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Accommodating to All Learners: Teachers have a responsibility to create lessons that will accommodate all learners. However, we often see educators stuck in dated teaching methods that do not appeal to the modern student, nor do they address issues of the modern learner. The Universal Design of Learning focuses on varied learning so that all learners have the opportunity for higher learning opportunities (Rogers & Carr, 2018). Due to COVID, Teachers were forced to adjust their ways of teaching as we have seen through the last year of online instruction. Education was not accessible to students in the traditional ways of teaching. With online learning, teachers had to accommodate for all students and their various needs along with the added physical distance of teacher and student. Students learn from each other and even casual interactions can become a valuable way for students to learn (Rogers & Carr, 2018). More than ever before, teachers must accommodate to all student's needs.
In my lessons as a theatre educator, it is vital that all my students are constantly interacting. We use group and paired work daily and often switch partners multiple times in a single lesson so that students get varied feedback and experience from their peers. I use video tutorials so students can see professional examples of best practices in acting techniques and skills. In my daily lessons, I have students express themselves in a variety of ways. We begin our class with movement, yoga, dance, or a core workout. Students write reflections in a digital journal that is shared with me so I can see their entries as they write. Students interact with peers in various acting activities, as well as giving and receiving verbal and written peer and critique. I have been blessed with a variety of students with a wide spectrum of learning abilities. It became clear early in my career that it was easier to make accommodations for the group so that students with special needs were having their needs met, but other students with varied learning styles had options on how to express themselves.
Students learn best when they find value in their work. If students identify why they should be learning and recognize the value to their own lives, they will inherently be more engaged and eager to learn. As I explored the CAST website, I found many learning strategies that are inherent in my teaching. First, optimize relevance, value, and authenticity focuses on the idea that students must see how the learning will add value to their own lives (CAST, 2021). When students first enter my class, I make a point to explain the value that theatre will bring to their lives. Unlike band, art, or choir, theatre focuses on the most important instrument, themselves. Through the exploration of theatre students work on bettering themselves physically, vocally, emotionally, and intellectually. If a student is committed to their study of theatre, they will come out on the other side confident, well spoken, and an acutely creative problem solver.
The second CAST strategy that related to my teaching success was build fluencies with graduated levels of support for practice and performance (CAST, 2021). My lessons provide a variety of examples and in my current lesson project I have a short video created by professional actors with many superior examples to guide students in their own performance. Students will have multiple ideas on how to complete their task and all by seasoned professionals. Furthermore, students will pair off to work with peers to gain additional support. I also have a Senior teaching assistant who is a student mentor within the class. My teaching assistant often has a more student-centered way of approaching topics that is comfortable to the students. Due to the structure of my class and lessons, students can move forward or take more time and gain assistance, depending on their individual needs.
CAST (2021). About Universal Design for Learning. https://www.cast.org/impact/universal-design-for-learning-udl#.XGn5889Kho4
Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20-31.
