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Kieran, L., & Anderson, C. (2019). Connecting universal design for learning with culturally responsive teaching.                Education and Urban Society, 51(9), (pp. 1202-1216).  

 

This article outlines the UDL and CRT frameworks, breaking them down into their key principals. When describing the principles of CRT, the authors begin to highlight the overlap between the two frameworks. They show ways that CRT expands on the foundational idea that educational environments are designed to provide the best learning opportunities personalized for the individuals in that space. The article called attention to the important connection between UDL and and CRT lies in information processing. 

 

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Hammond, Z. (2015). Information Processing to Build Intellective Capacity. Culturally Responsive Teaching and the          Brain: promoting authentic engagement and rigor among culturally and linguistically diverse students.                      Thousand Oaks, CA: Corwin. (pp. 128–140).

 

This chapter provides a framework for instruction that supports processing needs of all students. The first step is to ignite students' interest in the concepts, inspiring motivation and connection. The second step is the chunk. The chunk is the bit of information delivered usually through some form of instruction. The chunk also takes into consideration the amount of items being placed on students working memories. The third step is chew. This is the opportunity to process information. Students should have the chance to chew in a variety of ways. The fourth step is the review or application of the new information. Planning these four steps carefully can help make sure students are able to carry the cognitive load independently.

 

Khorasgani, A. T., & Khanehgir, M. (2017). Teaching New Vocabulary to Young Learners: Using Two Methods Total          Physical Response and Keyword Method. International Journal of Evaluation and Research in Education, 6(2),          150–156.

 

This study explored the effectiveness of 2 teaching strategies for teaching new vocabulary to 2nd grade learners of English as a foreign language. The first of the two strategies was the Keyword method (KM) in which the instructor anchors the new word to a word with relevant meaning form the native language. The instructor will sometimes also provide a picture to support this method. The second strategy is Total Physical Response (TPR) in which whole body movements are anchored to the new vocabulary for instruction and expression. The author describes how the TPR method engages multiple senses, lowers affective filters with stimulating activities, and meets the developmental needs of younger learners. 

 

Fahrurrozi, F. (2017). Improving Students’ Vocabulary Mastery by Using Total Physical Response. Canadian Center          of Science and Education , 10(3), (pp. 118-127). 

 

This study explored the effectiveness of the Total Physical Response (TPR)  method for English vocabulary mastery with a class of 3rd graders in Jakarta, Indonesia. The study was conducted using the “classroom action research method” which entails plan, implementation, observation, and reflection stages. This study did 2 cycles of this method. The results of the assessment after the second lesson show 62.5% of students achieving mastery, a 10% increase from the cycle one test. Another noticeable difference in the results is with the lowest achieving students. There were 10% of students mastering only 40 - 48% of the vocabulary, while after cycle 2 only 2.5% of students were in the 40- 48% range. The author attributes this to total physical response. While TPR is a successful tool in supporting vocabulary mastery, it is not a stand alone tool, as we have seen in previous articles.  

 

Smith-Walters, C. et al. (2016). Science and Language Special Issue: Challenges in Preparing Preservice Teachers          for Teaching Science as a Second Language. Electronic Journal of Science Education, 20(3).

 

The article discussed the major challenges to learning academic vocabulary in science classrooms, especially for English language learners. The author presents the challenges in three areas. The challenge areas are specialized vocabulary, the vocabulary load and rate, and english language learners keeping up with language acquisition as well as scientific academic language. 

 

Garner, Betty K. (2008.) Chapter 1 Cognitive Structures: What They Are and Why They Matter. Getting to "Got It!":            Helping Struggling Students Learn How to Learn. Hawker Brownlow Education. (pp. 1-29).

 

This chapter discusses the various kinds of cognitive structures and how they help people make sense of information. The article states there are 3 different categories that cognitive structures fall into. Comparative thinking, symbolic representation, and logical reasoning. Designing lesson activities to intentionally build routine around cognitive structures supports these habits of thinking. The author also notes that each individual has to develop their own cognitive structures and it is never too late to do so. 

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Schrager, C. (2020, April 2, 2020). Personal Communication.

 

I interviewed Cathering Schrager, a 3rd grade special ed teacher in a New York City public school. She and her Gen Ed teaching partner design all lessons together, working to make accommodations and challenge opportunities available for all their students in their Integrated Collaborative Teaching (ICT) classroom. Cathering uses TPR for routines, skill reinforcement, and content instruction. She plans movements with her mentor in mind, who told her classroom movements should cross the midline of their bodies. The bilateral movements activate more areas of the brain and so paring language with bilateral movements will provide more opportunities for neural pairing. I will definitely take this into consideration when planning movements for my students. 

 

Gravel, J. (2020, April 8, 2020). Personal Communication. 

 

Our class got to hear from Jenna Gravel, the Director of Research & Curriculum for Professional Learning at the  Center for Applied Special Technology (CAST.) She outlined the UDL framework and shared the goals for its application. The framework is a progression of suggestions that can support teachers in designing lessons that help students internalize their learning. Janna also shared some examples of what moving through the framework can look like in the classroom. 

 

Student C. First Grader HTeX  (2020, March 11, 2020). Personal Communication. 

 

I interviewed a 1st grade student in my science class as an expert of his own learning preferences and experiences. Student C shared that he feels most successful with science and math. He shared pride in his growth with writing too, but said he doesn't practice reading enough. Student C shared that he likes meeting at the rug but can often feel like he is wiggly and his “brain is not in the game.” He said he likes to be able to take breaks but sometimes does not like leaving the group for them. He said he feels wiggly when he feels like people don't hear his words. He gets sad if people talk over him or are not listening when he is sharing. Student C said he loves to get to share his thinking because he gets wiggly having to keep it in. He said, “I like to share because I get a fresh start.” 

 

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

 

The Framework of Universal Design for learning.