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Two Reflective Teachers: Book Creator and Resistant Writers

Two Reflective Teachers: Book Creator and Resistant Writers | UDL | Scoop.it

A special education teacher reflects on Book Creator and how it motivates students who are resistant writers.  Here is her story:

 

"As a Special Education teacher of upper elementary grades, I have several students who are resistant writers. This app has amazing potential to motivate them to write more since the finished product is beautiful, accessible, intuitive, and reflective of their efforts.

 

I have been using this app with one of my students with intellectual disabilities and what an incredible tool! We took pictures of this student making various emotional faces and then helped her draft a repetition book. She loved being able to record herself reading the pages and willingly practiced and practiced her Frye words and her fluency, without even realizing that she was doing it. She is also happily practicing pronunciation and sentence structure, skills that she would sometimes prefer to ignore!"

 

Why UDL?  Multiple Means of Expression

 

Thank you Melanie for telling your story.

 


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Ways Universal Design for Learning Can Benefit All Types of Learners - Five UDL Tips for Teachers

Ways Universal Design for Learning Can Benefit All Types of Learners - Five UDL Tips for Teachers | UDL | Scoop.it

The authors of this excellent article on how UDL can benefit all types of learners present a universal design lesson for educators: 

 

"If we think about and plan the best way to deliver the information for all students, not only will our instruction improve but it will also be accessible to everyone in the classroom.

 

For UDL to be both effective and properly implemented, the practitioner needs to know the difference between accommodating and modifying learning."  They illustrate this distinction through a fishing tale. 

 

They go on to describe 5 effective UDL Tips for Teachers that when used effectively as accomodations will cultivate a group of learners capable of experienceing success beyond the classroom.

 

1. Provide digital notes

2. Use screen readers/audio books

3. Allow extra time

4. Use noise-reducing technology

5. Differentiate assessments

 

Thank you Jason Rogers and Keith van der Meer for your insight and inspiring lesson!

 


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UDL and The Flipped Classroom: The Full Picture

UDL and The Flipped Classroom: The Full Picture | UDL | Scoop.it

Jackie Gerstein proposes an experiential flipped classroom learning model where she believes there a  great opportunity to change the predominant didactic model of education that is especially prevalent in upper elementary through graduate school education.

 

"UDL is a strategy, a process that provides opportunities for all students, not just those with special needs (but I believe all learners have special needs), to be successful learners. This is the same goal for the flipped classroom model designed as an experiential learning cycle.

 

This model has experiential learning at the core of the learning process with the content videos supporting the learning rather than being the core or primary instructional piece. Experiential learning is the process of making meaning from direct experience.. Simply put, experiential learning is learning from experience. Experiential learning can be a highly effective educational method[ It engages the learner at a more personal level by addressing the needs and wants of the individual. For experiential learning to be truly effective, it should employ the whole learning wheel, from goal setting, to experimenting and observing, to reviewing, and finally action planning. This complete process allows one to learn new skills, new attitudes or even entirely new ways of thinking. (http://en.wikipedia.org/wiki/Experiential_learning)"

 

Thank you Jackie for your insight in creating this model where all learners can experience success!


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Steven E Teator's curator insight, July 19, 2015 9:48 AM

This article provides some "brain science" and discusses how the flipped classroom can be applied to the Universal Design for Learning (UDL).

asli telli's curator insight, August 1, 2015 1:33 AM

Great article connecting UDL/brain science and experiential learning. It even integrates the "Three What " reflection method.

wernerio's curator insight, August 2, 2015 11:27 AM

Great article connecting UDL/brain science and experiential learning. It even integrates the "Three What " reflection method.

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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 | UDL | 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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Mulitple Means of Expression - Meaning Making: Promoting Deep Understanding of Content

Mulitple Means of Expression - Meaning Making: Promoting Deep Understanding of Content | UDL | Scoop.it

Jackie Gerstein shares Wes Fryer's "Making Media for the Curriculum" that illustrates the media that can support multiple means of expression and ways for all leanrers to demonstrate understanding of the content.

 

The following guidelines related to Provide Multiple Means of Action and Expression are addressed when learners make personalized meaning of the content:

 

> Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)

> Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video

> Use web applications (e.g., wikis, animation, presentation)Use story webs, outlining tools, or concept mapping tools

 

 


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UDL Accommodations: ELL Student

UDL Accommodations: ELL Student | UDL | Scoop.it

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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Show What You Know Using Web & Mobile Apps [Infographic]

Show What You Know Using Web & Mobile Apps [Infographic] | UDL | Scoop.it

"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."


