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How well do you think your courses meet UDL priniciples and goals? Add your thought below.

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How well do you think your courses meet UDL priniciples and goals? Add your thought below.

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Look at a course (or courses if you teach more than one) and find an example where a strategy is using the UDL principle of action & expression.  What area of action & expression (access, build, or internalize), does this strategy fall under? Please explain your choice.

Use the descriptions on the graphic organizer pictured at the top to help you determine the use of the strategy. When you click on the organizer to open it, select "open in a new window" at the upper right so it remains available as you work.

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UDL Graphic Organizer 2.2 with numbers and checkpoints (2)

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Look at a course (or courses if you teach more than one) and find an example where a strategy is using the UDL principle of representaion.  What area of representation (access, build, or internalize), does this strategy fall under? Please explain your choice.

Use the descriptions on the graphic organizer pictured at the top to help you determine the use of the strategy. When you click on the organizer to open it, select "open in a new window" at the upper right so it remains available as you work.

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UDL Graphic Organizer 2.2 with numbers and checkpoints (2)

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Look at a course (or courses if you teach more than one) and find an example where a strategy is using the UDL principle of engagement.  What area of engagement (access, build, or internalize), does this strategy fall under? Please explain your choice.

Use the descriptions on the graphic organizer pictured at the top to help you determine the use of the strategy. When you click on the organizer to open it, select "open in a new window" at the upper right so it remains available as you work.

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UDL Graphic Organizer 2.2 with numbers and checkpoints (2)

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What were some example strategies for learning referenced in the resources for employing this principle of UDL  in classroom learning?

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What were some example strategies for learning referenced in the resources for employing this principle of UDL  in classroom learning?

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What were some example strategies for learning referenced in the resources for employing this principle of UDL  in classroom learning?

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What were some example strategies for learning referenced in the resources for employing this principle of UDL  in classroom learning?

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What were some example strategies for learning referenced in the resources for employing this principle of UDL  in classroom learning?

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What were some example strategies for learning referenced in the resources for employing this principle of UDL  in classroom learning?

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List three key takeaways about this principle that you learned while reviewing the resources.

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List three key takeaways about this principle that you learned while reviewing the resources.

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List three key takeaways about this principle that you learned while reviewing the resources.

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List three key takeaways about this principle that you learned while reviewing the resources.

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List three key takeaways about this principle that you learned while reviewing the resources.

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List three key takeaways about this principle that you learned while reviewing the resources.

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View the information and video linked here for a more in-depth discussion of the UDL  principle of action and expression. Then explore a course you or your partners teach for this principle (you may pull examples from multiple courses to share). Use the prompts below to guide your work.

You will record your answers and information on this padlet and use it to provide a 5-minute presentation to the rest of the faculty.

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Fundamentals in Practice: Knowing that students have preferences for how they express themselves, (orally, written, and visually), consider providing multiple ways for students to demonstrate their competency. This increases the likelihood of their success and ultimately, the effectiveness of how you measure their learning.

Take-Away UDL Strategy: UDL Course Rubrics

What: Scoring tool that explicitly represents the performance expectations for an assignment. Divides the assignment into component parts and provides clear descriptions of each component, at varying levels of mastery.

Why: Enhanced achievement and student satisfaction (Robyler & Wiencke, 2003); Reliable formative and summative assessment tool (Montgomery, 2002).

How: Consider major elements embedded in any given assignment. Define components and evaluation parameters.

Ways:

Individual paper, project, or participation grading rubrics

Alternative pathway rubrics

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LibGuides: UDL-Universe: A Comprehensive Faculty Development Guide: UDL Principle: Expression

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Fundamentals in Practice: Knowing that students have preferences for how they express themselves, (orally, written, and visually), consider providing multiple ways for students to demonstrate their competency. This increases the likelihood of their success and ultimately, the effectiveness of how you measure their learning.

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View the information and video linked here for a more in-depth discussion of the UDL  principle of representation. Then explore a course you or your partners teach for this principle (you may pull examples from multiple courses to share). Use the prompts below to guide your work.

You will record your answers and information on this padlet and use it to provide a 5-minute presentation to the rest of the faculty.

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What: Graphic Organizers are visual representations of knowledge, concepts, thoughts, or ideas. In addition, GOs have been known to help, relieve learner boredom, enhance recall, provide motivation, create interest, clarify information, assist in organizing thoughts, and promote understanding of content

Professors and instructors can provide completed them to students (learn by viewing), have students construct their own (learn by doing), or have students finalize partially completed Graphic Organizers (scaffolding)

Graphic Organizers entered the realm of education in the late twentieth century as ways of helping students to organize their thoughts (as a sort of pre-writing exercise). For example, a student is asked, "What were the causes of the French Revolution?" The student places the question in the middle of a sheet of paper. Branching off of this, the student jots down her ideas, such as "poor harvests," "unfairness of the Old Regime," etc. Branching off of these are more of the student's thoughts, such as "the nobles paid no taxes" branching from "unfairness of the Old Regime."

Why: Positive effects on higher order knowledge but not on facts (Robinson & Kiewra, 1995); Quiz scores higher using partially complete GO (Robinson et al., 2006).

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LibGuides: UDL-Universe: A Comprehensive Faculty Development Guide: UDL Principle: Representation

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What: Graphic Organizers are visual representations of knowledge, concepts, thoughts, or ideas.

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View the information and video linked here for a more in-depth discussion of the UDL  principle of engagement. Then explore a course you or your partners teach for this principle(you may pull examples from multiple courses to share) . Use the prompts below to guide your work.

You will record your answers and information on this padlet and use it to provide a 5-minute presentation to the rest of the faculty.

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Knowing that active participation is key to learning, consider adopting various ways that students can actively participate in class. Active participation strengthens learning and, ultimately, the effectiveness of your instruction.

Take-Away Engagement Strategy: The Pause Procedure

What: Short (4-minute) periodic breaks to review notes and or discuss course content.

Why: Increases accuracy of notes (Ruhl & Suritsky, 1995); higher exam scores and less need for sustained attention (Braun & Simpson, 2004).

How: Pause at natural breaks (15 minutes). Provide clear instructions, signal beginning and end of Pause Procedure, and include time for unresolved questions.

Examples:

Independent review of notes

Short writing assignment (Quick Write)

Group (Think-Pair-Share) discussion of notes or materials

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LibGuides: UDL-Universe: A Comprehensive Faculty Development Guide: UDL Principle: Engagement

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Knowing that active participation is key to learning, consider adopting various ways that students can actively participate in class. Active participation strengthens learning and, ultimately, the effectiveness of your instruction. Take-Away Engagement Strategy: The Pause Procedure What: Short (4-minute) periodic breaks to review notes and or discuss course content.