The world in 2013 (with UDL)

Wow!  2013 is only 5 years away!  But technology tends to make huge jumps and increases exponentially.  I bet we will see big changes in just that short span of time.  Many people, on a global scale, have difficulty accessing supports because of their location or disability.  For instance, there are a large amount of individuals who have brain injuries and reside in rural areas.  Because they cannot access social workers, counselors, medical care and social networks as easily as others, they need extra help.  As Universal Design for Learning influences the world around us, we will be able to reach out to this population and help them access whatever they need.  Through video, audio and computer technology, people can engage in social groups, go to a virtual counseling session and receive in depth medical consultation from doctors all over the world.  I am excited to see how UDL will improve the lives of others (and my life as well).  I believe all of us in this class have a genuine desire to help people increase their quality of life.  I’m sure some, if not all of us, will be actively applying UDL principles by 2013.

Sigh.

I have chosen to reflect on some of my past teachers and relate my experience to Universal Design for Learning.  Ms. Fingerhead (the name has been changed, but is very close to the ACTUAL name) had no concept of the ultimate GOAL of learning.  Instead, she was bogged down by irrelevent rules.  If you chose chocolate milk with lunch, you had to eat your whole entree.  If you chose regular milk, you only need to eat half.  Another problem was that my constant daydreaming did not agree with her vision of education at all.  Daydreaming is CRUCIAL to me.  It’s how I formulate thoughts, solve problems and link together concepts.  Needless to say, I did not do well in the class.  It was a long year.  It was a 5th grade class and I stlll have nightmares about it.  In one dream, I was reprimanded for drawing a colorful fish on the chalkboard.

It’s sad to say…but my biology teacher (mentioned in the previous post) is probably the only one who at least attempted to apply UDL to his curriculum (whether he knew it or not). 

I think there is a conflict many teachers face.  Perhaps applying UDL seems too messy, too unorganized, too free-spirited.  Maybe they are afraid they will lose control of the classroom.  It could be that they feel ill-equipped to size up each student and his learning style.  Another reason could be culturally based.  I know a first generation Chinese teacher who believes that art and music has no place in school curriculum. 

Whatever reasons are holding teachers back, they could be answered with the solid neurological research that is going on today.  Perhaps this new information could open a whole new world for them and inspire them to tap into their OWN intelligence style.

No student is alike

Page 70 of the Teaching Every Student text notes that “the ‘universal’ in universal design (for learning) does not imply one optimal solution for everyone. Rather it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.”

Studies over the past few decades have begun (thankfully) to shed light on the differences among people regarding their intelligence, their learning style and the environments that augment their aptitude.  In Teaching every student in the digital age: Universal design for learning (2002), the author mentions that each individual’s brain is like a fingerprint, which means the process in which one learns is completely individual and autonomous.

Teaching every student in the digital age also mentions that while accommodating every student’s learning styles can be immensely difficult for teachers.  However, there are small changes that can be made which have the potential to make noticeable differences in each student’s academic performance.  Case studies mentioned in the book talk about the success in providing technical assistance and, most importantly, promoting flexibility.

I am reminded of a biology class I took in high school.  The teacher provided different methods of instruction which maximized each students’ performance.  He drew lovely illustrations on the chalkboard and suggested readings from the text book.  Experiments could be done individually as well as in groups.  In addition, he gave each of us responsibilities like feeding the fish and watering the African violets.  Finally, when the time came to complete a test, he gave each of us sheets of blank paper.  “Tell me what you know,” he said.  On these sheets of papers, we could write an essay, draw pictures, use diagrams or make lists.  He was not interested in his students following a rigid format.  He had a different goal in mind: to make sure we truly learned about biology; a subject he was passionate about.

I’m very interested in the differences in intelligence from both a personal and anthropological standpoint.  I believe we are all geniuses in certain areas.  It is the method of teaching and the adjustment of our learning environment that can unlock the prodigy in all of us.

Here’s my story…and it’s personal!

One of my first courses in graduate school was Anthropology 501.  On the first day of class, the professor provided a long list of topics.  Evolution.  Primates.  Sexual dimorphism.  Crime Scene Investigation.  The professor asked us nervous students to select two topics from the list on which we would give a lecture.  We could not select topics that had already been chosen.  If we did not know very much about the topics we ended up with, we had to study them!

There was a mixture of interest and fear that propelled me into preparing for these lectures.  I wanted to avoid looking foolish in front of my graduate competitors-I mean-colleagues.  This technique of letting us students choose our topics and fend for ourselves was an effective introduction to becoming leaders in our field.  It also strengthened our skills in transforming research into coherent information that would benefit each listener.

I believe that “Universal Design” was inadvertently used in this scenario (I’m positive my professor did not know what UDL was) and was successful.  By allowing each student to research in ways that were natural to them, they were able to meet the guidelines of the assigned project.  It also bolstered the theory that diversity is ever present in the learning process.  This was noticeable as each student relayed their information to the class.  Some used drawings while others used outlines.  There were presentations on the chalk board as well as the use of handouts.  In the end, everyone enjoyed the benefit of using their own research and presentation techniques.

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