Planning K-8 Computer Science through the UDL Framework

Planning K-8 Computer Science through the UDL Framework
Jared O'Leary
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In this episode I unpack Israel, Lash, Bergeron, and Ray’s publication titled “Planning K-8 computer science through the UDL framework,” which discusses the potential for using Universal Design for Learning (UDL) in CS classes.

  • Welcome back to another episode of the CSK8 podcast.

    My name is Jared O'Leary, and this week's podcast episode I am unpacking a paper

    titled Planning K-8 Computer Science through UDL Framework.

    This particular paper was written by Maya Israel, Todd Lash,

    Lionel Bertram and Meg Ray.

    Apologies for mispronouncing the names.

    All right, so here's the abstract for this paper.

    Quote, Due to the historic underrepresentation of women,

    people with disabilities, and people from a broad range

    of cultural and socioeconomic backgrounds in computer science,

    there is growing demand to provide see opportunities in K-12 settings.

    As a result, school districts

    are beginning to implement see us for all initiatives.

    Consequently, there are increasing demands on teachers to find ways of making

    instruction accessible and engaging to a broad range of learners.

    Unfortunately, few resources exist to guide teachers

    in how to engage a broad range of learners in science instruction.

    This paper describes the rationale for using the UDL framework for designing

    K-8 US instruction, as well as preliminary findings

    from a national Science Foundation STEM policy study that examines

    instructional strategies that support students with disabilities

    and other struggling learners through Universal Design for Learning UDL.

    Secondly, this paper describes the collaborative efforts

    between the Creative Technology Research Lab, CTRL Control

    and New York City's K-12 CSS for all initiative in support of teachers

    in implementing university

    design science instruction across grades K through eight.

    Lastly, this paper describes resources develop through these initiatives.

    Implications for practice in future research directions will be shared.

    End quote.

    All right, so if I were to summarize this paper

    into a single sentence, I would say that this paper discusses the potential

    for using universal design for learning in science classes.

    As always, if you go to the show notes, you can click on the author last names,

    and they'll take you directly to their Google Scholar profile

    where you can read more publications by them.

    Or if you click on the title for the article,

    it'll take you directly to this paper, which I highly recommend reading.

    So the paper begins with an introduction

    that's basically saying that Udall's new framework, relatively new,

    that's being used across education in a variety of subject areas.

    However, see, US educators in the field in general

    has not really adopted it in a meaningful way,

    as the implementation is often quote, in a narrow manner by overemphasizing

    the role of student choice

    without considering a more holistic view of Udall unquote.

    That's from PDF page one.

    So in the K eight space and specifically in the elementary, the authors discuss

    how there is a general principle of a low floor high ceiling.

    Here's a quote from page two that describes the smart

    activities of, to begin with, a concrete level of experience

    or focus on engagement, creativity and collaboration, i.e.

    low floor activities must also conform to the high ceiling condition as well,

    allowing the students to move beyond entry level learning experiences.

    This allows students

    considerable and continual opportunities for achievement, unquote.

    Now, another way that I've heard this raised is low floors, white walls and high

    ceilings to the white walls, meaning like there's a lot of breadth of engagement.

    There are many opportunities to move parallel rather than vertical

    to horizontal, moving side to side, and like trying out

    different ways of engaging in computer science.

    And then the high ceilings being able to dive deep into it or to go really high

    in terms of the learnings that you can potentially do.

    This is something that I've heard Scotch being described as low

    floors, white walls in high ceilings,

    but there are many other platforms that have white walls as well.

    Here's a little continuation of the idea of the low floors and the high ceilings.

    This is also on page two.

    If students with disabilities

    and other struggling learners are to be successful in CSR activities,

    it is essential that they receive the supports allowing them to be able

    to not only access and engage in an introductory competing experiences, i.e.

    low four, but also continue to advance and expand their computing skills, i.e.

    high ceiling over time.

    In the offices describe a phenomenon that they call the twice new condition,

    which is that the teachers are not only new

    to teaching computer science, but they're also often new

    to using universal design for learning concepts in their classrooms.

    So not only are they struggling with how to teach and implement or integrate

    computer science into the classroom, but they're also trying to do it in a way

    that they're not familiar with through UDL frameworks or principles.

    When we couple this twice new condition with curricula and learning experiences

    that do not have UDL frameworks or principles embedded within them,

    it is difficult for students with disabilities

    to engage in computer science in a meaningful way.

    Here's a quote from Page to quote

    For example, ATC activities often include ill defined problems

    that require students to engage in complex, multi-step problem solving.

    This open exploration or semi-open exploration can result in students

    engaging in creative problem solving that may be highly motivating.

    At the same time, these ill defined problems

    in open exploration can also be coupled with inaccessible curricula

    low expectations from teachers about who can engage in complex problem

    solving within the context of CSR

    and lack of well-defined instructional strategies and practices.

    Thus, in many cases, students with disabilities and other struggling

    learners are being set up for failure

    because of lack of access and instructional supports, unquote.

    All right, so what can we do about this?

