Page 226 - Resources and Support for the Online Educator

Part 2: UDL and You

You’ll also explore, in detail, the system’s assumptions and
beliefs about assessment and their far-reaching effects on
learning and learners.

∙ Deep Dive: Leading the Change (page 37). In this section, you’ll
explore how to leverage the ISTE Standards for Educators
(2017) to frame the changing role of the educator, as well
as discussion points with which to support others as they
examine and update their assumptions and beliefs.

Wade In: The Game of School

When first examining your assumptions and beliefs, it is important to
reflect on your experience of school. What was it like for you? Were you able
to successfully navigate the rules and requirements, or did you struggle?
Chances are we all had some bumps in the road, but generally speaking
most teachers quickly learned to play the game of school when they were
students. As education innovator and author A. J. Juliani noted in his blog
post “The Game of School vs. The Game of Life,” even young students can
be adept at playing the game. At age 7 his daughter already knew the rules:
“Make the adults at school happy, and the adults at home will be happy”
(Juliani, 2017). Students who figure out the rules of the game are usually
the most successful in the current system. They are compliant; they listen
quietly, put their hands up, stay in their seats, do what they are told, and
complete (mainly written) tasks on time and as assigned. Ultimately, in
many schools, these are the students who we plan for and teach to.

Whether we realize it or not, many of us may have pursued a career in
teaching because we learned to play the game well. We navigated the
requirements and avoided most labels. We could completely fulfill the

Tweet: “Good” students play the game of school. They are compliant.
They do what they are told. They complete (mainly written) tasks on time
and as assigned. Ultimately, in many schools, these are the students
who we plan for and teach to. #DiveIntoUDL @ajjuliani

30 Dive into UDL

Dive into UDL: Immersive Practices to Develop Expert Learners 226