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Key Findings: Diverse age range (24-58), gender balance, multicultural (4 ethnic groups).

Implications for Instruction: Use inclusive materials representing diverse perspectives; accommodate different life stages.

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Key Findings: Varied educational backgrounds (HS to grad degrees); multiple industries.

Implications for Instruction: Differentiate instruction; connect content to various professional contexts.

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Key Findings: 45% visual, 35% hands-on, 20% reading/writing

Implications for Instruction: Multimodal delivery with diagrams, activities, and written materials.

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Key Findings: Mixed comfort levels (30% high, 40% moderate, 30% limited).

Implications for Instruction: Provide tech support; offer alternative non-digital options.

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Key Findings: Time constraints (25%), learning disabilities (15%), language barriers (10%).

Implications for Instruction: Flexible deadlines; UDL principles; multilingual supports.

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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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Key Findings: Career advancement (40%), change (30%), personal growth (20%).

Implications for Instruction: Align content with practical applications and career pathways.

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Students create digital/physical collages representing their career goals using images, quotes, and symbols. Promotes self-reflection and community building.

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A Creative Collage Lesson for All Students

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A Creative Collage Lesson for All Students Media & Techniques % %

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Jigsaw Expert Groups (Collaborative Learning)

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Jigsaw Expert Groups (Collaborative Learning)

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Students become "experts" on different course topics then teach peers. Accommodates diverse knowledge levels and learning styles.

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Initial Publication Date: June 21, 2019

Jigsaws
Teams of students investigate different pieces of a geoscience puzzle, then reorganize into mixed groups where students teach each other about what they have learned and tackle a group question that puts the pieces together

A simple example

SCENARIO: In an intro or upper level course, have students explore the influence of bedrock structures on slope failure:

1. Divide the class into three teams; give each team a data set on bedrock geology/structures from a different area.

2. After each team analyzes the influence of bedrock structures on slope stability, reorganize the class into mixed groups consisting of one member from each team. Members of each mixed group teach each other about the influence of bedrock structures in their own areas.

3. Mixed groups prepare a composite picture of how bedrock structures influence slope stability & then predict predict the stability of a new area

Why add Jigsaws to your course?

Each student is accountable for teaching a new group what their team has learned, so all students must be engaged in analysis, discussion, and speaking the language.

Students engage deeply with one aspect of a problem (the team assignment) but also learn about a range of aspects when their mixed groups tackle a synthesis question.

Working in teams and bringing expertise to a group helps prepare students for collaborative professional science.

If you have wanted to add group work to a course, but have been worried about how to make it work, a jigsaw is a well- structured framework that is straightforward to implement.

How much class time does it take?

Because students need time for both the team assignment and group work, a jigsaw typically takes at least 15-20 minutes. If a jigsaw extends longer than a class session, choose logical breaks to prevent loss of momentum.

Critical steps

Prepare students. Hold students accountable for out-of- class preparation, or provide time to prepare in class. A jigsaw doesn't work if students are not prepared.

Verify that students are prepared.Before reorganizing teams into mixed groups, circulate to make sure that students are prepared to accurately teach their peers.

Engage students in an effective mixed group task. Frame a question or problem for mixed groups that requires components from each team. This critical part of a jigsaw is akin to putting a puzzle together, rather than looking at individual pieces. A group task is critical for making sense of the pieces, providing an incentive for students learn from one another, and achieving long-term learning gains.

Design team assignments that are "do-able" for your students. A team assignment doesn't have to be easy, but it must be achievable for most students in the class.

Recognize that students will know their own team topic well but will learn less about others. Avoid team topics that all students must know equally well in your course.

Limit the number of team assignments. The more team assignments you have, the longer the peer teaching takes. More than four topics can be difficult.

Design a mixed group task that goes beyond summarizing the team assignments. Providing groups with a new data set

Set appropriate time limits. Have an additional task ready to give to groups that work at a faster pace than others.

Lead a follow-up discussion or give a mini-lecture to validate what students have learned.

Consider a follow-up assignment that holds individual students accountable and allows you to assess individual student learning with respect to the mixed group task.

Choose a simple jigsaw assignment for your students' first experience, and consider having students prepare in class so that you can guide/monitor their preparation.

Try using a jigsaw in a smaller class before trying a jigsaw in a larger class, where logistics can be a challenge.

Examples & variations on Jigsaws

Discovering plate boundaries. In Dale Sawyer's jigsaw (with variations), each team works with a different world data set (e.g., volcanoes, earthquakes, ocean crust age, bathymetry/topography) to develop categories of plate boundaries based only on their own data set. Mixed groups of specialists establish overall patterns and characteristics by combining data sets and developing a boundary map for a particular plate.

In the field. Divide an outcrop or mapping area into several sections, and assign a team to map, collect data, or make observations in each section. Mixed groups then visit each section, with team members sharing what they have learned. The group then puts together a big picture that accounts for all of the team data. The length could range from one stop on a field trip to a semester project.

In a seminar. Assign teams of students to different papers on the same research problem, rather than having all students read the same paper. Have each student prepare individually outside of class, and allot time at the beginning of the seminar for teams to discuss their team's paper and resolve questions. Each team member then shares the research with a mixed group, and the group analyzes differences in methods, results, conclusions, etc.

