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recipe comparison- "You don't know what the ingredients will be every time, but you know that a recipe always follows a similar formula" p.160

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"the best way to increase student outcomes and test scores is to increase student access to grade level instruction, engagement, and high expectations" p.154

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Choice paralysis- the complete lack of ability to decide.

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"agency does not give us power over another, but it gives us mastery over ourselves" p.135

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"choice is critical for student engagement and expert learning... too much choice can create additional barriers" p. 133

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Standardized assessments:

1. how test is scored & how the scores are used

2. model test taking strategies/expose to "test like" items & computer skills; analyze work samples/student exemplars (and nonexamples too!)

p 160 "If students never see exceptional work, they will never be able to create it."

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p 154 "increase student access to grade level instruction, engagement and high expectations"- especially students of color, low income families, ELL, and students with disabilities= equitable opportunities to learn and to hope for a successful future!= achievement gap decrease

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p 147 "let them revise their work for full credit"- will this be an available option in traditional grading?? It was a big part of Standards Based Grading, growth towards mastery.

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This chapter had me reflecting: Who is doing the "thinking work" in a lesson? How can the thinking work be shifted from teacher to student?

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page 114: "Presuming competence is giving all students the benefit of the doubt and believing they are capable of high levels of success"

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Page 124: I certainly agree to using rubrics for grading and using the standards to assess. Since our district is now going back to "traditional" grading, we can still use "standards based grading" but use it as a rubric and then add up the points for the grade.

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Page 114: "Learning from a grade-level-appropriate curriculum is not a privilege. It's a right for all students. Whether they seem prepared is irrelevant. It's out job as teachers to fill in the gaps for students so they can have a challenging course of study with academic rigor". This quote really resonated with me since I agree 100% with this but I struggle with the idea that we need to fill in the gaps when we are pressured to get make sure we get through the curriculum but in order to get through the curriculum we need to fill in the gaps and that takes time.

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Page 104: I like the idea of before students read an article & then respond, building up their background knowledge a bit with videos or other resources. It can be as simple as taking 10 minutes before. I think this will help build students' confidence with reading an article & then having the knowledge to write/talk about it.

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"Setting up a class culture where students respect each other allows students to take risks. Embarrassing yourself doesn't hurt either" p. 119 Shannon Brace

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least dangerous assumption... "when students do not learn, it is because of instructional failure, not student deficit" p.115

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List of positive teamwork behaviors allows all learners to be successful- not based completely on verbal participation! pp. 107-108

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Can connect discussing negative behaviors -> positive behaviors to Hopes & Dreams conversation at the beginning of the year. pp.107-108

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"expert learners are motivated, purposeful, resourceful, knowledgeable, strategic, and goal directed" p.100

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p120-121 bookmarking these assessment options! Intrigued by the idea of students making their own assessments. I've had students created "test worthy" questions before and I was shocked by how strong their question writing was.

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p109- role play & create skits about effective/ineffective groups. Students would LOVE and benefit from this! Also connected to Cooperative learning/responsive classroom.

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Providing options for all students: "Ask someone in your class to take visual notes or sketch notes...post these in your learning management system." (page 88)

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I am thinking more about flexible assessment dates, and having students decide when they are ready to take an assessment.

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https://udlguidelines.cast.org/?utm_source=castsite&utm_medium=web&utm_campaign=none&utm_content=footer&_gl=1*vrqbey*_ga*NjQzMTM1NDQuMTcxMTAyMjgyNg..*_ga_C7LXP5M74W*MTcxMTAyMjgyNS4xLjEuMTcxMTAyMjg4MC4wLjAuMA

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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.

Reenvisioning the UDL Guidelines

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.

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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.

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pg. 78 I really resonated with this chapter it was all about student involvement/reflection/SEL with UDL. It's not about telling students we are teaching the UDL way but shifting our own mindset of how we can better include and equip our students.

