welcome

How welcoming are your school environments?

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cathal-mac-an-bheatha-223618-unsplashHave you ever walked through your school and asked yourself, “Who would feel welcome and comfortable here?”

I am sure we have all walked into a space where we immediately felt comfortable and, conversely, have been in spaces that do not feel welcoming or comfortable. What is it about those spaces that engender those feelings?

A learning space will work well for everyone only if it is designed to do so. Design a plan from the outset that includes all students, particularly those experiencing barriers to learning. —TKI: Inclusive Education Guides for Schools

For New Zealand schools, the partnership outlined in the Treaty of Waitangi is a primary driver in the design of learning environments. In a recent CORE Breakfast, Dr Ann Milne (NZ educator and researcher) noted that, for Māori, our classrooms are often “white spaces” created by the absence of te ao Māori in the spaces and in teaching, learning and school-wide practice.

This absence of te ao Māori in New Zealand classrooms can create feelings of discomfort or invisibility.

While the Treaty partnership provides us with a primary driver for looking at learning spaces, a number of other hidden barriers may also exist.

Using other lenses to review your spaces

Recently, I worked with a school to have a critical look at their spaces and identify how welcoming and comfortable they might feel. To support this work, we used the six headings outlined in the Inclusive Education Guide – Designing and configuring flexible learning spaces to support the full participation and engagement of all students.

Each staff member delved into the research and information provided under one of the headings in the guide (see image below).

tki inclusive education resources
Six lenses outlined in the Inclusive Education Guide – Designing and configuring flexible learning spaces to support the full participation and engagement of all students.

We then walked around the school viewing it through the chosen lens or lenses. The conversations started during this walkaround were rich and focused on some of the hidden barriers that can affect student access, engagement, and wellbeing. We talked about:

  • Sensory overload — we looked at visuals and noticed some spaces were full of colourful artwork and had conversations about how much is too much for sensory overload.
  • Access — we talked about things such as:
    • mobility around classroom areas for students with vision impairment
    • creating safe quiet zones in classes
    • gender-neutral toilets in primary school contexts.
  • Emotions and belonging — when we talked about the predominantly pastel colours in some spaces and how that might make various learners feel.

More importantly, this was not just talk. Staff made immediate changes to their learning environments based on what they noticed, and are considering and researching more options in the longer term.

Seeking diverse perspectives

I note a caveat for this post — taking a lens is not the same as living it. Nothing can replace working with a range of people with diverse perspectives when reviewing learning spaces. When we design spaces, we can collaborate from the outset to ensure that we design for all.

When we review established spaces, we can ask members of our learning community (students, whānau, and staff) which spaces they like being in and which feel less welcoming.

We can also use data such as who comes into the school and who does not to inform us. This type of data can provide a powerful starting point to help us ask the right questions and start the right conversations.

Deliberate design for inclusion

I invite you to use the rich resource that is our Inclusive Education website to have another look at your school environments. The Inclusive Education website is designed in New Zealand for New Zealand educators with practical strategies, suggestions, and resources to support the diverse needs of all learners.

If you are keen to find out more about inclusive practices and Universal Design for Learning:

 

Image credits:

Suggestions and resources image is from the TKI Inclusive Education Guide website

Feature image: Welcome Photo by Cathal Mac an Bheatha on Unsplash

 

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equality, equity, liberation

The catch 22 of targeted support

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A while ago, I visited a small rural school that had introduced a range of literacy support tools in a systematic way across all of their classes. The school had recognised that much of the content shared and used in their classrooms was in written format and that this was creating a barrier for students.

Soon after implementation, staff were excited to note that one student in particular had started working in class and had answered some questions. The literacy support tools removed a barrier for her, and the success story quickly spread around the staffroom.

equality, equity, liberation
Removing barriers to learning – Liberation representing the concept of Universal Design for Learning, Interaction Institute for Social Change | Artist: Angus Maguire interactioninstitute.org madewithangus.com

One staff member talked to the student in question (let’s call her Jane) about her success using the literacy support tools. Unfortunately, the staff member did not realise that Jane was very sensitive to being singled out and made to feel different from her peers. The small act of talking to her had unintended consequences…. from that moment, Jane stopped using the literacy support tools.

Unintended consequences

This story, while very sad, has reminded me about the way we think of some students as having “additional needs”. We sometimes call them our priority learners; we recognise that they need more help than others to be successful in our classrooms, and we provide targeted resourcing for them.

But, if some students have “additional” needs, does that mean, by implication, that the rest have “normal” levels of need?

The very idea seems flawed when we consider the uniqueness of each and every student. When we embrace diversity, everyone has such a variety of individual learning needs that saying some are “additional” and some are not, no longer makes much sense.