Samples, maps, photos, graphs. Have each team analyze a different but related image, map, thin section, sample, data set, etc. Each team member shares observations/ analyses with a mixed group, followed by a relevant group task. This is particularly useful for giving students experience with a variety of examples without requiring everyone to do a full analysis on each one.

In lab. Have each team analyze a different graph that shows a model of earthquake recurrence. Team members then share characteristics of their models with a mixed group. Each mixed group then receives data on the recurrence interval for a particular fault and evaluates which of the models best fits the actual fault data.

Role playing. In an earthquake hazards class, have teams prepare an earthquake readiness community plan from a particular viewpoint. After team members share their team ideas, mixed groups put together a full, informed community earthquake readiness plan.

Combining with concept sketches. Build a jigsaw activity around concept sketches created by each team, with each team assessing a different aspects of a particular system.

Combining with think-pair-share. In a lecture class, have students count off by threes, and assign a different focal mechanism solution to each "team". Students analyze their own and then compare with two neighbors from the other "teams". Each trio then carries out a short group task.

Resources on Jigsaws

From NAGT's Teach the Earth Portal

Research papers on interactive lecture

Other On-Ramps can be found in the Navigation (left side of page) or Available On-Ramps

The On-Ramps Project provides quick-start guides for faculty interested in incorporating successful and easily implemented teaching strategies to improve student learning in the broad field of tectonics. The Project was funded by NSF grant EAR1841227 and grew out of a recommendation in the 2018 community vision document [link https://digital.lib.washington.edu/researchworks/handle/1773/40754 'Challenges and Opportunities for Research in Tectonics'.
Jigsaw On-Ramp authors: Kim Blisniuk and Barbara Tewksbury. Project leads: Philip Resor, Barbara Tewksbury, Jennifer Wenner.
Additional authors: Cailey Condit, Anne Egger, Kyle Fredrick, Jamie Kirkpatrick, Sara Mana, Kendra Murray, Beth Pratt-Sitaula, Christine Regalla, and Carolyn Tewksbury-Christle.
Graphics: p. 1, B. Tewksbury; logo - C. Tewksbury-Christle; photos - banner & p. 2, C. Gerbi.
Copyright: On-Ramps may be distributed freely, with attribution, under a Creative Commons License.

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This On-Ramp introduces the jigsaw technique as an educational strategy in geology courses, explaining its benefits for collaborative learning, providing examples of implementation, and offering tips for effectively using jigsaws to enhance student engagement and understanding of complex geological concepts.

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Collaborative creation of class norms and expectations using sticky notes. Fosters ownership and belonging.

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Students write a classroom constitution to ensure that all students will be treated fairly and to create a welcoming environment for sharing, growing and learning.

Task

The Constitution is the supreme law of the land in the United States. With a positive overtone, the preamble, articles, and amendments in this document protect the rights of all US citizens. Create a similar document for your class to ensure that everyone has a voice and rights that make them feel safe and comfortable expressing themselves.

Engage

At the beginning of each year, most teachers clarify classroom rules and expectations, both academic and behavioral. You can use Constitution Day, September 17th, to not only talk about this important document, but begin discussions about rights and responsibilities.

Involving your class in creating a class constitution makes them part of the process of government and give them a vested interest and responsibility in following and upholding the laws they have determined.

Kick off this lesson with an exercise that gets students thinking about fairness. For example, open the class saying that your favorite color is green, so all students with green eyes will be exempt from homework for the week. You could also say something like, "Anyone wearing sneakers will get 5 extra minutes of recess, while those wearing other types of shoes will have to stay inside doing extra math work."

Continue sharing ways that you will discriminate or bend the rules until someone points out that you are not being fair. Discuss what fair means and how it relates to equality.

After discussing fairness, have students attempt to summarize their ideas with an acrostic poem they have written using the letters F-A-I-R.

Next, introduce the students to the US Constitution. Focus on three areas of the document, the preamble, the articles, and a few amendments.

Share the School House Rock video of the Preamble.

Work as a whole class to write a preamble to your class constitution. You can follow the preamble format. For example:

"We the students of _____ class, in Order to form a more perfect Union, establish _____ , insure _____, provide for ______, promote ______, and secure _____, do ordain and establish this Constitution for our classroom."

Create

The articles of the constitution outline the structure and function of the government. For this lesson, the first ten amendments to the Constitution, or Bill of Rights, will likely be more interesting to students.

You can take this opportunity to study the entire Bill of Rights, but a focus on the first and fourth amendments are a great way to help students find ideas for classroom rights.

Many students don't like working in teams. To help them think about classroom rights, you may also want to talk about norms for group work. They usually have lots of complaints and ideas!

Work as a class to brainstorm a list of rights. You may want to add your own ideas for the rights of the teacher!

Divide the class into small teams. Have each team choose 5 rights they think are most important.

Each team should craft a clear and concise statement articulating each of these rights. Have them add these rights to a single page in Wixie.

