21st Century Concepts- Student-Centered Learning
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21st Century Concepts- Student-Centered Learning
Resources and rationale for implementing differentiated instruction in the classroom
Curated by Tom Perran
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CAST: Online UDL Courses - Fall 2013

CAST: Online UDL Courses - Fall 2013 | 21st Century Concepts- Student-Centered Learning | Scoop.it

CAST offers an ever-expanding array of facilitated online courses and short self-paced modules to educators.


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Kathleen McClaskey's curator insight, August 30, 2013 11:12 AM

CAST is offering four online UDL courses from September 24th thru December 17th. They are:


> UDL101: An Introduction to Universal Design for Learning

> UDL101M: An Introduction to Universal Design for Learning (Mathematics Emphasis)

> UDL101A: Deeper Engagement of All Learners: Motivation and Emotion in the UDL Classroom

> UDL102: Applying Universal Design for Learning to Instructional Practice in Content Areas

 

Don't miss this opportunity to learn more about UDL and how to put it into practice.

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A Toolbox of Reading Comprehension Apps for the UDL Classroom

A Toolbox of Reading Comprehension Apps for the UDL Classroom | 21st Century Concepts- Student-Centered Learning | Scoop.it

English with Mr. Borman - A place to reflect and share.


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Kathleen McClaskey's curator insight, April 27, 2013 2:51 PM

Mr. Borman surveyed 17 students in one of his classes and discovered that there were a few needs when it came to reading comprehension. He has put together "A Toolbox of Reading Comprehension Apps" that can support the needs of his students in his UDL classroom.  For each app, he has outlined "What it does", "How students can use it" and the "UDL Principles".

 

Check out the Toolbox:

> iBooks

> Popplet

> SyncSpace

> Odyssey (by Homer)

> Toontastic

> Explain Everything

> Ulysses

> Subtext

> Prezi

 

Thank you Mr. Borman!

Jane Strunck's curator insight, April 29, 2013 11:11 AM

Mr. Borman used Edmodo to survey his student's learning preferences and based on the results, identified apps that would support reading comprehension and promote UDL in his classroom.  Would love to know how students responded to the options.  Nice process, Mr. Borman!

Patrice Bucci's curator insight, May 6, 2013 9:46 PM

Useful suggestions for utilizing apps in the UDL classroom...

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Giving Choices to Support Math Learning

Giving Choices to Support Math Learning | 21st Century Concepts- Student-Centered Learning | Scoop.it

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Kathleen McClaskey's curator insight, December 15, 2012 4:33 PM

Mr. Faleder, a 5th Grade teacher in Montgomery County Schools gives students choices of which center they would like to use that will best support their learning of math concepts. He also used these math centers to give them options in ways they could express what they knew and understood in math. Take a few minutes to review the video on how he applied UDL principles in math.

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Kids Do Well If They Can: Links between UDL and the Collaborative Problem Solving Approach

Kids Do Well If They Can: Links between UDL and the Collaborative Problem Solving Approach | 21st Century Concepts- Student-Centered Learning | Scoop.it

"The central question of Universal Design for Learning (UDL) surrounds the idea of barriers to learning: Is the child “disabled”? Or, could we more accurately say that many of our school environments are disabling to children?

 

We understand, through UDL, that environments can disable learning and the significance of identifying and eliminating barriers to access. Further, we understand that children whose learning is obstructed by the environment, can sometimes behave in challenging ways. CPS takes this one step more, encouraging teachers to recognize that even children with no physical or cognitive barriers to learning, may struggle with emotional barriers. These may be difficult to identify at times, but identifying and collaboratively addressing these barriers is as essential to our work as it is to ensure that children can work within their preferred learning style, or have access to assistive technologies. This doesn’t mean that the demands of the environment are wrong – “no hitting” is a fair and realistic rule, for instance – simply that some children don’t have the skills to abide by these expectations and that preparing them to do so is a teaching task, not a task of punishment.

