Instructional Rounds

UDL Instructional Rounds are adapted from the model of Instructional Rounds in Education (City, Elmore, Flarman & Teitel, 2009). Professional Learning From Instructional Rounds works from the inside (the classroom) out (learning from others). This model aligns with the foundations of UDL as teachers develop the agency to become expert learners about their own practice. Teachers  drive professional learning and create plans for growing  school wide instructional practices. The goal of the instructional rounds process  is to identify trends across the school to improve instructional practices.

Resource: CAST Director of Professional Learning, Jennifer Levine, describes the process of Instructional Rounds in UDL. (video 4:56).

Data Review & Analysis

Once teachers have observed one another's classrooms for 10-15 minute periods of time, taking note of what teachers are saying and doing as well as what students are saying and doing, they engage in the critical process of reviewing and analyzing their observations. In order to do this, teachers are invited to sort their data according to the UDL guidelines on large graph paper. Partners or small groups can take one of the UDL Principle papers/boards and connect and analyze the observations to identify trends and themes in instruction. Upon review, the group writes a summary statement that articulates a trend they notice.

Goal-Setting

The team looks to establish accurate descriptions of what learners can currently do based upon the current instructional trends.  These descriptions set the basis for goal-setting and next steps. 

From there, they consider next steps and identify a challenging, yet attainable, goal to work on.  The goal can come as the next step for the question identified, or a new area to focus on based on the data analyzed.