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Providing options was stressed both weeks. This week's material explored more specific examples.

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It is important to take small, doable steps when incorporating UDL into courses. "Accessibility isn't all or nothing. It's progress, not perfection." Meryl Evans (Quote from Week 4)

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Be flexible in designing and presenting courses. Be inclusive.

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"Breaking Barriers: The Power of Inclusive Education"

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Week 5 was about how to apply UDL and included the following:

1. UDL Syllabus

2. Emotion and Learning

3. UDL and Assessment

4. Executive Functioning in Online Environments

5. Case-Based Lectures

6. Media and Materials

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Students can have varying emotional reactions to course content and assessments. Offering choices in how students show their knowledge of a subject can help to reduce negative emotional reactions.

Providing real life examples helps to make the information personal. Plan class activities where students are not only able to, but want to demonstrate their opinion or knowledge.

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Provide an opportunity for students to provide feedback after every class. Teachers will learn a lot from reviewing the feedback

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I have been struggling with how to use videos for in-person classes. The video under UDL Syllabus with Michelle Benson-Young was terrific! She explains the use of videos that includes additional videos of her "explaining things in depth or in a different way than I may have done in class." I like this since not everyone attending in-person classes is 100% engaged (especially in night classes).

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This ties into providing real life examples (like the Construction Management teacher). Provide case studies encourages students to hypothesize. Hypothesizing helps memory and personalizes the learning experience.

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I understand the importance of small steps, but EVERYTHING presented this week is a good idea. I can see how I could get too caught up in the how to than the actually doing.

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I appreciate and use technology, but there is SO much and it changes VERY fast.

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It's not about being perfect!