 

If we believe (and I do), that children who fail to be engaged in school work and learning are in some way disabled by their environments, then I feel we must believe the same of behaviour. Rather than labeling children with unkind and unhelpful descriptors such as “unmotivated” or “defiant”, we need to see challenging behaviours as expressions of an inability to meet the demands of the environment."

 

Katia Reid asks: "Do you see the same relationship to UDL that I am seeing? I’d love to hear your thoughts!"


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Principal dd's curator insight, February 7, 2013 3:45 PM

What a perfect lead-in / intro to a staff meeting discussion around inclusion and integration with adaptations! Katia Reid puts it in perfect 'focus' from a perspective we can all appreciate:

 

"Sitting in a large lecture theatre for a presentation that I was attending voluntarily, I reached into my purse for my glasses and realized I had forgotten them at home. The lecture was two hours long and although my hearing is fine, being within a visual fog that made it impossible to see the lecturer was frustrating. After a while, I gave up trying to listen, and I took out my cell phone instead." 


How many of us experience this scenario on similar levels ... yet we know there are students in every classroom experiencing this same scenario. They're usually the easist to identify ... they 'self-identify' through inappropriate behaviour! 

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Math PhET Simulations - Why UDL?

Math PhET Simulations - Why UDL? | 21st Century Concepts- Student-Centered Learning | Scoop.it

"PhET provides fun, interactive, research-based simulations of physical phenomena for free.

 

To help students visually comprehend concepts, PhET simulations animate what is invisible to the eye through the use of graphics and intuitive controls such as click-and-drag manipulation, sliders and radio buttons. In order to further encourage quantitative exploration, the simulations also offer measurement instruments including rulers, stop-watches, voltmeters and thermometers. As the user manipulates these interactive tools, responses are immediately animated thus effectively illustrating cause-and-effect relationships as well as multiple linked representations."

 

Why UDL?  PhET simulations offers multiple means of representation and action and multiple means of engagement.  There is also a translation tool to translate any of these simulations in a multitude of languages.

 


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UDL Resource - Because Each Learner is Unique

UDL Resource - Because Each Learner is Unique | 21st Century Concepts- Student-Centered Learning | Scoop.it

"This site hosts information about Universal Design for Learning, and it suggests free and low-cost digital tools that facilitate a UDL approach to learning, as well as tools to support learners with access challenges."

 

Following the principles of UDL, you will discover tools that can provide multiple representation and access to curriculum.  Included are those tools that will engage learners and provide multiple means for them to express what they know.  A special section on handhelds rounds out this one stop resource on UDL.

 

Thank you Paul for creating this resource for educators everywhere!


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Ariana Amorim's curator insight, February 7, 2013 6:24 AM

From the site: "Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all." 

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What Can Angry Birds Teach Us About Universal Design for Instruction?

What Can Angry Birds Teach Us About Universal Design for Instruction? | 21st Century Concepts- Student-Centered Learning | Scoop.it

Prof. Hacker shares a unique perspective on how Angry Birds can teach us about Universal Design for Instruction and Universal Design for Learning.

 

"I think that Angry Birds is so fun to play because it helps develop our meta-cognitive skills. Throughout playing Angry Birds, one must pay attention to the strategies being employed, adjust one’s play as needed to achieve certain goals and objectives, and transfer what you have learned about a bird’s capabilities several levels ago to the current level.

 

In short, Angry Birds is a powerful metaphor for learning. As I was recently playing the game, I could not help but think: what if my classroom was more like this? Would students have a better learning experience?"

 

Consider the following:

> Angry Birds involves practice without penalty.

> Angry Birds offers the opportunity for constant feedback.

> Angry Birds inherently teachers that different tools have different purposes.

> Angry Birds rewards perseverance.

> Angry Birds gives no time limit.

 

"No wonder we are all addicted to this game! Now if only we could ensure that our classrooms are always safe spaces to practice new strategies, offer students a range of possibilities for how to succeed in their learning, give our students constant feedback, and support knowledge transfer within and among our courses."


