Welcome to our discussion on Adult Education Leadership

Why are we beginning our discussion with universal design? And why do leaders need to understand the application o UDL? 

When applied correctly, UDL principles offer instructional and support staff with a framework to improve student outcomes, including individuals with (and without) documented disabilities, neurodivergent individuals, English Language Learners, and individuals who are academically talented. 

To start this conversation, please review the UDL Guidelines and consider the following  principles of (1) engagement, (2) representation, and (3) action and expression. 

• How can these guidelines be applied to reduce student barriers at intake and during classroom instruction?
• As a leader, how do you support your team members and operationalize UDL at your program?  

I look forward to the discussion. 

Kathy

Colleagues, 

For day two of this discussion, let's unpack UDL - how do you implement it? I invite you to explore several self-paced online courses found here:  https://courses.lincs.ed.gov/static/about.html 

UDL specific professional development include the following: 

• Universal Design for Learning: It All Starts with a Goal (1.5 hours): This module focuses on the why and how of helping adult learners set goals. 
• Universal Design for Learning: Learning that Works for All (1.5 hours): Everyone has unique learning abilities and struggles. The purpose of this module is to identify how research-based learning strategies can increase engagement and access for all learners. 
• Universal Design for Learning: Making Math Matter  and Universal Design for Learning: Making Reading & Writing Matter(1.5 hours each): Many adult learners struggle to learn math  or expanding the view of literacy to include reading, writing, and other forms of media. 
• Universal Design for Learning: Building Communities for Learning (1.5 hours): Adults need to feel a sense of belonging in the classroom. This module focuses on strategies for developing a sense of belonging for adult learners and allows educators to reflect on why teaching adults is different than teaching children. 
• Universal Design for Learning: Self-Advocacy for Work & Learning (1.5 hours): The purpose of this module is to introduce adult educators to two key terms: self-advocacy and learner agency. 
• Universal Design for Learning: Improving Systems for Adult Education (1.5 hours): This module will be especially useful to administrators who seek to create “expert learning systems”— interrelated learning communities—where all individuals (teachers, volunteers, administrators, etc.) are expert learners who can assess their own needs, set personal and professional learning goals, and monitor their progress. 

Which modules interest you? How can you use these modules to support either your professional growth or that of your team? 
I'm looking forward to hearing your thoughts. 

Kathy

Colleagues, 

As instructional leaders in our organization, we need to move beyond providing our team with access to information and guide them through how to make the most of the resources and professional development. 

We will wrap up the conversation on Universal Design for Learning  with a final resource Using Universal Design for Learning to Design Self-Paced Professional Development Modules for AE Instructors. This guide provides both an overview of the UDL modules with strategies to incorporate these learning opportunities in your program. 

As you review this tool and think about ways to expand UDL in your program, also consider the structure and organization of this resource. 

• After reviewing the information on UDL, how can you use this in  your program to improve the learner experience?
• How can you expand on and model this resource for additional professional development to support your team?

Kathy