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Personalize Learning (#plearnchat)
What pathways are being designed in today's schools to personalize the learning experience?
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Scooped by Kathleen McClaskey
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UDL Guides Personalized Learning

UDL Guides Personalized Learning | Personalize Learning (#plearnchat) | Scoop.it
Universal Design for Learning (UDL) guides the process to personalize learning using the UDL principles.
Kathleen McClaskey's insight:

The UDL 2.0 Guidelines can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. They can also help educators identify the barriers found in existing curricula. You can use the UDL Guidelines to help you determine your learners strengths, interests, and challenges and how they:

 

> prefer or need to access and process information.

> prefer to express what they know.

> like to engage with the content.

 

When learners know how they prefer or need to access information, engage with the content, and express what they know and understand, then they take responsibility for their learning. 

 

Access, Engage, Express is a trademark of Personalize Learning, LLC

 

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Barbara Bray's curator insight, June 28, 2013 8:47 PM

UDL Principles guide learners to understand how they learn best. They determine how they prefer or need to access information, engage with content, and express what they know. 

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Snare Your Students « Competency Works

Snare Your Students « Competency Works | Personalize Learning (#plearnchat) | Scoop.it
Students who are caught up in what they are doing don’t need to be managed, and students who succeed become self-propelling. If you can find a way to make your students' work personal and meaningful.
Kathleen McClaskey's insight:

Barbara Weed shares a cartoon that illustrates how she snares her students.  One in particular says it all: "Let students choose the idea that is closest to their heart."  She goes on to explain the strategies she employed to give students ownership to their learning.

 

"I decided to see if I could get my students more engaged by letting them make all of the decisions about their projects. I still identified the concept that they needed to demonstrate, but I let the students design the work that they wanted to do in order to show that they understood the skills and concepts.

 

I try to provide multiple reflective opportunities to make sure that students are really invested in their choice. When my students care about their work, I can focus my attention on what they’re learning. The actual work, being on-task, and concerns about quality become non-issues. Their desire to engage makes learning seamless."

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