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Teaching to Diversity: The Three-Block Model of Universal Design for Learning

Teaching to Diversity: The Three-Block Model of Universal Design for Learning | 21st Century Concepts- Student-Centered Learning | Scoop.it

"In her book Teaching to Diversity, Dr. Jennifer Katz synthesizes the research, and 16 years experience of teaching in inclusive classrooms and schools, to provide answers to several questions:

 

> How do I make inclusion work for ALL students?

> What are the foundational best practices of a truly inclusive learning community?

> How does one create such a community?

 

The author pulls together, in an organized way, the key pieces of what she learned and implemented from exploring and using universal design for learning (UDL) in her classrooms. Katz describes a three-block model of universal design and suggests a step-by-step approach to implementing it in the classroom."


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Maryland Learning Links Video - Universal Design for Learning (UDL)

This is an excellent video produced by Maryland Learning Links that provides an overview of Universal Design for Learning (UDL) and explores the ways teachers can use this approach to reach all of their students. 

 

Recommend using this video to create an understanding that UDL is about the variability in learning and that by using UDL in practice, we can teach all learners.

 


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Universal Design for Learning–Applications in Biology

Universal Design for Learning–Applications in Biology | 21st Century Concepts- Student-Centered Learning | Scoop.it

The Springfield Technical Community College "At Ease Project"presents Universal Design for Learning - Applications in Biology>

 

"This video will assist viewers to gain an understanding of the principles of universal design for learning, assist in the creation of a powerful biology teaching and learning environment, envision how to incorporate universal design in their own settings to service the needs of all learners, and realize the essentialness of integrating accessible, usable, and flexible technologies into a biology curriculum."


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Personalize Learning: The Toolkit

Personalize Learning: The Toolkit | 21st Century Concepts- Student-Centered Learning | Scoop.it

How do you personalize learning? First you need to know what personalized learning is. Here is a new site that provides resources, research, models, examples, and stories. This page provides a toolkit that can help your organization begin personalizing learning to meet the needs of all learners. 

 

Check out the chart that compares Personalization, Differentiation, and Indivdiualization. You can download the chart and a report that explains the details of the chart.  The Three Stages of Personalized Learning Environments can help you determine where you are in personalizing learning. 

 

Universal Design for Learning (UDL) provides the framework in personalizing learning for all learners. UDL also guides the design of the Personal Learner Profile[TM]. It provides the UDL lens to select the appropriate tools for the Personal Learning Backpack[TM]. UDL guides how Personalized Learning meets the Common Core. 


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Aysin Alp's curator insight, January 11, 2014 7:01 AM

Personalized Learning Toolkit

Paul's curator insight, August 10, 2015 11:26 AM

Have to study this for the upcoming year!

Encarna Llamas's curator insight, April 21, 11:35 AM
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Glogster EDU & Universal Design for Learning - May 8th

Glogster EDU & Universal Design for Learning - May 8th | 21st Century Concepts- Student-Centered Learning | Scoop.it

On May 8th, Glogster EDU Ambassador Lisa Parisi will demonstrate how to use Glogster EDU to address Universal Design for Learning principles. 

 

Description:

"All teachers now need to learn to work with children with learning difficulties, emotional difficulties, social struggles, and/or physical struggles. One lesson for all children just won’t work. Find out how UDL and Web 2.0 tools like Glogster EDU can help us reach all children and make learning more fun for everyone."


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UDL Principle 2 and Web 2.0 - Wikis, Podcasts and Blogs

UDL Principle 2 and Web 2.0 - Wikis, Podcasts and Blogs | 21st Century Concepts- Student-Centered Learning | Scoop.it

How can Web 2.0 tools help support UDL Principle 2: the "how" of learning? Here are just a few example on how wikis, podcasts and blogs can provide "muliple means of expression".

 

How can wikis help?

> "Educators can post hyperlinks to demonstrations of multiple models of skilled performance

> Educators and students alike can offer ongoing relevant feedback to student contributions; students can contribute/alter content anonymously and still receive relevant feedback"

 

How can podcasts help?