Next, have two teams meet together to discuss what they have written. Teams should then edit their list of rights to include new wording or even new rights.

After class, log in to your Wixie account and use the import pages feature to combine all of their work into one file.

When students return to class, project their ideas and read the articles on each page. As you move through the each page, discuss which rights are similar and which ones have the wording the class likes best.

Create a new blank page and copy the rights you want to keep as a class. Make edits to the wording for a final version.

Share

Print the final constitution in large format or create a version using poster or chart paper so you can post it in the classroom for everyone to see.

Make time for a formal reading of the preamble and articles. The Constitution was ratified by the states. To ratify your classroom constitution, have each student come to the front to sign, or add their "John Hancock," to the document. You may wish to invite a school administrator as witness to the process to lend an air of additional importance to the event.

Print copies of the document for students to take home and share with their families.

Assessment

You can get a sense of student's understanding of essential social studies ideas like the importance of rules and rights vs. responsibilities. You can get a sense of their critical thinking skills as you discuss the idea of fairness.

As students work to write the rules, you will be able to assess their ability to change a negative sentence (rule) into a positive sentence (right). This is also an opportunity to focus the importance of specific vocabulary and terminology for clear and concise writing.

Since this is the beginning of the year, you may want to focus assessment on student behavior and teamwork.

Resources

Jean Fritz. Shh! We're Writing the Constitution. ISBN: 0698116240

David Catrow. We the Kids. ISBN: 0142402761

Syl Sobel. The US Constitution and You. ISBN: 147920773X
National Constitution Center - Constitution Day National Archives - Constitution
School House Rock - Preamble (Note: Ad at front)

Standards

Common Core Standards for English Language Arts

College and Career Readiness Anchor Standards for Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

C3 Framework for Social Studies State Standards
The Inquiry Arc
1. Developing Questions and Planning Investigations

2. Applying Disciplinary Concepts and Tools

3. Gathering, Evaluating, and Using Evidence

4. Working Collaboratively and Communicating Conclusions
Dimension 2: Civics D2.Civ.3.K-2
Explain the need for and purposes of rules in various settings inside and outside of school.
D2.Civ.3.3-5
Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.

ISTE NETS for Students 2016:

6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

d. publish or present content that customizes the message and medium for their intended audiences.

Lessons by Subject

Lessons by Grade

What can your students create?

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The Constitution is the supreme law of the land in the United States. With a positive overtone, the preamble, articles, and amendments in this document protect the rights of all US citizens. Create a similar document for your class to ensure that everyone has a voice and rights that make them feel safe and comfortable expressing themselves.

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Skill Share Speed Networking (Active Learning)

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Skill Share Speed Networking (Active Learning)

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3-minute paired conversations where students share professional skills. Builds connections across diverse backgrounds.

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Speed Networking Made Simple - English with Steil

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Speed Networking is the perfect way to help students practice these critical skills in a fun, engaging, and low-pressure environment.

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Students journal about a life/career event that changed their worldview, then discuss patterns in small groups.

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Teaching Daily Journaling to Encourage Self Reflection | Education World

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Journaling helps students realize life and their problems are not too difficult to manage with the aid of others and time, as well as helps with self-reflection and can highlight accomplishments in our daily life

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Peer Skill Scaffolding (Vygotsky's Social Constructivism)

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Peer Skill Scaffolding (Vygotsky's Social Constructivism)

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Pair advanced students with novices to complete a task (e.g., creating a LinkedIn profile), with structured roles (e.g., "guide" vs. "doer").

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Learning Stations by Interest (Tough's Self-Directed Learning)

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Learning Stations by Interest (Tough's Self-Directed Learning)

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Set up stations (e.g., "Excel for Budgeting," "Public Speaking Tips"); students choose 2 to explore and share takeaways.

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Fleming, T. (2018). Mezirow and the theory of transformative learning. In Critical theory and transformative learning (pp. 120-136). IGI Global.

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Tough, A. M. (1989). Self-directed learning: Concepts and practice. In Lifelong education for adults (pp. 256-260). Pergamon.

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Vygotsky, L., & Cole, M. (2018). Lev Vygotsky: Learning and social constructivism. Learning Theories for Early Years Practice. UK: SAGE Publications Inc, 68-73.

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Transformative learning (Mezirow, 2000), self-directed learning (Tough, 1979), and social constructivism (Vygotsky, 1978) collectively underscore that adult learners thrive in environments where they feel agency, connection, and relevance. Mezirow’s theory highlights how belonging emerges when learners engage in critical reflection with peers (e.g., through shared storytelling activities), validating diverse experiences as catalysts for growth. Tough’s research reminds us that adults invest deeply when learning aligns with their goals (e.g., interest-based stations), fostering belonging through personal relevance. Meanwhile, Vygotsky’s emphasis on social scaffolding explains how collaborative tasks (e.g., peer skill-sharing) create interdependence, reducing isolation. Together, these theories reveal that belonging is not merely “feeling welcome”; it’s structurally nurtured when design honors adults’ autonomy, lived experiences, and need for community

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Belonging, A Critical Piece of Diversity, Equity & Inclusion | Carin Taylor | TEDxSonomaCounty