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DI: tailoring instruction to meet individual needs (a model of whom, how & what we teach)

UDL: accommodating the needs & abilities of all learners & eliminate unnecessary hurdles (removing barriers to learning)

UbD: design of instruction (curriculum design)

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"Why are you amazing?" p. 97

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"what?" "why?" p. 70

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"The end goal is creating an environment in which all students can feel included and are given the means and opportunity to meet their highest potential in classrooms, together." p. 61

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"Teaching and learning are not transactional. All students deserve opportunities to access grade-level instruction and become expert learners..." p. 59

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"firm goals, flexible means"

"An expert learner is motivated, resourceful, reflective, perseveres through problems, learns from mistakes, and keeps on trying new strategies until goals are achieved". pp. 24 & 25

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"All teachers and students need to believe inherently that they are capable of improving their performance by applying necessary effort... "I think we can." p.9

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p 67- provide options, choices- allowing students to co-create learning environment; set the bar high, provide students with options to reach it= sends message that we believe in them and expect big things too!

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p 62- UDL: "use data to create flexible groups of students, provide small group instruction targeted to student needs, using differentiated instruction"

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I do think having an open chat about UDL is a good idea especially since I teach older students because they are capable of reflecting and making choices that can better them. This is something I want to explore for the start of the next school year and build it more into our routine and sense of community. I also really like the idea of having students reflect using the questions from Boden's rubric and revisiting it each trimester.

I really resonated with the guidelines & translations of each component on pages 83-94.

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On page 48 it explains that through DI & UDL we want students to be motivated, self-directed learners, we have to support their journey so they become autonomous. My question/challenge is how can we support their autonomy when in recent years they are so dependent and not willing to work through that productive struggle?

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After our first discussion, my next steps/reflection include reflecting on engagement & representation considerations such as recruiting interest well as supporting comprehension. I am finding in our Social Studies curriculum, there are minimal opportunities for use of reading books or read alouds. I would like to provide different types of engagement and relevance to the information that the constant graphic organizers don't provide.

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pg. 33-34

the “how”, “why”, and “what” of learning

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P. 10- UDL Considerations

At the beginning of each meeting, share the common vision and goals, post them visually, summarize them in your own words, share one thing done since the previous meeting that aligns with that vision.

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p. 24 "Intrapersonal variability shows that we can never know exactly what someone needs without giving them options and then asking them. We need to provide choice and optimize voice!"

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I am looking forward to exploring novakeducation.com/udlnow (p4) which is a location for all the templates references in the text. I highlighted Table 1.2... I love the clarity of UDL considerations for original PLC core questions. I feel like it shifts the focus of responsibility on educators, but also clarifies language such as what we want student to KNOW and be able to do.

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The image of the stool really resonated with me as we look for ways to build stability long-term with the UDL framework. From the district leadership perspective, I'm exploring ways I can support the "systems" piece by looking at our MTSS process and how can we shift our practices to support all learners. (pg. 20)

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"We all have to believe, at our core, that we can engage and challenge all students to learning within our classrooms and that we are supported by our colleagues and our leaders to do that" pg. 8

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"UDL is not just about providing tools for students to access learning experiences and managing your classroom. It's about eliminating barriers so every student can succeed."

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Variability is the rule, not the exception. Allow students to learn in different ways, using different materials, to reach the same goals.

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Pg. 23

The idea that "advanced students" do not get the same supports as "struggling students" is interesting because if we are providing an equitable education to all, then why can't all students get the audio version? the graphic organizer? sentence starters?

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Pg. 20

"To eliminate barriers that prevent students from learning, we have to be trauma-informed and culturally responsive and know how to support students academically, behaviorally, socially, and emotionally."

This quote really resonates with me because I feel we are juggling/balancing so much already that it can be overwhelming. On top of knowing our curriculum, we have to these other plates to juggle.

What if the barrier was themselves? I have seen such an uptick in students that don't want to work, don't want to ask for help and would rather just there for 64 minutes not doing anything.

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Foreword-"not to give every learner the same experience but to give everyone the experience they need"..."empowerment is the ultimate goal of UDL"