> "Students can use podcasting and vodcasting to share what they know; these can be used as informal assessments (to guide educators in determining what to teach in the future) as well as for formal assessment"

 

How can blogs help?

> "Students can use text, graphics, video, voice/sound files, and other easy-to-create electronic tools to interact with the material and “show what they know”"

 

- From the course, SPED 210 (6210)|TRED 210 (6110): Universal Design for Learning - Implications for Career Assessment and Transition at The George Washington University

 


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UDL Studio: Deepening response to literature

UDL Studio: Deepening response to literature | 21st Century Concepts- Student-Centered Learning | Scoop.it
UDL Studio, a free digital tool (funded largely by the Carnegie foundation) has recently been released by CAST. UDL studio is underpinned by the principles of Universal Design for Learning . UDL St...

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Kathleen McClaskey's curator insight, May 19, 2013 6:42 PM

Here are some insights from the author of this article:

 

"UDL Studio offers templates to scaffold you or your students as you create content using multimodal elements, such as text, image¸ video, audio, and animation. You can explore the project library to view previous projects created by UDL studio users.

 

We really like the tips and resources page which asks you to reflect carefully on how the use of the digital tool enhances children’s understanding of text; enriches the reading experience; and represents information in an engaging manner. The plethora of free digital tools include:

 

>> Recording and editing software

>> Video search engines and editing software

>> Sources for images

>> Animation tools"

 

 

Rob Hatfield, M.Ed.'s curator insight, May 20, 2013 5:56 PM

Thank you for sharing, these are excellent resources.

Joe Marlin 's curator insight, June 17, 2013 4:28 PM

A review of the program UDL Studio -" which enables anyone to create media-rich resources, to actively engage and motivate students, and to respond flexibly to the needs of each learner; thereby ensuring quality and equality in access to learning for all."

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Universal Design: Make Your Course Accessible to EVERY Learner (video)

Universal Design: Make Your Course Accessible to EVERY Learner (video) | 21st Century Concepts- Student-Centered Learning | Scoop.it

January 17, 2013: Center for Teaching Excellence 3rd Annual Conference. Dr. Wendy Harbour discusses ways to design courses to make them accessible to EVERY learner."


Via Kathleen McClaskey
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Help all of your students with UDL

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Kathleen McClaskey's curator insight, March 2, 2013 2:23 PM

Dr Harbour presents ways that faculty can create courses from the start that are accessible to a variety of learners. Dr. Harbour is Director of the Taishoff Center for Inclusive Education at Syracuse University.

Valerie Chernek's curator insight, March 8, 2013 9:02 AM

Expert Kathleen McClaskey always shares such wonderful information!  Here's another insightful presentation.  Thanks Kathleen!

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Free Resources from the Net for EVERY Learner | Supporting Universal Access and Universal Design for Learning

Free Resources from the Net for EVERY Learner | Supporting Universal Access and Universal Design for Learning | 21st Century Concepts- Student-Centered Learning | Scoop.it

UDL Resources


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Dennis T OConnor's curator insight, December 4, 2012 1:09 AM

Section 508 required web elements are just one part of Universal Design for learning. 

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Educreations Interactive Whiteboard for iPad - Empowering Instruction, Engaging Learners

The Educreations iPad app launched in December as a free download in the App Store. This app transforms your iPad into an interactive whiteboard that records a teacher’s voice and handwriting as they explain a concept or work through an example problem. Teachers can add photos to their lessons from the iPad’s Photo Library or camera and they can animate the photos by tapping and dragging. Finished lessons can be hosted on educreations.com, where they can be shared privately with a class of students or publicly with everyone.

 

It’s the only app out of there that allows you to move and resize photos while you’re recording to create animations. Although other apps have the whiteboard feature, Educreations lets you create multiple pages, so you don’t have to erase the screen to give yourself more room.

 

Why UDL?

> Multiple Means of Representation: Use of photos, illustrations, audio or animations to present information in different ways.

 

> Multiple Means of Engagement: Teachers can present information with different mediums (visual, audio, animations) in addition to making the file accessible online.

