In my previous school district, I was the only teacher teaching a physics course with set, district-wide learning outcomes. These same outcomes were also taught in physics classrooms at the other high school in our district. But at our school, I was one of the 2 physics teachers. The other teacher taught the AP-level physics courses. So, in many ways, I had opportunities to incorporate strategies I believed were best for learners and that I found worked best for them without being seen as out of alignment with anyone in our building. My amazing friend and one of my teaching philosophy goddesses, Katie Novak, stated the following misconception about alignment: All teachers must deliver instruction in the exact same way. True alignment, she says, is about shared goals, rigor, and outcomes. Thank you, Katie! Katie has taught me to truly believe that learner variability is the rule, not the exception. I encourage you to take 10 minutes to listen to Katie Novak explain it in the ...
Now, it may seem contradictory to state that teachers should create a classroom learner toolkit. All individuals in our class have their own profile. We can’t simply design on blanket profile for the class. That is very true. That’s why Bray and McClaskey take a different approach to what a classroom learning toolkit looks like. It is a 3-step process Class Learning Snapshot Preferences and Needs Class Learning Toolkit Class Learning Snapshot In this model of designing tools for a whole classroom, the authors first recommend the teacher identify 4 learners who are diverse. The Class Learning Snapshot records the specific strengths, talents, interests, and challenges of those four learners. If a teacher could meet the needs of these diverse learners through UDL, the needs of the other students in the class would probably be met. Student Strengths, Talents, and Interests Challenges 1 It's easier for me to understand con...