Student-led classes created with UDL
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Description
Book Introduction
From a teacher-led classroom to a student-led classroom!
The Ultimate Guide to UDL and Blended Learning
Most teachers handle all aspects of the classroom, from conducting classes to providing feedback, grading assignments, and communicating with parents.
This is a major cause of teachers' excessive workload and stress.
There is another problem that arises from this situation.
Some people leave the church.
Another concern for many teachers is that in classes where teachers prepare and deliver everything, students lack opportunities to become the main actors in their own learning or participate in class.
This book, "Creating Student-Led Classes with UDL," explores ways to provide teachers with a sustainable learning environment and enable students to fully immerse themselves in class by reimagining existing teaching methods.
It also examines the problems with traditional teaching methods, analyzes why this approach cannot be sustained in today's classrooms, and introduces specific strategies for reimagining it.
By effectively utilizing the specific strategies and practical tips for student-led instruction presented in this book, teachers will find balance in their lives, freeing them from overwhelming workloads, and students will take ownership of their learning as experts.
“I was very interested in universal learning design, but there were not many books available in Korea.
Then I found this book and I thought, this is it.
"It's a set of everything I consider important in my classroom (universal design for learning, blended learning, learner-led learning)! I really wanted to translate it so more teachers could access it." - From the Translator's Note
The Ultimate Guide to UDL and Blended Learning
Most teachers handle all aspects of the classroom, from conducting classes to providing feedback, grading assignments, and communicating with parents.
This is a major cause of teachers' excessive workload and stress.
There is another problem that arises from this situation.
Some people leave the church.
Another concern for many teachers is that in classes where teachers prepare and deliver everything, students lack opportunities to become the main actors in their own learning or participate in class.
This book, "Creating Student-Led Classes with UDL," explores ways to provide teachers with a sustainable learning environment and enable students to fully immerse themselves in class by reimagining existing teaching methods.
It also examines the problems with traditional teaching methods, analyzes why this approach cannot be sustained in today's classrooms, and introduces specific strategies for reimagining it.
By effectively utilizing the specific strategies and practical tips for student-led instruction presented in this book, teachers will find balance in their lives, freeing them from overwhelming workloads, and students will take ownership of their learning as experts.
“I was very interested in universal learning design, but there were not many books available in Korea.
Then I found this book and I thought, this is it.
"It's a set of everything I consider important in my classroom (universal design for learning, blended learning, learner-led learning)! I really wanted to translate it so more teachers could access it." - From the Translator's Note
- You can preview some of the book's contents.
Preview
index
Translator's Note
Introduction: Why I Published This Book
Chapter 1: A Fantastic Combination: Universal Design for Learning and Blended Learning
Chapter 2: A New Beginning 1: Shifting from One-Way Information Transmission to Student-Driven Discovery
Chapter 3: A New Beginning 2: Transitioning from Teacher-Led Whole-Class Discussions to Student-Led Small Group Discussions
Chapter 4: A New Beginning 3: Shifting from Reading Alone to Reading for Connection
Chapter 5: A New Beginning 4: Transitioning from One Audience to a Real Audience
Chapter 6: A New Beginning 5: Transitioning from Teacher-Created Review and Practice Problems to Student-Created Review and Practice Problems
Chapter 7: A New Beginning 6: From Formative Assessment as a Teacher Tool to a Metacognitive Tool for Learners
Chapter 8: A New Beginning 7: Shifting from Outcome-Based to Process-Based Feedback
Chapter 9: A New Beginning 8: Shifting from Teacher Evaluation to Self-Evaluation
Chapter 10: A New Beginning 9: Transitioning from Teacher-Led Communication with Parents to Student-Led Conversations
Chapter 11: A New Beginning 10: Shifting from Teacher-Designed Projects to Student-Led Project-Based Learning
conclusion
Acknowledgements
References
main
supplement
Introduction: Why I Published This Book
Chapter 1: A Fantastic Combination: Universal Design for Learning and Blended Learning
Chapter 2: A New Beginning 1: Shifting from One-Way Information Transmission to Student-Driven Discovery
Chapter 3: A New Beginning 2: Transitioning from Teacher-Led Whole-Class Discussions to Student-Led Small Group Discussions
Chapter 4: A New Beginning 3: Shifting from Reading Alone to Reading for Connection
Chapter 5: A New Beginning 4: Transitioning from One Audience to a Real Audience
Chapter 6: A New Beginning 5: Transitioning from Teacher-Created Review and Practice Problems to Student-Created Review and Practice Problems
Chapter 7: A New Beginning 6: From Formative Assessment as a Teacher Tool to a Metacognitive Tool for Learners
Chapter 8: A New Beginning 7: Shifting from Outcome-Based to Process-Based Feedback
Chapter 9: A New Beginning 8: Shifting from Teacher Evaluation to Self-Evaluation
Chapter 10: A New Beginning 9: Transitioning from Teacher-Led Communication with Parents to Student-Led Conversations
Chapter 11: A New Beginning 10: Shifting from Teacher-Designed Projects to Student-Led Project-Based Learning
conclusion
Acknowledgements
References
main
supplement
Into the book
I was very interested in universal design for learning, but there were not many books available in Korea.