    Thankfully, the authors in the next section

    titled Supporting Teachers and Implementing UDL

    Within Science for All, actually discusses some options that we can do.

    So the first one that they discuss is professional development.

    So they're arguing that a strong or major component for supporting teachers

    who are new to UDL is to provide professional development on it.

    This PD should focus not only on CSS education but also

    how to apply UDL within CSS education experiences.

    So they need to be paired together rather than just decontextualized.

    If they are decontextualized like you're going to a PD on just CC instruction

    and then going to a separate PD that is just on UDL.

    There are need to be some time

    to merge the two together and to really think through that.

    So one recommendation that I would give

    is that you could do that individually or ideally do that in small groups

    or even kind of brainstorm some different ideas

    with other peers to kind of talk about,

    okay, how can we integrate this into our CAC instruction?

    So on page three, there's a figure two, and it is titled Continuum of UDL Base PD.

    And so on the left side of this continuum is learning general skills.

    So using scratch, code.org, platforms, concepts, etc..

    The next one too, just to the right of that is learning to use CSS curricula.

    So for example, using Google, see us first Code.org Creative Computing

    the boot up curriculum that I created.

    Now the next one over to the right of that is gaining pedagogical content knowledge

    tied to see US instruction.

    So not only learning just the platforms in the content,

    but learning the pedagogies

    that support teaching those particular platforms and content.

    So t back is a useful frame framework for this, and I include a link

    to Tpac in the show notes so you can learn more about it.

    And then on the far right is creating UDL based

    CSS activities or modifying CAC curricula to align it to UDL.

    In other words, finding a curriculum that has UDL principles embedded

    throughout it, or finding a curriculum that does not have it

    and then modifying it in some way to expand it to include UDL.

    Now the next recommendation

    for supporting teachers is embedded instructional coaching.

    Here's a quote from page three.

    Quote We have found that teachers report an increased level of confidence

    in construction and willingness to implement CSS in the classroom

    when they participate in instructional coaching.

    Teachers report that the supportive, nonjudgmental relationship with a coach

    is a motivator for them to move out of their comfort zone and try new strategies.

    This also allows the coach to see how UDL is being implemented in the classroom

    and to address potential

    missed opportunities to increase access for students, end quote.

    This is a really important step.

    So this is something that we found in our PD and our independent research findings

    at Buda is that the teachers that we work with really value

    the peer to peer coaching and mentoring, whether it's from a facilitator app

    put up or from the instructional coach in the district

    or go into a classroom and provide some thoughts and some feedback.

    And even having that peer to peer stuff where teachers are watching other teachers

    and being able to look at it go, Oh wow, they did this thing really well.

    I want to be able to implement that in my classroom.

    And if you are the only person at your school,

    there are ways to do this kind of coaching remotely.

    So, for example, you could record with permission, of course, your classroom

    or maybe just yourself

    teaching the classroom and send that to appear or to a colleague.

    I've seen some other educators do this in like various teacher education groups

    or even on Twitter where they will record their class

    or a rehearsal if it's like a music educator

    and it just shows themself and then they'll ask for some feedback.

    So that's one way that you can get this instructional coaching,

    even if you're like the only teacher at your school,

    like it's a one classroom, one teacher school,

    and there's nobody else for a few hundred miles away.

    That's one way that you could get some instructional coaching.

    All right.

    So the next section on here is Sia's curriculum aligned to the UDL framework

    so we can support teachers by actually having curriculum that aligns

    to the principals in the framework, which I'll talk about in a little bit.

    So again, teachers can either find a curriculum that uses UDL,

    they can modify an existing curriculum to include more UDL.

    And then there's also a thing that they mentioned on page three

    is that you can like develop and test UDL based CSS instruction

    and see how it works with the students that you're working with.

    So you can create your own, but that's only if you have time for it, obviously.

    Okay, So these three sections that they recommend for support is providing PD

    embedding, instructional coaching and then finding, modifying

    or creating CAC curricula that aligns with UDL framework.

    I strongly agree with all three of these

    and think they're excellent recommendation.

    Or just educators.

    All right.

    So the next section in this paper is UDL in practice four steps for teachers.

    So one of the very first things that they say is that they recommend

    starting small.

    So start with one thing that you can change and implementing it.

    Don't just go all in and completely change things

    because it might be overwhelming, too difficult, etc..

    Another thing with going small is to be able to refine

    that thing and basically do like an AB test.

    I'm going to try this implementation with this class

    and then I'm not going to try it in this other one

    and then I'll compare, see how it went, or I will try this implementation one way

    and then try the implementation in a slightly different way

    with the other class and see how it goes.

    So that allows you to test one thing at a time

    and really refine these practices.

    This can also just give you those small wins where you just

    develop your confidence in being able to do this thing.

    All right. So there's a figure on page four.

    It's called figure four examples of CSS based UDL suggestions,

    and it has three columns.

    The first column is multiple means of representation.

    The second column is multiple means of action and expression.

    And the third column is multiple means of engagement.

    All right.

    So I'm going to read each of these columns.

    So the first one, the multiple means of representation.

