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Universal Design for Learning (UDL) is used to design curriculum, lessons and instruction based on the diversity of the learners in their classroom. How can UDL guide personalize learning to meet the Common Core? When a teacher understands his/her learners through the UDL lens, he/she creates a flexible learning environment and provides opportunities for learner voice and choice. When lessons are designed using the UDL model, the lesson includes goals, methods, materials, tools, and assessments to reach and support the maximum amount of learners in the classroom. Learners can use this model to help them understand how they learn best and what learning path they can take to become an independent expert learner, leveraging their natural abilities in the process. This process helps the learner create their personal learning profile that is understood by both teacher and learner. The importance of this strategy is that both the teacher and the learner understand who the learner is and how they learn best. The learner and the teacher uses the UDL lens to personalize learning. So what does that look like? An example of an 8th Grade unit on the Civil War serves as an example along with two students who can meet a number of CCSS when they choose and use the tools to support their learning. Explore our new website, Personalize Learning (www.personalizelearning.com), to learn more about the research, models and educators who are personalizing learning.
English with Mr. Borman - A place to reflect and share.
"UDL asks the instructor to identify the key goal(s) and objectives of a course or an assignment and then provide multiple and flexible methods of presentation, expression, and engagement. This flexibility does not mean diminishing the intellectual rigor of the course or assignment. Instead, it means recognizing that a learning goal can be accomplished through a host of means."
UDL Implementation: A Tale of Four Districts is the story of four school districts taking the journey into the Universal Design for Learning (UDL) implementation process.
A UVM blog from the Center of Teaching and Learning. "This post focuses on one of the three core principles in UDL: multiple means of representation. This means moving beyond textual representation by presenting information and conceptual knowledge to students in a variety of formats, e.g., images, video, and audio. Not only does research indicate that this practice can enhance student understanding and retention of course content, it can also be used to engage students and prime discussion. Students responding to an image, song or movie clip can spark reflection and debate."
Select and Speak review by Paul Hamilton
The IMPLEMENT sessions offer UDL implementation examples, supports for using the UDL Guidelines for curriculum design & instruction, and UDL tools, resources, and processes for effective classroom implementation of UDL.
This week’s session in the UDL course focused on UDL in transition planning. This really hit home for me as I have been supporting my teenage daughter with significant disabilities through postsec...
Moving Up….UDL in Higher Education I’ve talked about how UDL can be used in the public school setting; the value of UDL, the how of UDL, the things to consider when making systemic changes to implement UDL, and a variety of methods of using UDL. But, as I’ve learned this week (and suspected all along), UDL can be used at the Higher Education level as well!
Don't miss this ISTE SETSIG Webinar presented by Alex Dunn: "iPads as Part of a Universal Design for Learning Toolki" December 4, 7-8 pm (ET) Class profiling and goal selection act as the starting point for exploring how apps, accessibility features and the integration of the iPad with external devices (switches, interactive whiteboards) can provide multiple means of representation, expression and engagement for ALL in collaborative, inclusive learning environments. Speaker: Alex Dunn is a Speech-Language Pathologist at the Upper Canada District School Board and president of Inclusioneers, Alex Dunn has presented across the USA, Canada, Germany, England, Spain, exploring technology (SMART Technology, iDevices, Assistive Technology) and theory as part of Universal Design for Learning Toolkit to ensure ALL students, achieve the goal of meaningful educational, social participation. Register on this site and take a look at the great archived webinars!
"The learning environment is what will help create community. Before anything, students need to feel safe. Not just physically safe, but safe to learn how they learn, safe to think “outside the box”, safe to ask questions, safe to make mistakes, safe to be who they are. I recently read a post by Jackie Gerstein, a friend and mentor who talks passionately about the importance of community in the classroom (It’s About Connections Not Content). Below, I talk about the learning spaces to honour all learners. It is my intention to help these students find their passions, their gifts, and their understanding of themselves." Read about the Top 10 Learning Spaces that are universally designed in a gifted classroom. > The Circle > Comfort and Escape > Exercise > Game > Apple TV, Reflection, Interaction > Group Think Tank and iPad Center > Weekly Schedule, Handouts and TEA > Choices and Voices > Online > Community
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UDL and the Common Core
by Elizabeth Stein
High stakes testing season is upon us. One purpose of testing, we’re told, is to assess what students kn…
ISTE Event - SETSIG Webinar with Jamie Basham and Jeff Diedrich
"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
CAST is offering a three-credit graduate course on "Universal Design for Learning: A Framework for Addressing Learner Variability in Content Areas" From June 17th to August 26th, this course brings together up to 20 educators in an online community of practice. The course consists of 12 sessions - 9 online sessions and 3 synchronous Web conference sessions.
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."
Welcome to the CAST UDL Exchange!
"Nowadays teachers and students have a variety of ways to show what they know and to express themselves. These web and iPad apps can turn students into teachers and teachers into super-teachers! Furthermore, most of the apps listed in the infographic are free of charge."
Via John Evans, Kathleen McClaskey
"The principles of Universal Design for Learning provide educators with a framework to plan lessons to make instruction accessible to every student. In this course, we will work through six weeks of online activities. All of the activities are designed to further the team goal of experiencing free technology to help teachers plan lessons in a way that makes the content accessible to the widest possible audience. Throughout the course, participants will learn practical methodologies for representing content using multiple modalities, providing the means for students to demonstrate what they know using a variety of tools, and engaging learners using high-interest, authentic practices."
At the following list you will find 19 Free Text to Speech tools that your students' will appreciate. Some of them you have to install and some you will install on your browser. The most awesome about these tools is that are FREE!
This fact sheet is intended to help parents, educators and administrators learn more about how UDL can support gifted and talented students in their schools and districts.
>> How does UDL apply to learners who have gifts and talents?
>> How does UDL allow learners with gifts and talents to succeed within the general education classroom?
>> Can't other learners benefit from similar types of instruction?
>> What is being done to promote the implementation of UDL?
>> Where can I find more information?
This powerful post from D. Mourlam describes the apps that can not only enhance lessons so they are universally-designed but can also be used by learners to express what they know. He provides a description of each app and what the UDL Connections are with each app. > Videolicious and Flexible Methods of Expression and Apprenticeship > iMovie and Flexible Methods of Presentation > Skitch and Flexible Methods of Expression and Apprenticeship > Evernote and Flexible Methods of Expression and Apprenticeship > Twitter and Flexible Options for Engagement > Facebook and Flexible Options for Engagement > Prezi Viewer and Flexible Methods for Presentation > VoiceThread and Flexible Methods of Expression and Apprenticeship > Skype and Flexible Options for Engagement > Screen Chomp and Flexible Methods of Expression and Apprenticeship
An ISTE SETSIG Webinar originally recorded on September 11th by Joy Zabala "What are these initiatives? How do they compare and contrast? Join us to explore these questions and learn more about how they complement instructional technology and other strategies in ways that lead to flexible, engaging learning environments that support improved outcomes for all students."
Michelle Meyer presents some excellent UDL strategies that can support the ELL Student. She describes a learner who has limited English proficiency and offers options to support that learner using the 3 UDL Principles with reference to specific UDL Guidelines and Checkpoints. According to The Knowledge Loom, English language learners refer to students who have a first (home, primary or native) language other than English and are in the process of learning English. The article states there are at least three factors that can affect the amount of time it takes for a student to attain cognitive and academic sufficiency in English: > Age > Immersion in English > Similarity to English
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