Then I found this book and I thought, this is it.
It's a set that covers everything I consider important in my classroom (Universal Design for Learning, blended learning, learner-led learning)! I'm determined to translate it so more teachers can access it.
--- p.6
Students also need to learn how to fully participate in the learning process.
In many classrooms, students remain in the role of silent observers and consumers.
They are not required to develop metacognitive muscles, evaluate tasks, provide practical feedback to each other, or communicate with those around them about the task.
This causes students to not invest in their learning.
Learning should happen with students, like fans sitting in the stands watching a game unfold on a stadium field.
Students must actively participate in the learning process.
Only then can teachers develop them into resourceful, strategic, motivated, and self-aware learning professionals.
--- p.17
If teachers do all the work to identify problems and design lessons while students don't have the opportunity to individualize their learning journey, then you're not yet leveraging universal design for learning and blended learning.
Every student is different and needs different levels of challenge, so how can we learn to identify challenging goals in a class where everyone has the same goals?
--- p.57
Often, feedback is only given on the finished product.
Students complete and submit assignments to receive grades.
The teacher reviews the assignment and provides comments, suggestions, and revisions.
But at this point, there is no incentive for the student to respond to the feedback.
However, if students do not act on the teacher's feedback, it does not help them understand concepts or develop skills.
Conversely, when teachers provide feedback to students during the learning process rather than on the outcome, they provide tools to support students' growth and development through task performance.
--- p.224
Time is the biggest obstacle to providing consistent and timely feedback.
Teachers are always short on time.
However, research shows that students want feedback that is “specific, useful, and timely,” and “related to the assessment criteria or achievement standards.”
Therefore, to provide useful and timely feedback, we need to find ways to provide it in the classroom rather than at home.
As teachers explore blended learning models and leverage video and other multimedia resources to deliver information online, they can shift from being experts at the front of the classroom to facilitators who provide focused, actionable feedback on ongoing work.
--- p.233
Learning is a dynamic process that requires active participation.
Unfortunately, many students feel comfortable in the classroom as passive observers or consumers.
Sure, it's less cognitively and socially taxing, but it's far from being as interesting or engaging.
--- p.265
All the efforts we make for our students today are not preparing them for the lives or careers they desire.
In fact, we take the initiative, build relationships with students, and observe their growth.
The more we use these traditional methods, the more students will perform well or receive higher grades on standardized assessments, but that's not the whole story.
It is becoming increasingly clear that students with high academic performance do not necessarily become learning experts.
Then I found this book and I thought, this is it.
It's a set that covers everything I consider important in my classroom (Universal Design for Learning, blended learning, learner-led learning)! I'm determined to translate it so more teachers can access it.
--- p.6
Students also need to learn how to fully participate in the learning process.
In many classrooms, students remain in the role of silent observers and consumers.
They are not required to develop metacognitive muscles, evaluate tasks, provide practical feedback to each other, or communicate with those around them about the task.
This causes students to not invest in their learning.
Learning should happen with students, like fans sitting in the stands watching a game unfold on a stadium field.
Students must actively participate in the learning process.
Only then can teachers develop them into resourceful, strategic, motivated, and self-aware learning professionals.
--- p.17
If teachers do all the work to identify problems and design lessons while students don't have the opportunity to individualize their learning journey, then you're not yet leveraging universal design for learning and blended learning.
Every student is different and needs different levels of challenge, so how can we learn to identify challenging goals in a class where everyone has the same goals?
--- p.57
Often, feedback is only given on the finished product.
Students complete and submit assignments to receive grades.
The teacher reviews the assignment and provides comments, suggestions, and revisions.
But at this point, there is no incentive for the student to respond to the feedback.
However, if students do not act on the teacher's feedback, it does not help them understand concepts or develop skills.
Conversely, when teachers provide feedback to students during the learning process rather than on the outcome, they provide tools to support students' growth and development through task performance.
