 Maybe part of this too is: Expectations need to be clear *and* we need to expect that sometimes we're going to make mistakes in setting expectations and will need to adjust them to something more tenable. #UDLChat
A2. Students thrive in environments where there are clear expectations, at the same time environments that are designed for their true needs. Well designed learning environments value autonomy, voice, and so much more #UDLchat
A3: part of the learning in flexible space includes self-regulation in using the right space. I found we needed some reminders lately. This is the current iteration- open to suggestions for improvement. #UDLchat
I didn't even need to be here to know that @drrevdean smashed it on #UDLChat tonight! Thanks so much for connecting to the wise works of @parkerjpalmer#UDL
A3: I don’t have a dedicated space, but observing other spaces, I often wonder if the learners who occupy it were actively involved in the design what would be different? Would behaviors shift? Learning improve? #UDLchat
A2 YES! And: There are things we need to do with our own expertise. Not everything that needs to happen is something we can expect Ss to know how to make happen. #UDLchat
A2. The small voices are so important. So rather than using "voting on the best idea" to guide how to arrange space, so much better to find flexible and innovative ways to incorporate many ideas #udlchat
A3: This idea is important because it helps Ss Gaian independence in the learning environment so they can give more cognitive energy to what they are learning and move toward expert learning.#udlchat
Expanding our #UDL thinking into designing learning environments that can be as instructive as a teacher? Yes, please! THANK YOU to @drrevdean for an amazing #UDLchat. Join @ElizabethLStein on Feb 20 for the next live chat. [GIF: A person gesturing to show their mind being blown]
A3: The environment is often the first "voice" your Ss experience. If not the first voice, the environment makes the biggest impression. Your walls, organization of the space, design for use, and pockets for individualization speak volumes. #DesignUsingUDL#UDLChat
A3. I get my room for 3 hours once a week and so it’s not very personalized. It this case I bring a toolbox full of tools so that I can adapt and use the room rather than the room use me. It’s a fight worth fighting so that I can take a more UDL approach in Higher Ed #udlchat
Q3 Learning environments have been called the "Third Teacher." How does (or could) your learning environment act as your third teacher? How does it embody UDL from a lens of space? #udlchat
A3. A UDL-informed adaptive (digital) learning environment can act as a “third teacher” when that environment responds and adapts to the learner -and- embraces student choice and is transparent to foster metacognition. #UDLchat
Q3 Learning environments have been called the "Third Teacher." How does (or could) your learning environment act as your third teacher? How does it embody UDL from a lens of space? #udlchat
A3. @TheThirdTeacher helps us think about space as an active participant & collaborator. It helps us step back & consider how the space will spark a conversation with the S and their own mind, with the land or a collaboration with another. Supports action and expression #udlchat
We have to be careful not to overdesign our classrooms. So often rooms become too filled with decorations or even anchor charts and this can be a distraction #udlchathttps://t.co/kwUiPgWrm2
A3: I often teach frontally or semi-frontally. One thing that's important to me about how I arrange space is that I want it to be possible for Ss to get up and move around if they need to. And I try to have tables available. #udlchat
A3: #UDLChat Creating a challenging environment helps motivate students to go further and that makes them a "teacher" on their own, so we must always have a place in our environment that fulfills this mission.
A3: When learning environments value everyone's contributions, and increase accessibility by activating background knowledge and having flexible mens of meeting learning goals, students learn that they are respected and their contributions are valued #UDLchat
We have to be careful not to overdesign our classrooms. So often rooms become too filled with decorations or even anchor charts and this can be a distraction #udlchathttps://t.co/kwUiPgWrm2
A3 The educators I work with are often in the position of teaching in environments that they have minimal control over. Eg: An after-school religious school program that meets in classrooms that are used for ECE during the day. I'm wondering how that fits here. #udlchat
A3 And what it might look like to work with it rather than against it and enlist the environment as a third teacher when it's not an environment you have a lot of control over. #UDLchat
As always< thanks for bringing the ruckus and brilliance to the #udlchat and remember...
Peace, Luv, & Belly Rubs to everyone! #udl#UDLParty#UDLruckus!
A3. Another tiny idea, especially if you have to move rooms is to use organic resources where you can, so leaves, stones, twigs, corrugated card, water - just to bring the outdoors inside and create some different textures and sensory experiences #udlchat@TheThirdTeacher
A3 When I'm teaching Ts about accessibility thinking, I strongly prefer to do it in their classrooms whenever possible. I can teach more effectively when the learning environment itself is helping me to show them things. #udlchat
#UDLchat A3 the concept of 'environment' is twofold (at least) - the values, beliefs, expectations as well as the physical environment. Often the focus is too much on physical but both are important.
I made a resource for Jewish Disability Awareness and Inclusion month (#JDAIM19) that may be of interest to #udlchat tweeps. It's a set of lesson plans for teaching about disability inclusively. Culturally-specific but could be adapted for other contexts. https://t.co/weGXo4lzq8
A3: Viewing learning space as integral component to learning design process...not what teachers do to the environment but as a part of the environment #UDLchat
#UDLchat is it possible to also create 'micro environments' within a larger space that meet needs of diff Ss? sandpit, water, drama space, office - spaces where Ss can be themselves or experiment with new environments?