    This is all direct quotes

    provide options for perception, model computing, using physical

    representations as well as through an interactive whiteboard.

    Videos give access to model code while students work independently,

    Provide access to video tutorials of computing tasks,

    select coding apps and websites allow these students to adjust visual settings

    such as font size and contrast, and that are compatible with screen readers.

    So the next column Multiple means of action and expression

    provide options for physical action.

    Provide teachers codes as templates include See us unplugged activities

    that show physical relationship or of abstract computing concepts.

    Use assistive technology including larger or smaller nice touch screen devices,

    select coding apps and websites that allow coding with keyboard shortcuts

    in addition to dragging and dropping with a mouse.

    Any third column Multiple means of engagement.

    Write options for recruiting interest.

    If students choices choose project software topic allows students

    to make projects relevant to culture and age,

    minimize

    possible common pitfalls for both computing and content.

    Allow for differences in pacing and length of work sessions

    provide options to increase or decrease sensory stimulation.

    For example, listening to music with headphones or using noise, canceling

    headphones and allow for differences in pacing and length of work sessions.

    Again, that figure and all of that is on page four.

    Those are some excellent examples of how you can

    combine UDL with CSS instruction.

    Then I highly recommend checking out this free paper

    and looking at figure four the last main section of the papers on UDL.

    In practice the CSS for all initiative in New York City.

    So in that section is basically describing

    how they implemented UDL within New York City

    and then it provides a link to the blueprint

    that that is the blueprint for education in NYC.

    And so this blueprint incorporates UDL within it.

    And so I will include a direct link to that in the show.

    All right.

    So that's the basic summary of the paper itself.

    But again,

    I highly recommend checking out the paper

    itself, which you can find in the show notes.

    As always, when I'm doing these unpacking scholarship episodes,

    I like to talk about some of my lingering questions or thoughts.

    So one of them is what pedagogies align well with UDL?

    So for example, are there ways to do lectures that align

    well with UDL or are there ways to facilitate

    that do not align well with UDL

    or our constructionist and constructivist approach is generally better

    than behaviorist approaches when it comes to UDL.

    Just thinking out loud with that.

    Now another question that I have is

    what are the potential gaps in UDL that aren't being discussed in the field?

    So in other words, if we were to write a critique of UDL, what would we say

    is missing from this framework or should be modified or expanded?

    Is there anything unique about CSS education that requires different

    forms of modification that aren't discussed in other subject areas?

    Not being an expert in UDL, I honestly don't know is thinking out loud.

    Next question I have is how are educators who specialize in other subject

    areas using UDL in their classes and what can we learn from them?

    So again, if you are

    the only see us educator in like a 500 mile radius or whatever,

    how could you learn from other educators in your district or in your school

    and apply what they're doing with Udall into your classroom?

    And then the last lingering question that I have is how has remote

    learning improved or exacerbated UDL in your classroom?

    So that's just something to think on as an individual,

    but feel free to let me know and maybe even send me an email saying

    that you'd like to be a guest on the podcast to actually talk about it.

    I'd love to have you on the show.

    All right.

    So that's the summary of this particular paper

    and some of my lingering questions or thoughts.

    If you enjoyed this particular episode, I hope you consider

    sharing it with somebody else or providing a review on the platform

    that you are listening to this on as it helps other people find it.

    Thank you so much for listening.

    I hope you're all staying safe and are having a wonderful week.

Article

Israel, M., Lash, T., Bergeron, L., & Ray, M. Planning K-8 computer science through the UDL framework.

Abstract

“Due to the historic underrepresentation of women, people with disabilities, and people from a broad range of cultural and socioeconomic backgrounds in computer science (CS), there is growing demand to provide CS opportunities in K- 12 settings. As a result, school districts are beginning to implement CS For All initiatives. Consequently, there are increasing demands on teachers to find ways of making CS instruction accessible and engaging to a broad range of learners. Unfortunately, few resources exist to guide teachers in how to engage a broad range of learners in CS instruction. This paper describes the rationale for using the UDL framework for designing K-8 CS instruction as well as preliminary findings from a National Science Foundation STEM+C study that examines instructional strategies that support students with disabilities and other struggling learners through Universal Design for Learning (UDL). Secondly, this paper describes the collaborative efforts between the Creative Technology Research Lab (CTRL) and New York City’s K- 12 CS For All initiative in support of teachers in implementing universally designed CS instruction across grades K-8. Lastly, this paper provides resources developed through these initiatives. Implications for practice and future research directions will be shared.”

My One Sentence Summary

This paper discusses the potential for using UDL in CS classes.

Some Of My Lingering Questions/Thoughts

  • What pedagogies align well with UDL?

  • What are the potential gaps in UDL that aren’t being discussed in the field?

  • How are educators who specialize in other subject areas using UDL in their classes and what can we learn from them?

  • How has remote learning improved or exacerbated UDL in your classroom?

Resources/Links Relevant to This Episode

More Content

Unpacking ScholarshipJared O'LearyUniversal design for learning, Curriculum, Pedagogy, (dis)abilityComment