So I have been to several conferences now around Universal Design. I took an online course, read many books on the subject, but one thing that came through loud and clear with the walk throughs at Groton Dunstable, that had not been so blatantly obvious before, across grades, schools, and subjects... THE Workshop is a key component!! It was an Aha moment. But I keep shaking my head at myself for not noticing it so completely as I did this week.
In another classroom the workshop was more free flowing. The teacher called kids to work, but they all knew they had a job (some choices on how to complete that job) and some options for what to do when they were finished. This class felt like it was further along on the continuum of implementing UDL. Every choice/option was available to enable kids in that class access to reaching the single goal of reading, and then summarizing their reading. (So some were listening, or using media that allowed them to click on vocab, some were reading physical books, some were reading mystery science. Then they still had options for how to complete the summary, with different scaffold (various graphic organizers), or modes (speaking vs writing or typing)
Another class was working on research books, and the teacher put an engaging spin on the assignment...
During their intervention block, WIN period (What I Need), the choices vary greatly depending on what students need. The only rule is that no new teaching should occur. First graders get pulled for LLI during this block and Special Education teachers try to pull during this time, other students are doing practice, or extension work, often with a "must do" then "can do" designed for accessability.
The first 20 days, 30 days, 6 weeks, 4 weeks... whatever you call it...We heard over and over from administrators and teachers alike, you HAVE to take time to build relationships, a sense of community and teach the students about the set up of the room, expectations around materials, caring for supplies, where are they located, what does it look like to work at a center correctly, use ipad?, play game, use white board or other tools... The time spent pays for itself, and teachers reported that they did not find themselves particularly behind schedule.
We saw the workshop model throughout the classrooms and grade levels, for a particular class, the choices were all designed around the same goal, and kids had the choice of which station to use. The options were designed with access in mind.
One class was using the model for language arts, they had a giant timer counting down each rotation for reading groups, when the timer sounded, kids pretty quickly rotated to their next activity. This felt more reminiscent of the guided reading time and rotations I used to do years ago in first grade... but with the addition of choice seating.
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| Kids clearly had practiced and were familiar with transitioning. ***many times we heard about the importance of the "first 20 days" for creating functional routines for learning. |
In another classroom the workshop was more free flowing. The teacher called kids to work, but they all knew they had a job (some choices on how to complete that job) and some options for what to do when they were finished. This class felt like it was further along on the continuum of implementing UDL. Every choice/option was available to enable kids in that class access to reaching the single goal of reading, and then summarizing their reading. (So some were listening, or using media that allowed them to click on vocab, some were reading physical books, some were reading mystery science. Then they still had options for how to complete the summary, with different scaffold (various graphic organizers), or modes (speaking vs writing or typing)
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| The students could use SeeSaw to summarize what they read, or write a summary. (The students who chose to write, further had the choice of using one of two graphic organizers, or none at all. some typed their summary, others hand wrote) |
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| This was displayed during the work time |
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| Two graphic organizers for summarizing |
During their intervention block, WIN period (What I Need), the choices vary greatly depending on what students need. The only rule is that no new teaching should occur. First graders get pulled for LLI during this block and Special Education teachers try to pull during this time, other students are doing practice, or extension work, often with a "must do" then "can do" designed for accessability.
The first 20 days, 30 days, 6 weeks, 4 weeks... whatever you call it...We heard over and over from administrators and teachers alike, you HAVE to take time to build relationships, a sense of community and teach the students about the set up of the room, expectations around materials, caring for supplies, where are they located, what does it look like to work at a center correctly, use ipad?, play game, use white board or other tools... The time spent pays for itself, and teachers reported that they did not find themselves particularly behind schedule.
I have a symbaloo account, and have created boards with links to math resources: https://www.symbaloo.com/home/mix/13eOhI1B7S (this includes 1st 20 days of math workshop, math routines for grades 1,2,3, and much more)
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beginning of the year: https://www.symbaloo.com/home/mix/13eOhI1BWQ (this includes lots of beginning of the year routines, songs, community building etc...)
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Thanks for reading! I welcome comments, and conversation about UDL related topics! As I have told colleagues at my school, I’m happy to make time for a chat.