--- p.224
Time is the biggest obstacle to providing consistent and timely feedback.
Teachers are always short on time.
However, research shows that students want feedback that is “specific, useful, and timely,” and “related to the assessment criteria or achievement standards.”
Therefore, to provide useful and timely feedback, we need to find ways to provide it in the classroom rather than at home.
As teachers explore blended learning models and leverage video and other multimedia resources to deliver information online, they can shift from being experts at the front of the classroom to facilitators who provide focused, actionable feedback on ongoing work.
--- p.233
Learning is a dynamic process that requires active participation.
Unfortunately, many students feel comfortable in the classroom as passive observers or consumers.
Sure, it's less cognitively and socially taxing, but it's far from being as interesting or engaging.
--- p.265
All the efforts we make for our students today are not preparing them for the lives or careers they desire.
In fact, we take the initiative, build relationships with students, and observe their growth.
The more we use these traditional methods, the more students will perform well or receive higher grades on standardized assessments, but that's not the whole story.
It is becoming increasingly clear that students with high academic performance do not necessarily become learning experts.
--- p.323
Publisher's Review
“Free teachers from all-night work,
“How can we create a classroom that puts students in charge of their own learning?”
Creating sustainable, student-led learning experiences for both teachers and students.
One common sight in classrooms is the teacher leading the class unilaterally in front of the students (as if they were performers).
At this time, the teacher is solely responsible for teaching the students.
When teachers act as the sole expert in a class, students sometimes show respect for the teacher.
If you're lucky, your students will actively participate in class.
Unfortunately, while these traditional teaching methods may help students achieve good grades on standardized assessments, they do little to prepare them for the lives or careers they desire.
In this book, authors Kathleen Tucker and Katie Novak discuss how to free teachers from unrealistic tasks and actively engage students in class.
The tools needed at this time are Universal Design for Learning (UDL) and blended learning.
This book explores the transformation that universal design for learning and blended learning can bring to classrooms and explains how to utilize them.
By following strategies with concrete action plans for practical application, teachers will become confident and agile instructors capable of handling any learning environment, and students will become masters of their own learning, fully engaged in every aspect of the learning process.
Identifying problems, suggesting strategies, and implementing methods all in one book!
The Complete Guide to Transitioning to Student-Led Instruction
Universal Design for Learning is a framework designed to recognize that each student has different characteristics and needs support, and to enable them to learn in a variety of ways.
A fantastic pairing is blended learning, which combines online, offline, and other teaching methods, giving students a great deal of control over when, where, how quickly, and how they learn.
So how can these two be used in the classroom? For example, let's say you're teaching students how to draw graphs.
In the traditional teaching method, teachers would convey information based on textbooks, but this does not meet the needs of all students.
Because some students may prefer to learn with text, others with video, and still others with audio (universal design for learning).
The more options students have to choose the learning method that works best for them (blended learning), such as text, video, or interactive websites, the less likely they are to encounter barriers that impede their learning progress.
This book explains how teachers can regain joy in their classes and all students can improve their performance by providing 10 ways to transition from teacher-led classes to student-led classes: 'shifting from one-way information transmission to student-led discovery', 'shifting from teacher-led whole-class discussions to student-led small group discussions', 'shifting from independent reading to reading for connections', 'shifting from an audience of one to a real audience', 'shifting from teacher-created review and practice problems to student-created review and practice problems', 'shifting from formative assessment as a teacher tool to a learner's metacognitive tool', 'shifting from outcome-based feedback to process-based feedback', 'shifting from teacher assessment to self-assessment', 'shifting from teacher-led communication with parents to student-led conversations in which they lead the process', and 'shifting from teacher-designed projects to student-led project-based learning'.
To achieve this, we follow a structure that identifies the problems with existing methods and presents specific strategies for reimagining them as student-led classes.
Another striking aspect of this book is that, unlike conventional theory books, it presents a variety of methods that teachers can apply both inside and outside the classroom.
At the end of each chapter, we've inserted 'Summary,' 'Reflect and Discuss,' and 'Practice,' which not only summarize key points but also provide questions for teachers to reflect on and discuss with their colleagues, leading them to immediately put what they've learned into practice.
Teachers as learning facilitators, students as learning experts
Everything you need to know about student-led classes where both teachers and students thrive.
In the classes up until now, the teacher has been responsible for all the lessons on behalf of the students.
However, knowledge transfer by teachers alone does not provide learning that meets students' needs.
Now, we need to provide students with a variety of options, empowering them to identify their strengths, interests, and areas of support, empowering them to become self-motivated, self-aware, self-directed, and strategically oriented learning professionals.