 

> Multiple Means of Expression: Students have the ability to express what they know through the range of tools with multiple slides included.


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Bringing UDL to Scale: Critical Elements & Instructional Planning Process

Bringing UDL to Scale: Critical Elements & Instructional Planning Process | 21st Century Concepts- Student-Centered Learning | Scoop.it

In recent years, the instructional framework of Universal Design for Learning (UDL) has received growing attention, yet many do not understand what UDL is. Understanding what UDL is, using the Critical Elements with fidelity and implementing the UDL Instructional Planning Process are the critical steps in scaling UDL.

 

"Bringing UDL to Scale: Establishing Critical Elements

 

In 2010, the UDL-Implementation and Research Network (UDL-IRN) (http://udl-irn.org/) was formed in collaboration with CAST and the National Center on UDL as a grassroots global network of educators, researchers, and developers focused on scaled implementation and research around UDL. Recognizing that UDL implementation will and should look different across different systems, it must also be acknowledged that a flexible fidelity of implementation is needed to support scaled practice. Based on this notion, members from the UDL-IRN undertook the task of developing a 1-page document that defined the Critical Elements of UDL-based instruction. Moreover, the goal was to develop a document that was user-friendly and meaningful to educators. After roughly a year of work with various groups, the UDL-IRN adopted and slightly modified version of a document developed in Michigan." (Elements outlined in this blog).

 

"Moving from Critical Elements to Instruction Planning

 

The next step for the UDL-IRN was to move forward on developing guidance for the instructional planning process. Using the Critical Elements as a springboard, the UDL-IRN developed an instructional planning process that aligns with the notion of backwards planning. This process has teachers establish clear goals, develop a plan for anticipated learner variability, develop a plan for how to measure outcomes, then plan instruction, and finally promotes a guided question for teacher reflection and understanding. The UDL Instructional Planning Process understands the iterative design notion of UDL implementation."


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A Glog that Tells the UDL Story by Melissa Dills

A Glog that Tells the UDL Story by Melissa Dills | 21st Century Concepts- Student-Centered Learning | Scoop.it

"No two students are the same, no two students process information the same, and therefore students deserve to have information presented in multiple ways, students should be encouraged to showcase their knowledge in multiple ways, and students should be motivated in multiple ways."

 

Melissa tells the story of UDL and includes video of UDL and the three principles along with the tools that can help support a diversity of learners in the classroom:   the CAST Lesson Builder, UDL Curriculum Self-check and Book Builder.

 


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Representations, Engagement, and Expression: Potentials of Cognitive Apprenticeship for Creating Universal Design for Learning

Representations, Engagement, and Expression: Potentials of Cognitive Apprenticeship for Creating Universal Design for Learning | 21st Century Concepts- Student-Centered Learning | Scoop.it

"Brown, Collins, and Guguid (1989) proposed a cognitive apprenticeship theory of learning which placed activity at the center of any knowledge acquisition process. Learning, according to this theory, is a process in which an individual is enculturated into “authentic practices through activity and social interaction” (Brown, et al., p.37)."

 

"The cognitive apprenticeship theory, when translated into classroom instructional practices, can support universal design for learning. As we know, UDL is based on three overarching principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement. In what ways is this theory aligned with the three principles and how can it support UDL in a diverse classroom?" The table lists some alignment between UDL principles and guidelines with cognitive apprenticeship applications.

 


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UDL Instructional Process

UDL Instructional Process | 21st Century Concepts- Student-Centered Learning | Scoop.it

"As a framework, UDL requires educators to think proactively about the variability of all learners. In consideration of the UDL Critical Elements, educators implementing UDL should use a backwards design instructional process that incorporates the following five steps."

 

>  Step 1:  Establish Clear Outcomes

>  Step 2:  Anticipate Learner Variability

>  Step 3:  Measurable Outcomes and Assessment Plan

>  Step 4:  Instructional Experience

>  Step 5:  Reflection and New Understanding

 

The Universal Design for Learning Implementation and Research Network (UDL-IRN) is a grassroots organization that supports the scaled implementation and research related to Universal Design for Learning. You can download the PDF of this UDL Instructional Process on this site.


