Universal Design for Learning-A Paradigm for Maximum Inclusion | Terence Brady | TEDxWestFurongRoad
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- เผยแพร่เมื่อ 20 ก.ย. 2024
- Universal Design for Learning (UDL)-A Paradigm for Maximum Inclusion |
Dr. Brady, an Oxford research fellow focused on curriculum development, explains the theory behind how the universal principles of design, used in fields such as architecture, might be applied to education to create more inclusive learning environments and support systems.
Dr. Terence Brady is an educator from Ireland, holding degrees in Philosophical Humanities, Theology, and Religious Conflict. A passionate leader of learning support, Dr. Terence is an Oxford research fellow focused on curriculum development. He is also a huge fan of Arsenal Football Club.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at ted.com/tedx
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Clear, and applicable, looking forward to applying UDL in our schools, intrinsic differentiation and equity in action. Well done Dr Brady.
**Dr. Terence Brady**
A name to remember in k-12 education!
I will quote again what I told him in my
farewell: « A deep profound ocean of pedagogical research-based insights and knowledge. A true educational treasure MiSK Schools is gifted with and above all, a caring heart of a father to all»
Standing with him every morning to welcome the students with his big smile - watching him checking in with all students tables during lunch - seeing him noticing with his observant eye what others might overlook - having some educational system level discussion with him over coffee - debriefing every morning and walking through the school campus - noticing how he knows his teachers and how to deploy and delegate - empowering and macro managing me - etc !
I will miss working with you, but I will not miss you as we are still and will always be in touch !
I absolutely share your views Terry - this is an amazing TED talk. Congratulations!
This is fantastic and I buy into the premise, however, as a teacher, I would like to see some examples of UDL in action. I feel as though I need examples in order to grasp what this looks like in the classroom. Perhaps that's just my learning style ;)
There is useful info on how to implement a lesson in UDL on the NGSS but I’m not sure if other content standards have anything like that.
UDL is just incorporating different methods of learning into each class to make it accommodating to all students. Allowing some to give oral presentations if they struggle with dyslexia rather than making them do a written presentation which would put them at a disadvantage to the students who don't have a learning difficulty. It's using different methods of learning in the classroom, kinaesthetic, oral, aural, and written, using different approaches like group work for discussion or projects rather than just worksheets and textbooks, using technology to engage younger or less motivated students...UDL is simply common sense teaching. Dr. Brady would know that if he spent less time researching and more time in an actual classroom teaching.
Thank you very much.Very clear explanation of UDL , very helpful for my exam on Equity in Education next tomorrow
This is a cogent argument for maximum inclusion in the educational system. At a time when the US is struggling with the issue of inclusion of those who have been left behind by their educational , healthcare, and public safety systems, could this be a way forward? Could a type of UDL be a way forward. to rethinking these systems so that changes are not a quick fix of the moment, but a systemic change which would incorporate "inclusion" into the fabric of our institutions, and our values. Terence Brady, in his measured remarks, seems to have a deep commitment to "inclusion" in a way that respects all learners. Could a similar commitment to "inclusion" be applied systemically to our social ills?
Clear and understandable. I love what I've learned
Thank you
Is there anyway of connecting with Terence Brady?
I understand that the purpose of the talk was not to sell UDL but to whet the taste and encourage further research. But this was a bit of a drag with nothing specific.
11:25: Does he seriously reject assistive technologies? That would be absurd. Earlier in his talk (10:08), he showed an image of Stephen Hawking, who couldn't communicate without assistive technology in the later stages of ALS. UDL is valuable, but it cannot help us get rid of assistive technologies. A blind user needs a screen reader to read what's on a computer screen. People with certain other vision impairments need a screen magnifier to read what's on a computer screen. People with certain motor impairments need an on-screen keyboard or speech recognition to write on a computer. These are assistive technologies that Universal Design cannot eliminate in the foreseeable future.
It doesn't make any sense, as you said. The principles of UDL itself supports technologies.
Not sure you guy's listened or understand what he said 😂
Go on big lad get it outta ye
It will be a happy day when that wall comes down, just like Berlin, and how similar the people will be found to be!
I understand that UDL is to integrate all students and to maximize everyone's learning, but what exactly is it? Like what IS this curriculum that allows for maximized learning for students with abilities or not?
I have never come across any student I would describe as not having “abilities.”
This is our principal now... ya think ya know someone
I'm glad I drank a strong coffee before listening to this.
You can really tell the difference between researchers and actual teachers. If Dr. Brady had spent less time researching and more time in a classroom educating, he'd know his so-called "UDL" is just common sense teaching, adapting your classes to the needs to each students and providing dynamic and engaging classes to accommodate all different learning types. Anyone who isn't already doing this as normal in their classes has no business teaching.
This is helpful in the context of *where* he is giving this talk. Education in China is very rigid and doesn't account for differences in learning, it is a very fixed, immutable education system and many teachers are not very well trained, especially in understanding learning difficulties. But to any half decent western teacher, this should just be common sense to you.
He’s talking in large part about curriculum design though, which is NOT flexible in many cases. It should not be on the teacher to always be trying to adapt everything for dozens of students. The expectation that curriculum should be more and more challenging and then we should just expect teachers to differentiate for their learners is, I believe, a big reason for the very high rates of teacher burnout.
I recall being told by administrators that I needed a better plan for differentiation when I asked for additional assistance with a 6th grader who read at kindergarten level- which is to say, functionally illiterate. Now it is not that child’s fault, but the solution to this problem was not, as suggested by admin, that I read aloud all the resources with the expectation that the student would then be able to use text-to-speech and be able to complete a research essay. In my humble opinion, a research essay about the Code of Hammurabi was never an appropriate assignment for 11 year-olds to begin with and was the brainchild of someone who’d never been in a classroom and thought assigning high school level coursework would magically make sixth graders become advanced.
The following year under different circumstances I had appropriate curriculum and differentiation stopped taking every hour of every day. Better design.