Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
The online eReader for language learners. Import other websites or novel length texts and read them in a distraction free environment with one-click translation. After reading, review the new vocabularly with spaced repetition flashcards.
Aligned to national standards, these exciting inquiry-based lessons address key areas of life science, physical science, earth science, and technology/innovation using common materials you can find in your classroom. Help students make real world connections to science and ignite the spark that may eventually lead students to a scientific career!
Textivate is an online facility for creating and sharing interactive browser-based activities. Text re-ordering, gap-fills, text re-construction, anagrams, matching, memory, hangman, flashcards, millionaire and lots more - all automatically generated based on any text and/or list of matching items that you put into the textivate text box. Much of the site is free to use, and subscribers can upload resources to share with their students or embed activities on a blog or website. It is browser-based, so it works on desktops, laptops, ipads etc. The activities are ideal for whole-class work with any interactive whiteboard. You can see video tutorials here: http://textivate.posthaven.com/video-tutorials To help you get started, browse the hundreds of public resources on the site, or click on "textivate now" to see the range of activities available.
"As the CCSS has been crafted with principles of Universal Design for Learning (UDL) to support inclusive access for all students with identified learning needs and/or disabilities, English Learners, linguistic minority students, as well as students from fragile families, many educators respond with concern that without technological resources, they feel challenged to design instruction to meet the diverse needs of their students. While technology can provide expanded access, there are many “no-tech and low-tech” options that many teachers utilize that are also UDL-considerate." - Jennifer Finney-Ellison
The Trading Card tool gives students an alternative way to demonstrate their literacy knowledge and skill when writing about popular culture texts or real world examples. This interactive allows students to create their own trading card about a real or fictional person, place, object, event, or abstract concept.
An accessible interface for users of assistive technologies to play YouTube videos independently
Smaragda Papadopoulou's insight:
Access YouTube is a great web tool that provides YouTube services for users of assistive technologies and allows them to play YouTube videos independently. Access YouTube has a simple interface that is distraction free. It does not serve adds nor does it feature the comment section under videos delimiting thus all the distraction that usually accompanies YouTube videos.
Besides the simple and user-friendly interface of Access YouTube, it also features videos in a bigger format and on top of every video is the monitor bar where users can pause, play again, or click to watch next clips. Additionally, Access YouTube is cloud-based and does not require any software installation or any sign up and is completely free of charge.
We live in a society characterised with an overwhelming presence of modern technological devices, allowing distance between people to fade and leading to the existence of a second, online world. As children these days grow up in this digitised environment, they become accustomed to and aware of their presence from a very young age. Most kindergarten and preschool curricula do not include lessons on modern technology; therefore this book aims at introducing concepts of modern technology in their daily vocabulary and activities. Whilst this activity book offers children from 4 to 8 years of age 30 pages of fun and games, it also leads them to sharpen their basic language and mathematical, social and cultural skills. It gives them a glimpse of the impact modern technology can have on their everyday life. Above all it offers an opportunity for parents and teachers to sit together with their children and discuss these important issues.
Kit Hard is an education technology consultant, Universal Design for Learning evangelist, and educational blogger. He specializes in classroom technology integration and facilitating professional development.
In this article, Don Glass, Anne Meyer, and David H. Rose examine the intersection of arts education and Universal Design for Learning (UDL) to inform the design of better art, curricula, and UDL checkpoints.
Easy Portfolio is a nice iPad app for creating portfolios of your work and or your students’ work. In Easy Portfolio you can create multiple portfolios containing pictures, videos, links, notes, documents, and audio recordings.
Seating charts are an essential part of any good teacher’s tool kit. They help organise students into appropriate learning groups and minimise behaviour issues – the class teacher asserts their authority before the lesson even begins. We take seating charts a step further. You can optionally include and display key data (eg SEN, reading age) about each pupil which is used to intelligently position pupils in the classroom to maximise learning.
The seating plans you create in Class Charts are also a behaviour management tool which you can use collaboratively with colleagues to track and analyse student behaviour over time.
DA VINCI LEARNING offers the viewers an opportunity to investigate the fascinating universe of knowledge and science by means of premium quality TV productions. Non-violent programs with educational messages make DA VINCI LEARNING both a safe and fun place for kids.
"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!"