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Kim Voge- UDL with Eduprotocols

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Get to know Universal Design for Learning a little better with this quick introduction to UDL.

The Universal Design for Learning guidelines are adapted with permission from CAST, 2018.

See how Universal Design For Learning can be used in real-world classroom scenarios

Learn how to navigate this website, with a focus on developing expert learners.

Universal Design for Learning Guidelines

Principle I

Give students options for receiving new information by representing it in multiple ways.

Principle II

Give students multiple ways to show you what they really know.

Principle III

Give students more than one way to engage in learning experiences beyond making it fun.

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Get to know Universal Design for Learning a little better with this quick introduction to UDL. The Universal Design for Learning guidelines are adapted with permission from CAST, 2018. See how Universal Design For Learning can be used in real-world classroom scenarios Learn how to navigate this website, with a focus on developing expert learners.

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Robert J. Marzano, PhD, is the co-founder and Chief Academic Officer of Marzano Research in Colorado. A leading researcher in education, he is a speaker, trainer, and author of more than 40 books and 300 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The Art and Science of Teaching and Effective Supervision. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators.

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Robert J. Marzano, PhD, is the co-founder and Chief Academic Officer of Marzano Research in Colorado. A leading researcher in education, he is a speaker, trainer, and author of more than 40 books and...

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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English and Spanish

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Bilingual Emoji Feelings Chart - Spanish & English - BEST

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An easy-to-read guide to better management.

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Six lessons learned from replacing punitive discipline with a community-oriented, restorative approach.

© iStock.com/Steve Debenport

Schools across the country are being urged to adopt restorative approaches as an alternative to suspensions, which may disproportionately affect students of color.

But restorative practices do more than supplant punitive approaches to discipline. They can dramatically improve the school climate and strengthen the social and emotional skills of young people and adults. Instead of using punishments and rewards to influence the way students behave, restorative approaches address the underlying reasons for students' hurtful behavior and nurture their intrinsic desire to treat others with care and respect.

Making the transition to restorative approaches isn't easy. Here are six lessons we've learned as we've introduced these practices in New York City public schools.

1. Restorative approaches are all about building community and strengthening relationships. Restorative approaches are based on the idea that when we feel part of a supportive community, we respect others in that community and become accountable to it. Schools can foster this sense of community through daily or weekly circles, in advisory, or in any class -- provided teachers get the support needed to facilitate the practices. Circles help participants better understand each other, engendering a sense of empathy and connection. Adults can build the effort by modeling collaborative, respectful behavior themselves. Adults can also have their own circles, creating a safe place where they too can connect and explore challenges.

2. Circles are powerful, if you respect the process. Circles borrow traditions from indigenous peoples: You sit in a circle around an object that has meaning for the group. You pass a talking piece, and everyone must wait till the talking piece comes to them before speaking -- including the facilitator. In circle, everyone is both a participant and a keeper; no one is in charge and no one is an observer. As students get comfortable with the circle process, they can become co-keepers. Respecting all these practices takes discipline, but it is key to the circle's power. Circle gives everyone a rare chance to share what they are feeling and experiencing. Over time, circle becomes a safe space where everyone feels that they are heard and that they belong. That's a precious thing in a school -- or anywhere.

3. Circles can be strengthened by a curriculum that sequentially builds skills. The circle naturally asks participants to use social and emotional skills that they may not have fully developed, including active listening, handling strong emotions, and respecting differences. A sequenced curriculum can guide circle keepers in gradually building these skills.

4. When problems do occur, you have an array of restorative responses to choose from. Circle provides a foundation that can both prevent problems and help handle them when they arise. You can also use a mediation process or group problem-solving session to address problems. If a serious harm happens, a restorative intervention may be in order: The person causing the harm meets with others, often including the person harmed. They reflect on the harm and agree on how it can be remedied. The person who caused harm has a chance to truly understand the impact of their actions, to be heard and understood themselves, to repair the harm, and to be welcomed back (restored) to the community. That can have a far more positive and lasting effect on a person than punishment or exile. The process can provide insights for everyone else as well.

5. Everyone needs to be part of the gradual shift. Using restorative processes takes skill. It's best if a regular member of the school staff can serve as the restorative practices specialist/coordinator. But everyone in the school needs to embrace the approach. This is challenging, since treating harm as a teachable moment (not an occasion for punishment) runs counter to many ingrained habits and societal messages. For these reasons, moving to restorative practices requires a thoughtful, staged transition.

6. It takes a dedicated principal and school-wide planning. The shift to restorative approaches takes time and commitment. Ideally, the principal convenes a collaborative team (including students) to rethink and reconstruct the school's discipline policy and create a phased implementation plan that includes support for staff.

Many people are struck by the power of restorative practices. As the principal of a Bronx school that instituted them says, "We noticed that we hadn't had a single fight -- physical or verbal -- in 12 weeks. It's because we've been building trust. We've created a climate of civility and respect." That kind of atmosphere is good for everyone, students and teachers alike.

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Bringing Restorative Practices to Your School

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Six lessons learned from replacing punitive discipline with a community-oriented, restorative approach. © iStock.com/Steve Debenport Schools across the country are being urged to adopt restorative approaches as an alternative to suspensions, which may disproportionately affect students of color. But restorative practices do more than supplant punitive approaches to discipline.

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The Goal Of UDL: Becoming Expert Learners

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The Goal Of UDL: Becoming Expert Learners

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How to Design an Effective Canvas Module

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How to Design an Effective Canvas Module

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How to Design Effective Canvas Modules - Novak Educational Consulting.pdf

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CAST Professional Publishing - Until learning has no limits®

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CAST Professional Publishing produces books that help educators at all levels improve their practice-and change students' lives-through Universal Design for Learning (UDL).

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The Goal Of UDL: Becoming Expert Learners

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The Goal Of UDL: Becoming Expert Learners

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UDL Overview

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

UDL Rising to Equity

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guid…

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A Blueprint for Teaching Every Student: UDL

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A Blueprint for Teaching Every Student: UDL

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from CAST

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from CAST

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Designing Best 1st Instruction: Intro to UDL OVHS 10.16.18.pptx