Our traditional approach to supporting students like Jane is to identify their individual needs and provide targeted support. Hence, we design for most of our students and then differentiate or provide adapted resources to meet the “additional” needs of other students.

One of the unintended consequences of this approach is that it tends to focus on the student as the nub of the “problem” and any support they need as “extra” to everyday teaching and learning.

Another unintended consequence is that it can make students feel different or “under the spotlight” — this was the issue for Jane on this particular occasion.

The catch-22 for schools is that we want to continue to provide targeted resources where they are needed but the process of identifying needs requires a focus on identifying a student’s difference from the (illusionary) “norm” of others. Further, the process of identification can result in negative or deficit labelling of students.

That is why Universal Design for Learning resonates for me.

Why Universal Design for Learning (UDL)

He waka eke noa 1
A canoe for one and all 2
If someone is finding learning difficult, UDL asks, what we can do to design teaching and learning that works for everyone rather than what is wrong with the student. UDL aims to cater for a range of students first and foremost by offering flexible and personalised ways to learn rather than focusing on differentiating for the odd “different” student.

Developing strong, trusting relationships and knowing our students well and can help us be aware of how small actions on our part could lead to unintended consequences for our students.

In a recent visit to the school I saw students using a range of literacy support tools in their everyday work. The tools were not used widely but they were a flexible option that could be used when and if the students wanted or needed them.

Just as ramps and accessible toilets aim to make buildings barrier-free environments, the school I visited recently is continuing to identify and remove barriers using the principles of Universal Design for Learning (UDL).


Enabling e-Learning video: BYOD supporting inclusion

If you are interested in hearing more about UDL and Inclusive Design, make an inquiry to CORE Education.

 

1 http://www.maori.cl/Proverbs.htm

2 The use of this whakataukī here is to support the ideals of inclusivity.

Image credits:
Removing barriers to learning – Liberation representing the concept of Universal Design for Learning, Interaction Institute for Social Change by Angus Maguire, interactioninstitute.org madewithangus.com (used by permission).

 

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planning with udl

Universal Design for Learning in curriculum planning and lesson design

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In my last few blogs, I have unpacked UDL principles and UDL thinking. Once people understand the basic principles of UDL they often ask how to use those principles in class and lesson planning.

The quick and easy answer is to consider all your learners, and use the UDL principles throughout every aspect of the design and planning process. But this advice is not always practical enough to be very helpful. In response, Linda Ojala and I have synthesised some earlier work from a variety of sources 1 into a framework to support the planning process.

planning with udl

Download this chart (PDF)

Let’s break this down…

Universal Supports

Does the everyday learning environment provide a range of supports to cater for student variability?

Universal Supports are those things that exist in the learning environment that the teacher does not have to think about or plan for daily, thus saving teachers time and energy.

They are typically supports that are common to several learning activities. Universal Supports include the physical, emotional, and learning environment in the classroom as well as well-established systems and protocols that are so embedded that they are simply ‘the way we do things around here’.

Some examples are:

  • having black pens for your whiteboard rather than green ones that are harder to see
  • daily routines and timetables (and visual displays showing these)
  • having a variety of furniture and spaces to suit different tasks and preferences
  • visuals and posters to support thinking frameworks, problem-solving, task completion etc
  • having digital technologies that students can use to personalise their learning.

Goal or Purpose

Ask: Does everyone know what they are doing and why?
Goals give us direction, so it is important that everyone is clear about the purpose of their learning and what they need to do to achieve success. Articulating goals can be as simple as stating them at the outset of a lesson, or writing them on the board, but should always be expressed in ways that are understood by all.

Group or whole-class goals should allow for student variability so that each student can see how the goal is appropriate for them. Lastly, always make sure that the means of achieving the goal is not confused with the goal itself.

For example, if students are researching content material, the means of doing the task may include reading, but, unless you are purposefully targeting reading, this should not be part of the goal. In this scenario, students who cannot read the material (such as those with dyslexia), can still successfully complete the task by using tools like text-to-speech technology.

How the goal is met should not interfere with achieving the goal of learning that content—just as a GPS doesn’t provide only one route to a destination but may offer alternative routes based on variable factors, such as traffic, non-highway options, and so forth2 .

Teaching approaches and activities

Ask: Will the teaching approaches and options for completing activities work for everyone?
When planning teaching approaches and learning activities, consider if the way you plan to do things will work for each and every student in the class.