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The ACCESS Project - UDL Teaching Resources and Technical Modules

The ACCESS Project - UDL Teaching Resources and Technical Modules | 21st Century Concepts- Student-Centered Learning | Scoop.it

The ACCESS Project website at Colorado State University has provided excellent UDL Teaching Resources that includes UDL Quick Tips.  In addition there is a set of UDL Techinical Modules on how to Universally Design...

> Microsoft Word

> Microsoft PowerPoint

> Adobe PDF

> HTML

> Multimedia

> E-Text


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Personalize Learning: The Toolkit

Personalize Learning: The Toolkit | 21st Century Concepts- Student-Centered Learning | Scoop.it

How do you personalize learning? First you need to know what personalized learning is. Here is a new site that provides resources, research, models, examples, and stories. This page provides a toolkit that can help your organization begin personalizing learning to meet the needs of all learners. 

 

Check out the chart that compares Personalization, Differentiation, and Indivdiualization. You can download the chart and a report that explains the details of the chart.  The Three Stages of Personalized Learning Environments can help you determine where you are in personalizing learning. 

 

Universal Design for Learning (UDL) provides the framework in personalizing learning for all learners. UDL also guides the design of the Personal Learner Profile[TM]. It provides the UDL lens to select the appropriate tools for the Personal Learning Backpack[TM]. UDL guides how Personalized Learning meets the Common Core. 


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Aysin Alp's curator insight, January 11, 2014 7:01 AM

Personalized Learning Toolkit

Paul's curator insight, August 10, 2015 11:26 AM

Have to study this for the upcoming year!

Encarna Llamas's curator insight, April 21, 11:35 AM
useful
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CAST 2012 Summer Online UDL Course

CAST 2012 Summer Online UDL Course | 21st Century Concepts- Student-Centered Learning | Scoop.it

CAST has announced an online course titled,  Universal Design for Learning: A Framework for Addressing Learner Variability.  (Registrations must be postmarked by June 8, 2012)

 

Course Description:


"This Universal Design for Learning (UDL) course is designed to equip you with the ability to design, create, and provide lesson plans that ensure the engagement and participation of varied learners within a high standards-based curriculum. Predicated on CAST’s three principles of UDL—that multiple representations of information, multiple means of expression and action, and multiple means of engagement greatly enhance learner achievement—the module will acquaint you with:

 

> the principles, applications, and research background of UDL

> the convergence of assistive technologies (AT) and UDL

> the ways that digital media can increase the accessibility of core instructional materials and textbooks

> the way that the UDL framework can help you address learner variability

> the way that the UDL framework supports the development of expert learners

> how to use the UDL Lesson Design process to evaluate and redesign lessons"


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UDL Principle 1 and Web 2.0 - Wikis, Podcasts and Blogs

UDL Principle 1 and Web 2.0 - Wikis, Podcasts and Blogs | 21st Century Concepts- Student-Centered Learning | Scoop.it

How can Web 2.0 tools help support UDL Principle 1: the "what" of learning?  Here are just a few example on how wikis, podcasts and blogs can provide "muliple means of representation".

 

How can wikis help?

> Educators can post text, graphics, video, voice/sound files, and interactive applications to show concepts, skills, and facts in different ways

> Students can use posted and in-class examples as a springboard to creating and posting their own examples to clarify information for themselves and their peers

 

 How can podcasts help?

> Video (vodcast) and voice (podcast) recordings can provide anecdotes and stories related to essential skills and knowledge that would be unwieldy to type

 

How can blogs help?

> Educators can offer information in most of the same diverse ways as indicated above in the section on wikis (text, graphics, video, voice/sound files, and links to interactive applications)

> Easy, responsive method of addressing prior knowledge issues that arise during each day and might be addressed online at night

 

 - From the course, SPED 210 (6210)|TRED 210 (6110): Universal Design for Learning - Implications for Career Assessment and Transition at The George Washington University


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