Addressing the Needs of All Learners
Professional development that improves the academic performance of all students requires resources and strategies to support adult learning and collaboration. Adult learning theory should be considered when designing professional development for teachers. It prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments and holds high expectations for academic achievement.
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What is the alignment between Universal Design for Learning and professional development?
What is the purpose of the three brain network and how does it connect to professional development implementation? How do you incorporate a flexible curriculum in the implementation process? What strategies do you practice to promote access to learning for all students? |
Addressing the needs of all learners
The U.S. Department of Education (ED) meta-analysis showed that participants who took courses online outperformed participants who took courses in a face-to-face format, with participants involved in the blended model having the greatest advantages of all three.
According to Dr. Paula Hidalgo, Director of Product Development for Math Solutions, the best choice for professional development is the Blended Model. Time and frequency of contact is key to learning. Online
learning lends itself more easily to increased learning time than face-to-face
instruction. Instructors can more easily move into the role of facilitator. In face-to-face instruction, there is usually a set amount of time
and little flexibility to expand that time if needed. Another factor related to
time spent is the frequency of the contacts. With blended models, students and
teachers have the opportunity to interact more frequently at any given time,
even if the interactions are brief. Massive Open Online Courses (MOOC), is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance. Researchers from Learning Forward state that professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
The North Carolina Department of Public Instruction 2012-2013 Online Module implementation Supplemental Guide, provides guidance to district-level and charter school teams with the implementation of the Phase II online modules for professional development. The NCDPI News Show, WDPI Newscast provides additional information on how the online professional development modules created as part of the race to the top grant can be used to support teachers and administrators in providing educators with needed skills and needed resources to help students become future ready graduates. Learn more by visiting http://www.rt3nc.org.
The North Carolina Department of Public Instruction 2012-2013 Online Module implementation Supplemental Guide, provides guidance to district-level and charter school teams with the implementation of the Phase II online modules for professional development. The NCDPI News Show, WDPI Newscast provides additional information on how the online professional development modules created as part of the race to the top grant can be used to support teachers and administrators in providing educators with needed skills and needed resources to help students become future ready graduates. Learn more by visiting http://www.rt3nc.org.
Activity
The UDL Guidelines are organized according to three main principles: representation, expression and engagement. Click here to explore the UDL Checklist. Click here to share ideas on strategies that can be implemented to support UDL in your district.