Every now and
then, a new pedagogical approach is introduced and promoted as being the best in
the field, until the next approach is found and so forth.
I can remember DI (Differentiated Instruction) and the stir it caused when it was first introduced. But it has been followed by many
other approaches, for example PBL (problem-based learning), Cultural sensitive
pedagogy, SIOP (Sheltered instruction observation protocol), RTI (Response to
intervention), and now UDL.
While very new
approach tries to deal with newer issues and tackles older issues with a different
angle, we see many common objectives among these objectives. Recalling Prabhu's (1990)[1] statement that there is
one best method that fits all, and that the best teaching method depends on the
context.
Prabhu’s
statement reminds us that the world is a dynamic place, and no one method or
approach fits all. There aren’t magical
solutions that work for all situations.
What works with the class today may not work with the same class next
year. What works with this class may not
work with another. Thus there isn’t one
best approach, and the teacher should be aware of that and implement it in his
teaching.
There are two points of paramount importance in teaching,
namely ‘engaging’ and ‘learning’. These
should be the teacher’s target when employing his teaching approach. The ‘engaging’ teacher is prudent enough to
realize that the best approach could mean more than one approach. A ‘mechanical’ teacher, on the other hand, is
one who may think there is only one approach and it is better to stick to
it. The ‘engaging teacher’, on the other
hand, tries different methods to keep his students ‘engaged’. While the ‘mechanical’ teacher drones on and
on with no attention to issues like interest, intrigue and challenge in
learning. The second point is that the approach should result in actual student learning, regardless of its theoretical appeal.
Put into other words, the ‘engaging’ teacher is as
dynamic as the world around him. He sees
change and he changes with it. He
notices a need, and he addresses it. He
sees inactivity and he tries to bring interest back to his class. While the ‘mechanical’ teacher prefers the
security found in old way and fixed solutions.
But that security may not be real but just a defense mechanism to stay
the same.
---
According to
Hall, Meyer and Rose (2012)[2], “UDL is a framework
for instruction organized around three principles based on the learning sciences. These principles guide the design and development of curriculum that is
effective and inclusive for all learners.
These are the three
UDL principles (Rose & Meyer,
2002):
I.
To support recognition learning, provide multiple
means of representation that is, offer flexible ways to present what we teach and learn.
II.
To support strategic learning, provide multiple means of
action and expression-that is, flexible options for how we learn and express what we know.
III.
To support affective learning, provide multiple means of engagement- that is,
flexible options for generating and sustaining motivation, the why of
learning” (p.2).
The authors further explain the three frameworks of UDL, “At CAST (an educational nonprofit organization focused on promoting and researching UDL),
we refer to three sets of brain networks
that, taken together,
can help us better understand how the
brain functions during learning episodes. This is enables us to analyze the curriculum and how learners interact
with it.
The three groups of networks are as follows:
·
“Recognition networks" are specialized to
sense
and assign meaning to patterns we see; they enable
us to identify and understand information, ideas, and concepts. This is the "what'' of learning.
·
"Strategic
networks"
relate primarily
to the executive functions
and are specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills. This is the "how " of learning.
·
"Af fective networks" are specialized to evaluate patterns and assign them emotional significance; they
enable us to engage with tasks and learning and with the world around
us. This is the "why" of learning” (p.3).
The authors state
that variation among students is the normal regular thing and thus the
curriculum should take into consideration the individual differences. There is no one-size-fits all approach,
rather all students should have equal and fair access to learning.
---
Keeping these
points in mind, I have created a UDL related to food festivals. The UDL can be found in the following link:
The website requires registration (free) for
viewing any material.
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