Chapter 1 suggests that a shift in teaching practice is similar to a new weight loss program—both endeavors require commitment, time, and support. Support is important because it will increase collective efficacy and make it more likely that all teachers will continue to implement UDL, even when moving through phases similar to those new teachers go through. In the text, I encourage teachers to form or participate in PLCs in their own schools to enlist other teachers to implement UDL simultaneously, so you can channel Jillian Michaels from The Biggest Loser to keep your practice in tip top shape.
If you have a group of like-minded teachers already, you may consider meeting before or after school to view the presentations for each chapter and peer review each others’ lessons. If you’d like to join a virtual PLC, connect with other UDL educators on Twitter using the hashtag #UDLchat
- As a group, you may wish to read a more detailed answer to the question, “What is a Professional Learning Community?” in this article written by Rick Dufour.
- If you’d prefer, watch Rick Dufour speak about the importance of PLCs in American education in a short (1:30 min) video produced by Solution Tree. The video outlines the need for PLCs to be “results oriented” to increase student learning. Keep this in mind as you read UDL Now!