This UDL infographic gives you a brief summary of what UDL is and why it is worth learning more about.
4 BIG Reasons to Use Multiple Means in Your Lessons A brief outline of why it is important to use multiple means in lessons to support learners. Types of Standards Based on Katie Novak’s work…
A visual that helps you to imagine what a lesson would look like if you eliminated all barriers to student learning. This tool is your map for growth.
Want to learn more about the benefits of artificial intelligence in the classroom? Join our free live webinar this February 22nd.
With the help of a few committed advocates, one institution offers a road map for others to embrace an approach to making learning accessible for all.
How can we transform our grading to actually help students learn? Download this free flowchart to help guide you through your UDL assessment practices
What is UDL? This article breaks down the Principles of Universal Design for Learning to make it easy for teachers to incorporate them into their classroom.
Universal Design for Learning (UDL) guides the process to personalize learning using the UDL principles.
For Elizabeth Stein what underlies powerful co-teaching is student engagement. How to recognize deep engagement? How to reinforce it? Stein shares strategies.
Use QR codes, AR apps and posters, and iBeacons to get students moving and engaged while bolstering their executive functioning and comprehension skills.
The UDL guidelines offer a valuable framework for educators who have embraced next-generation learning to improve teaching and learning for all people by designing at the margins.
Guiding Questions to build out a UDL Lesson Plan in any environment. Use when designing instruction for in person, online, or hybrid environments.
CC licence Attribution only Chrissie Butler
Problems are not stop signs, they are guidelines - Robert H. Schuller. Rightly quoted by Schuller, every problem comes with a solution that needs exploration through creative thinking and analysis. Problems appear in different sizes and nature and any one solution does not apply to all of them. Hence,
This framework rejects one-size-fits-all teaching and offers options for how to engage, what materials to use, and how to demonstrate learning.
Suggestion for implementing the strategy How to plan using UDL within the Guide to Universal Design for Learning
Neuropsychologist David Rose spent years helping kids with learning disabilities participate in school by creating digital textbooks with pop-up...
To help us work towards our school goal of purposefully implementing the Universal Design for Learning approach to our formal planning (sometimes referred to as "Backwards by Design", "Understanding by Design", or "Planning With The End in Mind), my principal has provided our staff with a copy of Dr. Jennifer Katz's book, Teaching to Diversity: The Three-Block Model of Universal Design for Learning. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas. Teaching to Diversity Cover. (Accessed 2014). Uploaded to Amazon; Portage& Main Press. Available online at: http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536 Universal Design for Learning (U.D.L.) - What "ramps" are available to us to ensure that all of our students can access the curriculum and gain the same experience/be actively involved - Eight Principles for Universal Design of Instruction/Activities 1) Class Climate - Classroom policies and practices respect diversity and include all students 2) Interaction - Encourage regular communication between all students and students and yourself - Ensure everyone is included 3) Physical Environments and Products - Make sure that your classroom, specific activities, centres, etc are accessible to all students in the room 4) Instructional Standards - Have high expectations of your students and provide supports/ resources to ensure all students can meet expectations 5) Delivery Methods - Utilize multiple teaching methods to meet the range of students in your classroom 6) Information Resources & Technology - Make sure that any notes, handouts, assignments, assessments are accessible to all students 7) Feedback - Provide students with regular, meaningful, feedback 8) Assessment - Assess students regularly, through a variety of assessment techniques, and change any instruction accordingly Insights Through Brain Research - It is very important that students are exposed to a wide-variety of stimuli so that their brain can build the necessary neuro-pathways to utilize that information successfully in the future - Recognition Pathways - Acquire factual information - Information can be gathered through all the senses so it is important to provide multiple learning methods so that more recognition pathways can be built - Strategic Pathways - How we learn and how to represent learning - Built when students make connections between different concepts, practice representing information in different ways, and problem-solve to fill in missing pieces - Affective Pathways - Responsible for motivation and attention - When students are challenged and engaged to discover new ideas they utilize their affective pathways to empower the learning opportunity Seven Ramps for Brain-Based Instruction 1 ) Technology - Technology can be great for providing supports to students but it can be negative when it requires the student to leave the room in order to use the technology (going to a computer lab) - Technology should be used as a support and to help students take their learning beyond the classroom, but it should not be the focus 2 ) Gradual Release - Set students up so that there is a gradual release of responsibility in the learning process - First, the teacher demonstrates a concept and students watch - Second, teachers and students work through a concept together, discuss strategies, work through problems, and practice various representations - Third, students work independently through the concept 3 ) Flexible Grouping - Students have opportunities to work independently, in small-groups, and large-groups - This allows students to demonstrate their strengths, practice skills modelled by other students, listen to different perspectives, etc 4 ) Integrated Curriculum - The brain remembers information best when it is connected to prior-knowledge or experiences - Teachers need to showcase connections between concepts and make sure that they do not teach their subjects in isolation - Cross-curricular opportunities are awesome for building connections 5 ) Choice, Risk-Taking, and Safety - If students experience too little or too few emotions, they tune out of the learning experience - Teachers can provide choice to help students feel confident and more engaged in an activity - Teachers need to help students develop their social emotional development, as well as their academic development, to ensure they have a successful experience 6 ) Authentic Assessment - Assessment for learning - Assessment as learning - Assessment for learning - Remember what you are assessing, are you assessing their understanding of plant and animal cells? If so, then it doesn't matter what format they use to show you their understanding. If you give a traditional test, you may only test their reading comprehension and not their understanding of science concepts 7 ) Differentiated Instruction - Use multiple intelligences Infographic (Multiple Intelligences). (2012). Uploaded by Byanna Freund. Available online at http://amfreund.info/2012/02/08/infographic-multiple-intelligences-2/ Bringing It All Together - A three-block model was developed to put all of these ideas together Figure 2.1 Universal Design for Learning: The Three-Block Model. (2012). Teaching to Diversity, Jennifer Katz. Page 25. _____________________________________________ I WANT TO KNOW: What percentage of your total assessments are teacher-created vs. student-created or co-created(teacher and student input)? Do you use multiple intelligences regularly for ALL concepts? If not, which one do you find hard to incorporate? Please leave your thoughts below :)
Problems are not stop signs, they are guidelines - Robert H. Schuller. Rightly quoted by Schuller, every problem comes with a solution that needs exploration through creative thinking and analysis. Problems appear in different sizes and nature and any one solution does not apply to all of them. Hence,
Problems are not stop signs, they are guidelines - Robert H. Schuller. Rightly quoted by Schuller, every problem comes with a solution that needs exploration through creative thinking and analysis. Problems appear in different sizes and nature and any one solution does not apply to all of them. Hence,
As I was traveling to Macworld 2013, where I presented a session on iBooks Author, I had some time when I was trapped on a plane without Wi-Fi (the horror!). Rather than reading the magazine in fro…
ANAGLYPH, conversion of original card stereoview in my collection. "14091. Fakir on his bed of spikes--most spectacular performance of a religious fanatic, India." copyright 1907 by H.C. White. "Oakland Public Library" stamp on back. This image views in 3D when wearing RED/CYAN 3D glasses. More images of this type can be found by searching "anaglyph".
something silly i drew for two very sweet people i met in roblox
RETELL course. Pass the ESL MTELS by reading this page. Learn about reading, writing, and vocabulary strategies for ELLs and ALL learners!
Learning theories: There are five learning theories, that having been ruminated, will be discussed in relation to my primary subject area(s) here; behaviorist, constructivist, cognitivist, and the …