Student-led learning can only be truly successful when students learn collaboratively and take ownership of their classes.
Traditional teaching methods are familiar and comfortable for both teachers and students.
That's why student-led classes can feel uncomfortable at first.
Because it requires students to take a lot of responsibility for their learning.
But let's remember.
The new teaching methods outlined in this book will serve as a starting point for students to develop the skills and competencies they need to succeed in society.
“How can we create a classroom that puts students in charge of their own learning?”
Creating sustainable, student-led learning experiences for both teachers and students.
One common sight in classrooms is the teacher leading the class unilaterally in front of the students (as if they were performers).
At this time, the teacher is solely responsible for teaching the students.
When teachers act as the sole expert in a class, students sometimes show respect for the teacher.
If you're lucky, your students will actively participate in class.
Unfortunately, while these traditional teaching methods may help students achieve good grades on standardized assessments, they do little to prepare them for the lives or careers they desire.
In this book, authors Kathleen Tucker and Katie Novak discuss how to free teachers from unrealistic tasks and actively engage students in class.
The tools needed at this time are Universal Design for Learning (UDL) and blended learning.
This book explores the transformation that universal design for learning and blended learning can bring to classrooms and explains how to utilize them.
By following strategies with concrete action plans for practical application, teachers will become confident and agile instructors capable of handling any learning environment, and students will become masters of their own learning, fully engaged in every aspect of the learning process.
Identifying problems, suggesting strategies, and implementing methods all in one book!
The Complete Guide to Transitioning to Student-Led Instruction
Universal Design for Learning is a framework designed to recognize that each student has different characteristics and needs support, and to enable them to learn in a variety of ways.
A fantastic pairing is blended learning, which combines online, offline, and other teaching methods, giving students a great deal of control over when, where, how quickly, and how they learn.
So how can these two be used in the classroom? For example, let's say you're teaching students how to draw graphs.
In the traditional teaching method, teachers would convey information based on textbooks, but this does not meet the needs of all students.
Because some students may prefer to learn with text, others with video, and still others with audio (universal design for learning).
The more options students have to choose the learning method that works best for them (blended learning), such as text, video, or interactive websites, the less likely they are to encounter barriers that impede their learning progress.
This book explains how teachers can regain joy in their classes and all students can improve their performance by providing 10 ways to transition from teacher-led classes to student-led classes: 'shifting from one-way information transmission to student-led discovery', 'shifting from teacher-led whole-class discussions to student-led small group discussions', 'shifting from independent reading to reading for connections', 'shifting from an audience of one to a real audience', 'shifting from teacher-created review and practice problems to student-created review and practice problems', 'shifting from formative assessment as a teacher tool to a learner's metacognitive tool', 'shifting from outcome-based feedback to process-based feedback', 'shifting from teacher assessment to self-assessment', 'shifting from teacher-led communication with parents to student-led conversations in which they lead the process', and 'shifting from teacher-designed projects to student-led project-based learning'.
To achieve this, we follow a structure that identifies the problems with existing methods and presents specific strategies for reimagining them as student-led classes.
Another striking aspect of this book is that, unlike conventional theory books, it presents a variety of methods that teachers can apply both inside and outside the classroom.
At the end of each chapter, we've inserted 'Summary,' 'Reflect and Discuss,' and 'Practice,' which not only summarize key points but also provide questions for teachers to reflect on and discuss with their colleagues, leading them to immediately put what they've learned into practice.
Teachers as learning facilitators, students as learning experts
Everything you need to know about student-led classes where both teachers and students thrive.
In the classes up until now, the teacher has been responsible for all the lessons on behalf of the students.
However, knowledge transfer by teachers alone does not provide learning that meets students' needs.
Now, we need to provide students with a variety of options, empowering them to identify their strengths, interests, and areas of support, empowering them to become self-motivated, self-aware, self-directed, and strategically oriented learning professionals.
Student-led learning can only be truly successful when students learn collaboratively and take ownership of their classes.
Traditional teaching methods are familiar and comfortable for both teachers and students.
That's why student-led classes can feel uncomfortable at first.
Because it requires students to take a lot of responsibility for their learning.
But let's remember.
The new teaching methods outlined in this book will serve as a starting point for students to develop the skills and competencies they need to succeed in society.
GOODS SPECIFICS
- Date of issue: February 25, 2025
- Page count, weight, size: 348 pages | 546g | 148*210*25mm
- ISBN13: 9791167553065
- ISBN10: 1167553063
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