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mariabrean's curator insight, March 2, 2013 2:07 AM

add your insight...

Brenda Norman's curator insight, March 23, 2013 7:42 AM

This is delicious to look at.

Marlo Payne Thurman's curator insight, November 22, 2013 7:37 PM

This info graphic shows multiple ways that our 2e kids can process, retell, and "show" what they know without ever having to put pencil to paper. At last, light at the end of the tunnel for our very visual kids with dygraphia!

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A Toolbox of Reading Comprehension Apps for the UDL Classroom

A Toolbox of Reading Comprehension Apps for the UDL Classroom | UDL | 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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Achieving UDL: Arts, Technology & Geometry

Achieving UDL:  Arts, Technology & Geometry | UDL | Scoop.it
From Kindergarten through Grade 6, a Common Core focus is for students to master 2-Dimensional shapes.  During grades 1-3, this is supported by students honing in on reasoning with shapes and their...

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Kathleen McClaskey's curator insight, August 25, 2013 1:05 PM

The author offers suggestions on how you can use technology and the arts to help learners understand and master 2-Dimensional shapes, a Common Core focus in geometry for K to Grade 6.

 

"These arts and technology based activities could be used for your multiple means of engagement, representation, or expression, depending on where/how they are used throughout a unit. Many can be used as whole-class activities, continued small-group practice, or even for assessment purposes following a sequence of lessons. These fit Universal Design for Learning nicely when considering geometry goals because there are multiple ways for learners to absorb and process information as well as convey their understanding. HOW students explore the concepts to be mastered is the key- not just giving them the WHAT."

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UDL Guides Personalizing Learning to Meet the Common Core

UDL Guides Personalizing Learning to Meet the Common Core | UDL | Scoop.it

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.

 


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RATOMAHENINA HARRY's curator insight, March 24, 2014 4:45 AM

Éducation / Exemplarité /Peace / Change thé World / Solidarité

María Dolores Díaz Noguera's curator insight, March 24, 2014 8:11 AM

UDL Guides Personalizing Learning to Meet the Common Core

Nicky Mohan's curator insight, March 24, 2014 3:14 PM

Personalized learning is what 21st Century Learning is all about

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Over 800 Resources to Support Math Learning

Over 800 Resources to Support Math Learning | UDL | Scoop.it
PBS Learning Media Home Page

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Kathleen McClaskey's curator insight, September 15, 2013 11:15 AM

PBS Learning Media has a collection of over 800 resources to support math learning and instruction. This collection includes videos, interactives and self-paced lessons that can support a K-12 math curriculum. Your learners will love it!

 

 

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Universal Design for Learning Fosters Expert Learners

Universal Design for Learning Fosters Expert Learners | UDL | Scoop.it

Susan Goding, a School Board Director in Washington State writes why UDL is the lens they need to be looking through when thinking about improving student achievement.

 

"UDL is a framework, based in the cognitive neurosciences, for designing learning experiences that work across a wide spectrum of learners. Its main purpose is to make sure everybody is a successful learner and reaches what we call an expert learner. That is, they know a lot, they know how to do a lot, and the love learning and they want to do it more. 

 

The key to Universal Design for Learning is that we are designing learning experiences which, from the beginning, are designed to be universal and to make sure everybody learns. And that design is primarily based on the power to be very flexible in allowing choices, in allowing different paths, in allowing for things to be presented in different ways. So that we reach those other two things, universal and everybody learns...”


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Preparing for a Different Kind of Middle Grades Classroom with UDL

Preparing for a Different Kind of Middle Grades Classroom with UDL | UDL | Scoop.it

"As we prepare for the Common Core State Standards to be implemented in states across the country, the information from literature and developers urges us to prepare for a "different kind of classroom."

 

Descriptions of this next generation of classroom paint pictures of places where self-directed learning, student choice, and engagement built around enduring understanding are paramount. The Universal Design for Learning (UDL) is currently being applied to both the development and assessment of Common Core State Standards to measure student achievement. UDL, with origins in the neurosciences, prescribes flexible approaches to learning that are adjusted to meet the individual needs of students."


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Personalize Learning: The Toolkit

Personalize Learning: The Toolkit | UDL | 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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Jim Lerman's comment, November 6, 2012 5:55 PM
http://www.personalizelearning.com/p/toolkit.html
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!

