Why UDL?

Universal Design for Learning (UDL) celebrates variability and calls upon teachers to take a proactive approach to designing experiences accessible for ALL students. But what about our adult learners? Can we UDL our PD? UDL is based on neuroscience regarding how we learn. As we embed UDL strategies into the professional learning we design for educators, we leverage research backed methods to support those we serve.

I first learned about UDL a few years ago. I was immediately drawn to its focus on increasing accessibility for ALL learners, using a strengths based approach. When I had been a classroom teacher, I wanted each and every one of my students to learn, to grow, to improve. But I often struggled to determine the best ways to do this, to guarantee universal access to grade level curriculum for students. I was told to differentiate the assignments I provided for students, but it always felt that I was dumbing down learning goals for some students and unfairly providing additional work for others. There had to be a way to better meet individual needs.

UDL principles and guidelines, whether used with students or adults, validates learners and empowers them to access, synthesize, and demonstrate learning via multiple methods. This is not a top down approach. The student is in the driver seat, with the goal of becoming an expert learner.

All three of the UDL principles can be embedded into professional development experiences for educators.

Episode 1 of this three part blogpost series provides tips and tricks for activating the affective networks of the brain, the “why” of learning.

Multiple Means of Engagement

Anyone who has facilitated professional development for educators has struggled with adult learners who seem to lack purpose and motivation. The UDL principle “Provide Multiple Means of Engagement” and its corresponding guidelines are designed to address this challenge.

We can activate the affective network throughout our professional development sessions. But I like to engage this network as soon as the session begins. I ask educators to verbalize their purpose for being in the room, and to then set corresponding learning goals. This builds context for which to attach new learning. Not only does this support the learner, it also provides valuable information facilitators can use to personalize the session to meet the needs of those in the room.

As I begin a session, I often ask educators to consider the following questions, “Who are you? What celebration would you like to share (professional or personal)? What do you want to learn and/or why are you here?” As educators introduce themselves they often share the role they play at their school or district. This information guides me in tailoring the day to meet their needs. In sharing a celebration, we begin the day on a positive note. And when educators identify a goal, they are more motivated to seek out learning that attaches to this purpose.

There are various methods that participants can use to share their answers to these questions. My method of choice often depends on the number of learners in the room.

When there are twenty or less educators in the room, I typically ask participants to share their answers to these questions with a partner while I circulate the room listening to the conversations. If there are less than twenty educators in the room, educators can record their answers silently and share out with the whole group if so desired. In large groups, I use digital platforms such as PearDeck, Nearpod, Padlet, or collaborative Google Slides.

If you utilize these questions, be aware that you may encounter an educator who does not have a learning goal identified. This is why the third question includes the phrase “and/or why are you here”. I led a workshop a few years ago and asked the aforementioned questions. A participant answered, “I am here because my superintendent told me to come”. I thanked this educator for his honesty. The remainder of the session, I worked to guide this educator in finding personal purpose for his learning. When it was time for participants to explore resources independently or collaborate with a partner, I asked him questions. My goal was to connect his learning to something he cared about. I could have written this participant off as “not worth my time” and focused on those who “wanted to be there”. But the time I spent was well worth it. By the end of the session, he had found a way to apply this learning to his own goals.

Relevance matters. Take the time to ask questions, to engage educators in reflection so that they too can attach their learning to personal purpose. As we validate the individual context of each learner, as we celebrate variability, we spark intrinsic motivation.

Reject Repeat PDs

I facilitate professional development sessions between 30 and 40 days each year. While the title and description of a session may duplicate, it is never the same. If your PD becomes predictable, if you stick to a scripted plan, you may be neglecting the affective network. This year, I ran a full day workshop about our state’s new computer science standards. I facilitated this workshop once in the fall and again in the spring. In planning the workshop, I thoughtfully considered a timeline for the day and prepared corresponding activities and resources. Despite this extensive planning, each day turned out to be quite unique. In the fall, the majority of educators in the room were teachers or coaches seeking to understand computer science at an introductory level. After completing a sort regarding the definition of computer science, participants engaged in conversations to build their understanding.

These conversations and participants’ subsequent clarification questions went far beyond the time I had allotted for the activity. But I was not bound by my plan, I sought instead to meet the needs of those I serve.

When I facilitated this workshop in the spring, I faced a new challenge. The learning goals of each participant varied greatly. In planning the workshop, I had strategically chunked new learning into segments. This worked well in the fall for educators new to the concepts. But in the spring session, some educators were already eager to apply this new knowledge while others were continuing to build their initial understanding. I decided to provide autonomy to these adult learners, to empower them to make learning decisions that best met their individual needs. Rather than chunking the information, I provided many resources earlier than originally planned. “Some of you are excited to look at the standards in detail, to seek ways to apply them to your classroom. Others want to continue to build understanding of the concepts of computer science before diving into standards. You can engage in activities around the room and learn by “doing” computer science, or you can dive directly into the materials. Or a combination of both. Choose the route that works best for you.”

I then extended our choice-based exploration times. I increased my personal interactions with each educator. Rather than following my timeline, I gave learners the autonomy to explore the resources that best met their context.

This is not a strategy that comes naturally. It takes us out of the drivers seat. But it allows each educator a chance to deepen their learning through relevance, value, and authenticity. It works. And it’s backed by neuroscience.

Don’t be afraid to go off script, to meet the needs of educators who are giving you something they can never get back – their time. Value those you serve by being responsive to their variability.