RtI, UDL, and Theatre: A Lesson In Self Expression

Week 5 Blog-Rti and Universal Design Learning

Part I

Not all students are created equal. Some students are independent and can “do it on my own!” Other students have brilliant ideas, but do not possess the skills needed to bring their ideas to fruition. Understanding the CAST Universal Design for Learning (UDL) and incorporating UDL strategies into lesson plans can help bring out the best in all students.

    In the article “A Comprehensive Approach to RtI: Embedding Universal Design for Learning and Technology,” the authors outline the common links between the Response To Intervention (RtI) and the Universal Learning Design (UDL) frameworks (Basham et al., 2010). Both frameworks operate on a tiered system. Tier one supports all students, tier two provides targeted interventions, and tier three provides more individualized instruction. Although RtI and UDL have many similar qualities, they have not “crossed paths” much in the classroom. The authors of the article suggest incorporating the different levels of UDL support into each tier of the RtI process (Basham et al., 2010). By combining these two powerful frameworks to support students, educators can unlock many doors students once felt were impossible to access.

In my lesson, “Acting Isn’t Just for the Actors,” the multitier design of both the RtI and UDL frameworks can be easily integrated so all students can successfully complete the assignment. First, RtI students' goals must be reviewed. Once the teacher has a solid understanding of what supports and scaffolds a student needs, the lesson can be customized to meet the specific needs. For example, if a student struggles with dysgraphia, the teacher may allow the student to create their project on an iPad so they can use the touchscreen technology instead of typing or handwriting the written parts of the project (Basham et al., 2010). This simple change incorporates the “Action and Expression” UDL guideline and accommodates for the student’s fine motor limitation.

Part II

In order for students to get the most out of an assignment or project, they must be authentically engaged. UDL design guideline 8.3 includes activities to foster Collaboration and Community. Through the development and implementation of cooperative learning groups, my lesson provides the opportunity for students to experience the creative process together. They communicate their ideas, listen, and make changes all while working toward the same learning goal.

communicate their ideas, listen, and make changes all while working toward the same learning goal. 

Another UDL guideline that is incorporated into my lesson falls under the Action and Expression umbrella. 5.2 includes using multiple tools for construction and composition. Students are encouraged to develop pictorial story maps to brainstorm and organize ideas. They have the autonomy to create these with pencil and paper or electronically using clip art. Another construction tool made available are sentence stems. Sometimes just getting started is the hardest part. A simple sentence stem can prove to be the powerful springboard a student needs for their ideas to take off! What may seem like a small accommodation can make a huge impact on a student’s ability to really show what they know and exceed beyond their own expectations. By including strategies from the UDL, teachers are giving all students the key they need to unlock the door to their learning.

References:

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding Universal Design for Learning and Technology. Learning Disability Quarterly, 33(4), 243–255. https://doi.org/10.1177/073194871003300403

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

EDUC 5313 Week 3 Blog Assignment

Infographic made with Canva.
References:

Gura, M. (2017). Make, learn, succeed: Building a culture of creativity in your school. Hawker Brownlow Education.
ISTE standards: Students. ISTE. (n.d.). Retrieved July 15, 2022, from https://www.iste.org/standards/iste-standards-for-students

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783.

  

Week 3 Blog

  "How People Learn II: Learners, Context, and Cultures" (2018) chapter 4 explores processes the brain uses in order to learn. Executive functioning and self regulated learning play an integral role what and how students learn. Students must be aware of their thinking and understand why they think what they are thinking.
    In addition to executive function and self regulated learning, students must also have a good memory. There are three types of memory. Reconstruction memory, working and long term memories and memory for episodes. It is imperative students are able to recall previously learned lessons, ideas, and experiences. Teachers can improve student learning by tying ideas and concepts into cues such as visuals to assist students' recall of information.
    Designing lessons that allows student autonomy and incorporates student interests will help to build intrinsic motivation. Allowing students to explore open ended questions and create a final product or prototype fosters creativity and relevance (Gura, 2017). When students can collaborate with peers to discuss their thinking, they are able to clarify their thoughts. Collaboration also creates opportunities for students to receive immediate feedback. Students can consider making changes if their thinking has changed due to peer feedback or consideration of a new point of view and questioning. 
    The ITSE student standard 1.4 Innovative Designer marries the ideas HPL2 and Gura's ideas of creating a creative classroom. Students are able to develop their own process to solve real world problems while using digital tools. Students might experience productive struggles as they collaborate with their peers to test and refine their products. 
    When designing lessons, various tools and processes to support executive functioning and memory should be considered. For example, students could make a slide deck defining new vocabulary words. This activity would allow students students to choose a visual that is linked to the meaning. If students are struggling with recall, the slide deck is available and student could access work they previously completed to help recall the meaning.
    In conclusion, when designing lessons with the ITSE 1.4 Innovative Designer standard in mind, teachers can build an environment that fosters creativity through the use of student choice and technology. In addition, teachers can build in memory practice and opportunities for students to justify their thinking.

References:

Gura, M. (2017). Make, learn, succeed: Building a culture of creativity in your school. Hawker Brownlow Education.

ISTE standards: Students. ISTE. (n.d.). Retrieved July 15, 2022, from https://www.iste.org/standards/iste-standards-for-students

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783.