Unit 6 & 7- UDL and DDDM (Data Literacy)

After discussing assistive technology, we then shed lights on Universal Design for Learning (UDL) in unit 6. According to Wikipedia, UDL is "an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences". Where I grew up, UDL was not addressed or even emphasized enough because the society wanted uniform, not those who liked to make it a special case. But since the country did not have so many immigrants from other parts of the world, uniformed education seemed to work it way out-having all students meet the same standards and requirements. Yet when I first started teaching here in the United States, I realized how different it is to have so many races and ethnicities in one classroom. But not only races and ethnicities, the diversity of students levels and backgrounds also made it imminent to differentiate in order to meet different needs of different students.

UDL can really benefit both teachers and students because it provides alternatives, opportunities, and options. It highlights various ways of representation, action & expression, as well as engagement to make sure every student achieve their fullest potential.

In Unit 7, we moved on to Data-Driven Decision Making (DDDM). The video of the three phases for DDDM in education is a very good example of how data is used to guide teachers' instructions- make predictions, analyze by name and by needs, and further make action plans. However, these data seemed mostly from test results, yet I'm wondering if these data were fully reliable to reflect students' performance. The design of the tests can certainly affect the outcome of the analysis. Campbell and Levin indicated careful consideration of which data to use, by whom and for what purpose to ensure the sensitive and constructive use of data to support improvement fairly. As Virani suggested in the following video, tests may not be the single source of our information, formative assessments and teachers' collaboration can also make a difference.