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Ideas on Universal Design for Learning | Ecology of Education

Ideas on Universal Design for Learning | Ecology of Education | UDL | Scoop.it

"In this Kappa Delta Pi Record article, Susan Trostle Brand (University of Rhode Island/Kingston), Antoinette Favazza (University of Rhode Island), and Elizabeth Dalton (TechACCESS) present ways that teachers can use Universal Design for Learning to make lessons accessible to students with a wide spectrum of learning styles and abilities:

 

> Multiple means of representation – Giving students options for perception, language and symbols, and comprehension"

 

> Multiple means for engagement – A constructivist approach can support active engagement through:

- Recruiting student interest

- Sustaining effort and persistence

- Self-regulation

 

> "Multiple means for action and expression – Varying physical action, expressive skills and fluency, and executive functions

 

> Multiple means of assessing understanding – This includes methods, formats, scope/range level, product and outcome, and feedback"

 

“Universal Design for Learning: A Blueprint for Success for All Learners” by Susan Trostle Brand, Antoinette Favazza, and Elizabeth Dalton in Kappa Delta Pi Record, July-September 2012 (Vol. 48, #3, p. 134-139), http://bit.ly/OeUOSF


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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 | UDL | 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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UDL and the Gifted and Talented FAQs | National Center On UDL

UDL and the Gifted and Talented FAQs | National Center On UDL | UDL | Scoop.it

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?


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Kathleen McClaskey's curator insight, December 17, 2012 1:19 PM

The National UDL Task Force has developed this FAQ to better understand the relationship between UDL and the gifted and talented.

Mary Perfitt-Nelson's curator insight, December 19, 2012 11:33 PM

Instruction for all!  

Danielle Mac's curator insight, September 25, 4:47 PM
Share your insight
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A No-Tech/Low-Tech Integration of UDL–”Fantastic!”

A No-Tech/Low-Tech Integration of UDL–”Fantastic!” | UDL | Scoop.it

 

"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


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Communica8GH's curator insight, April 7, 2013 3:11 PM

Meaningful language experiences, great specific reinforcement, and learning for everyone.

Rob Hatfield, M.Ed.'s curator insight, April 8, 2013 9:54 PM

Thank you for sharing.

Valerie Chernek's comment, April 12, 2013 12:49 PM
An important message!
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The Brain Science Behind Learning

The Brain Science Behind Learning | UDL | Scoop.it
Details how the infographic Brainy Approaches to Learning supports Personalized Learning.

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Audrey's comment, May 28, 2013 5:10 PM
I feel overwhelmed. There is so much to learn.
Johani Karonen's curator insight, May 29, 2013 3:01 AM

Lump or not - the brain always amazes me.

Laura Lubin, MS. Ed. HRD's curator insight, June 22, 2013 8:58 AM

Amazing view into the science and how to personalize learning with universality in mind. 

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Reading Assignments the #UDL Way: Creating Meaning and Interaction

Reading Assignments the #UDL Way: Creating Meaning and Interaction | UDL | Scoop.it

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Kathleen McClaskey's curator insight, July 31, 2013 10:38 AM

Matt Bergman shares some excellent tools, strategies and steps in creating meaning and interaction in reading assignments. Discover how you can universally design your reading lessons this year. Here are a few highlights of those steps:

 

> Step 1: Have a central location to place all of your supports in one easy-to-find place. LiveBinders is a great way of helping keep everything organized and together!

> Step 2: Provide multiple ways of reading the assignment (aka Multiple Means of Representation). Give students the option of using paper, PDF's, and audio copies of text. Audacity and AudioBoo are great for producing audio!

> Step 3: Provide vocabulary supports! Use Quizlet to pre-teach vocabulary and provide a way for students to review terms when they are confused or need to study. Provide vocabulary supports for words students don't know like using Visuwords or Shahi.

> Step 4: Engage Students Differently to Find Meaning: use Read-Write-Think's Venn Diagram Maker

> Step 5: Show What You Know: use Padlet as a way for students to answer the essential question of the lesson.

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Universal Design for Learning and the Arts

Universal Design for Learning and the Arts | UDL | Scoop.it

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.


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Kathleen McClaskey's curator insight, May 22, 2013 2:48 PM

The authors of this article map out arts learning outcomes to the principles of Universal Design for Learning. 


"They build a case for the contribution of the arts to expert learning across the affective, recognition, and strategic neural networks and argue for making affective and reflective learning outcomes more explicit in the arts. Throughout this piece, the authors call for a vision of the arts playing an increasing role in providing engaging learning options in an integrated general curriculum."


Check out the digital version of this article in CAST's UDL Studio learning design environment.

Kathleen Quinn's curator insight, September 13, 2013 1:27 PM

You have to click through a few pages before you get to the pdf file of the article.