A UDL approach to teaching recognizes and respects the fact that as individuals we are all very different and as such have a variety of learning styles, different levels of academic readiness, diverse cultural backgrounds and a wide array of personal interests. Traditionally, our schools and curriculum have been designed in a very fixed and inflexible fashion to meet the needs of a “fictitious average” student. However, this approach does not take into account the variability and diversity of all the students in our classrooms. As a result, there is a large segment of our student body that is viewed as failing or not meeting the standards as proposed by the traditional school model. “When curricula are designed to meet the needs of the broad
…show more content…
This principle taps into the affective networks of the brain and considers the “why” of learning. It takes into account emotion, which is a critical component of learning. In the past, critics have argued that the role of emotions and affect should not have a place in school and that teachers and schooling should focus on development of cognitive skills. However, as a teacher, I realize that my students’ emotions and feelings can impact their ability to learn. If students find the learning experience enjoyable and interesting, then they will be more engaged and motivated to want to learn. In addition, I also feel that when students are emotionally invested in what they are working on they tend to find meaning and make personal connections with content. “Educators need to recognize the power of emotion to increase retention, and plan classroom instruction accordingly” (Wolfe, 2001, p. …show more content…
“Within the UDL framework, the hallmark of materials is their variability and flexibility” (CAST, 2011). When selecting materials to present content most schools continue to focus on traditional text and print materials. In my opinion, this places too much emphasis on the verbal-linguistic intelligence, which may not necessarily be the strength of all the students in our classroom. In Using Flexible Technology to meet the Needs of Diverse Learners, Wahl and Duffield present a variety of tools that teachers can use to vary materials when presenting content. Some of these tools include the use of talking-text, web resources such as e-books with animations and videos, computerized graphic organizers, and features of word processors like increasing font size. All of these materials provide different means to help students acquire information and knowledge in a way that works for them. These technologies give students autonomy and grant them more equitable access to the curriculum in a way that is not possible when using fixed materials. “The more differentiated the use of media for instruction reveals that individuals who are defined as learning disabled within print-based learning environments are not the same individuals who are defined as learning disabled within video- or audio-based learning” (Rose & Meyer, future in the margins,
This principle taps into the affective networks of the brain and considers the “why” of learning. It takes into account emotion, which is a critical component of learning. In the past, critics have argued that the role of emotions and affect should not have a place in school and that teachers and schooling should focus on development of cognitive skills. However, as a teacher, I realize that my students’ emotions and feelings can impact their ability to learn. If students find the learning experience enjoyable and interesting, then they will be more engaged and motivated to want to learn. In addition, I also feel that when students are emotionally invested in what they are working on they tend to find meaning and make personal connections with content. “Educators need to recognize the power of emotion to increase retention, and plan classroom instruction accordingly” (Wolfe, 2001, p. …show more content…
“Within the UDL framework, the hallmark of materials is their variability and flexibility” (CAST, 2011). When selecting materials to present content most schools continue to focus on traditional text and print materials. In my opinion, this places too much emphasis on the verbal-linguistic intelligence, which may not necessarily be the strength of all the students in our classroom. In Using Flexible Technology to meet the Needs of Diverse Learners, Wahl and Duffield present a variety of tools that teachers can use to vary materials when presenting content. Some of these tools include the use of talking-text, web resources such as e-books with animations and videos, computerized graphic organizers, and features of word processors like increasing font size. All of these materials provide different means to help students acquire information and knowledge in a way that works for them. These technologies give students autonomy and grant them more equitable access to the curriculum in a way that is not possible when using fixed materials. “The more differentiated the use of media for instruction reveals that individuals who are defined as learning disabled within print-based learning environments are not the same individuals who are defined as learning disabled within video- or audio-based learning” (Rose & Meyer, future in the margins,