For example, the following poster by Richard Wells may make us rethink the effectiveness of whole-class teaching.

the class a teacher talks to

If you know (or think it is likely) at the outset that it won’t work for everyone, ask:

  1. Why are we doing it this way?
  2. Is there another way of approaching the teaching and learning that is more likely to work for everyone?
  3. What extra supports are needed to ensure everyone is successful?

Co-creating with students often provides a powerful alliance as students can identify innovative ways to do things and provide ideas about the things that work for them.

Resources and Materials

Ask: What resources or materials will I need to make it work for everyone?
Supporting resources can help students to know what to do, how to do it and what success looks like.

Resources that support students to undertake the task come in a variety of formats and include:

  1. frameworks that break tasks down into steps
  2. exemplars
  3. visuals to aid comprehension
  4. cheat sheets
  5. word lists
  6. materials or multimedia resources that allow students to learn in a variety of ways.

Ask: Are the resources or materials accessible and usable by everyone?
When designing resources, consider whether they are accessible and usable by all. Worksheets and workbooks are inaccessible for students who need reading support and those who have low vision or who are blind.

By digitising content, students can personalise how they access the material. For example, the text could be read aloud using text-to-speech, enlarged for students who have low vision, or converted to Braille.

Assessment and outputs

Ask: Can the students show what they know in a way that works for them?
For some students, assessments in specific formats or under certain conditions may not provide a good gauge of their learning. A strengths-based approach with flexible assessment conditions can more accurately assess student learning.

For example, if we ask a student who has difficulty using a pen to write to show their learning and comprehension, we may learn very little about their learning and a lot about their writing ability — something it is likely we already knew.

Flexible assessments options can be achieved by:

  1. using a range of formats for evidence of learning (e.g. audio, video, and a variety of multimedia options)
  2. identifying barriers for students, and providing tools such as text-to-speech, voice typing and other reader/writer options to overcome these
  3. provide flexible timing, scheduling, and accommodations to gain the best evidence of learning.

Final word

We hope this framework helps you apply UDL principles in a class or lesson-planning context. In the end, it is really about having that important question at the heart of everything you do: Will it work for everyone?

 

Resources and further information about UDL:

 

1 Including work from CAST, Chrissie Butler, and this article by David Gordon

2 How UDL can get you to personalized learning, eSchool News, David Gordon (CAST).

Image “The class a teacher talks to”, by Richard Wells @EduWells More @Eduwells.com under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

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udl thinking

What is UDL (Universal Design for Learning) thinking

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Universal Design for Learning (UDL) is a framework based on learning and neuroscience that aims to create learning environments that are usable by all people, to the greatest extent possible, without the need for adaptation or specialised design. At its heart, UDL celebrates the uniqueness of each and every learner.

E koekoe te tūī, e ketekete te kākā, e kūkū te kererū.
The tūī sings, the kākā chatters, the kererū coos.

Just as this whakatauki sees each bird as unique, UDL sees the diversity and variety of students in a class recognising and valuing the individual.

Every student is uniqueUDL thinking — Every student is unique — so, how do I design learning so it works for everyone?

The UDL worldview contrasts with industrial-age education that aimed to build a compliant workforce to work in factories. In this view, students in a class were viewed as essentially the same (same level, same subject).

Industrial age thinkingIndustrial age thinking — My students are essentially the same so I plan lessons for the whole class
and they all learn the same things at the same time.

In the industrial-age education model, students who did not fit into the ‘one-size-fits-all’ approach were seen as needing something different and special to help them to learn. They were often not included in classes with their peers because their needs could not be met using the one-size-fits-all approach.

udl thinkingThinking — I plan lessons for the class but I have someone different in my class, so what special things will I do for that person?

UDL is a framework for purposeful design for all

UDL relies on a strengths-based approach where the focus is on making the curriculum work for students rather than the student fit the curriculum. It is about smart, purposeful design for everyone from the outset. It is the opposite to a one-size-fits-all approach, but it does not mean that teachers are expected to plan 25 lessons for a class of 25 students. UDL aims to build student agency and utilise flexible learning pathways so that everyone can seamlessly access and engage in learning.

For example, if a student cannot access reading material, UDL asks how else the information could be presented, or how the task could be redesigned to cater for anyone who found the reading or content difficult. It does not focus on remediation of the student’s reading difficulties. Of course, I am not suggesting that reading problems should be ignored – they should be addressed as part of a well-balanced literacy programme. What I am saying is that poor reading should not be a barrier to learning.

Flexible options always depend on the specific learning intention for the group but in this example (to access reading material), options could include:

  • students using text-to-speech technology to read the passage aloud
  • offering ebook options
  • adding images to support understanding
  • peer reading (tuakana/teina options).

The aim is to offer flexible options that allow all students to be independent and successful without the teacher having to create multiple resources for multiple individual students.

 

Using an iPad to support independent writing for a student with ADHD

Video: from the TKI website

UDL thinking — creating an inclusive education

UDL is about what we believe is important and how we address the needs of students in our everyday classes. By working to remove barriers and design for all, we can help all students to be successful learners.

UDL thinking is a personal value and belief that we can apply to everyday decisions about the way we do things and the way we design lessons and curriculum.

 

Source for images:

All images are by: Daniel Nodder (daniel.nodder@gmail.com)

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spaces

Taking a fresh look at your learning space

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At this time of year, we tend to be spending more time inside so it is a perfect time to take a fresh look at your physical classroom or learning space to make sure it is supporting students to feel engaged, safe and ready to learn.

When reviewing your learning space, you will get the best results if you include your students at every stage so that you all do the thinking and build the environment together. If you work in the secondary context, you may need to collaborate with other teachers as well as different student groups.

Having a safe and welcoming learning space is a priority for many learners. When presented with the voting wall below adults typically vote for a range of options while results from groups of students have consistently favoured Manaakitanga — when I feel safe, welcomed, and cared for. Reviewing your physical spaces can play a part by removing unintended barriers and creating welcoming spaces that support a range of learners.

voting wallImage: Voting Wall – Ministry of Education resource developed for Festival of Education 1. See catalogue of all of the resources

Reflecting on your physical space

When looking at the physical space, think of how it works for a range of learners. Consider those with vision or hearing difficulties (including temporary issues such as bouts of glue ear), those who suffer from sensory overload and people with physical disabilities. Seemingly small background noises, smells, or discomforts can affect different people in different ways and can drive some students to distraction, prompting unwelcome behaviours.

Start by taking a dispassionate look at your classroom or learning space from multiple perspectives. Sit in different places around the room so that you can see, hear, smell, and feel it from multiple viewpoints. It can also be useful to have input from someone from outside your class to give fresh perspectives.

Some things to take particular note of:

  • Noise: Listen for humming heaters, lights, and computers, road noise, other noises. Consider changing seating arrangements, masking noise with physical barriers and insulation systems to reduce problems. In more extreme cases you may need to approach your school leadership to consider more complex solutions such as installing acoustic ceiling tiles and acoustic wall linings or classroom sound field systems.
  • Lighting: Look for spaces that are visually difficult because of poor lighting or glare, and consider replacing bulbs to increase or decrease strength, or change the colour temperature, placing lamps and using curtains and blinds.
  • Warmth and air quality: Feel whether spaces are cold or hot, drafty or stuffy, and consider a range of draft stop and fresh air options.
  • Navigation and layout: Move through the space to check the physical layout of furniture is accessible with clear pathways to and from most used areas
  • Furniture:
    • Sit at desks or tables to review the furniture for comfort, practicality, and appropriateness for a range of students of different shapes, sizes, and activity levels.
    • Review your seating arrangements and ask — is the arrangement supporting the type of learning we want to happen (e.g., grouping for collaboration) and the range of activities we are doing?
  • Visuals: Look for spaces that might be visually overwhelming or dull. You might like to consider building areas that feel different to cater for a range of preferences.
  • Resources: Access the classroom resources such as book shelves and classroom materials to make sure they are easy to navigate for all your learners.
  • Emotions: Reflect on the ways that the space may make your learners feel.
    • Think about options for different types of tasks — e.g., noisy collaborative tasks versus quiet independent tasks, and consider how you can cater for them.
    • As part of a wider, inclusive approach, artwork and culturally appropriate images and text can help a range of students feel welcome and valued.
  • Organisation: Look at organisational supports such as labels, colour coding, and visuals that support students to be independent, complete tasks, and find the resources they need.

For more ideas see, A Place for Learning: The Physical Environment of Classrooms. The Ministry of Education’s Designing quality learning spaces in schools encourages boards of trustees to self-assess classrooms and judge whether their performance (in terms of acoustics, air quality, heating, temperature, insulation, and lighting) needs to be improved.

Creating your unique learning space

For inspiration, see the following EDtalk where Anne Kenneally profiles the review of her learning space in collaboration with her students: Anne Kenneally: Creating learning spaces.

Anne Kenneally: Creating learning spaces from EDtalks.

Just as every teacher and group of learners is unique, each learning space will be unique. There is no one-size-fits-all solution for you, but, by having a fresh look at how your physical space works for you and your students you can help to create an environment where students feel welcome and ready to learn.

1 See the Ministry of Education’s catalogue of all of the resources for more information about using the voting wall in your school.

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