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Webinar Professional Development - Step-by_step Lesson Planning using UDL (one hour)

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Webinar Professional Development - Step-by_step Lesson Planning using UDL (one hour)

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https://youtu.be/Ndlhp9xmrUo

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Step-by Step Lesson Planning Using Universal Design for Learning

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https://udl-irn.org

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Links to UDL Resources (video clips, books, lesson plans)

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Links to UDL Resources (video clips, books, lesson plans)

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https://www.scoop.it/topic/udl-universal-design-for-learning

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The pedagogical framework to designing learning environments to teach and to support ALL learners!

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https://www.theudlproject.com/udl-tools---all-grades.html

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The UDL Implementation Rubric was authored by Melissa Toland, and you can read more about it here. This is an adapted version of The UDL Progression Rubric by Dr. Katie Novak and Dr. Kristian Rodriguez. In the original version, teachers can self-evaluate their performance on each individual checkpoint of the UDL guidelines, whereas the adapted version is less specific in scope and focuses on performance in more general terms in the following areas: multiple means of engagement, multiple means of representation, and multiple means of action and expression. You can view this rubric to see where you may be in your UDL journey across a spectrum ranging from UDL explorer to UDL idol. Click the link below to download the pdf version of this document.

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CAST UDL Guidelines The two files below outline the UDL guidelines by multiple means of representation, multiple means of action & expression, and multiple means of engagement. Knowing the UDL...

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Books & Resources for Universal Design for Learning

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Books & Resources for Universal Design for Learning

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https://www.novakeducation.com/resources

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UDL Resources to give you practical guidelines on Universal Design for Learning and to help you implement UDL in your school and/or classroom.

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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https://www.youtube.com/playlist?list=PLDD6870F2D42327F3

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This suite of videos was created to give examples of what UDL looks like in a classroom. Examples range from Grade 1 to Grade 6.

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently.

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http://udlstudio.cast.org

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content.

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http://udlstudio.cast.org

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.

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http://udlstudio.cast.org

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https://youtu.be/v1LwHrd5Z8Y

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UDL Implementation: It Takes a Village - Katie Novak, Ed D

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Many teachers believe that assistive technology has to cost money, typically a lot of money. They tell me they are afraid to bring up AT at team meetings for that reason. Other teachers tell me that particular software or hardware is available but no one knows how to use it so it just sits in a closet, unused.

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Technology and Universal Design for Learning

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Technology and Universal Design for Learning

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By Kavita Rao and Cary Torres

You've probably seen the lists of technology tools you can use in your classroom. They can be mind-boggling! The question is what can you do with the tools to use them meaningfully for teaching and learning? Start by looking at the core features of the tool and considering its fit for your task.

Resist the urge to use tech tools just for the sake of the tool, especially if it is a new technology for students.

Less can be more! You don't need a huge range of different tools.

Start with tools you and the students are already familiar with: there are probably some technology tools, apps, or platforms you've used in class that can be useful.

Technology can be a helpful tool for closed schools, but focus on teaching and learning and maintaining relationships, not just what tech to use (low tech might be better!).

Consider what you want to accomplish and how you can do that remotely/online.

Ways to Use Digital Tools

Technology can be used for the following purposes

1. Create content

2. Share content that has already been developed

3. Interact with students

4. Manage and organize your online instruction

5. Provide multiple options for students to learn information and demonstrate what they know

1. Learn content from digital resources (textbooks, websites, online curricula)

2. Complete activities using productivity software and apps

3. Submit assignments

4. Interact with peers and with teachers

5. Use assistive features to support their learning

Delivering Instruction Online

For online instruction, it's important to think about how to use technology to deliver instruction. You can blend these two modes to give students the opportunity to work on their own and to connect with you and their peers:
Connect Together (Synchronous)
Technology allows us to meet and connect online. Synchronous tools include meeting spaces like Zoom and Google Hangout, and collaborative tools that you can work on together online, like Google Docs.
Work Independently (Asynchronous)
There are many ways we can use technology asynchronously. Students can work on their own time and pace, independently using the digital environment to download assignments and resources, explore content, and complete assignments. Some asynchronous tools include Google Classroom and Seesaw.

Technology and Universal Design for Learning (UDL)

Universal Design for Learning emphasizes 3 principles for designing instruction that can be very useful in online learning: Providing multiple means of Engagement, Action and Expression and Representation.

Download the full UDL guidelines from CAST's website.

Digital Tools which allow you to Consider UDL Online

When teaching online, you can use technology to provide these options. Some important things to take into consideration: as you plan for online instruction, start by thinking about the chunk of instruction (see Online Lesson Design Worksheet) you are working on and how you will use technology in the ways describe above (as a teacher, for the student, and for delivering instruction online.

These fact sheets describe how to integrate various digital tools into your online lessons, taking into consideration the learner variability of your students. Check out how various digital tools can be used to support students with disabilities and language learners in your classroom. Each fact sheet provides a list of digital tools, describes what it does, how you can use it for an online lesson, and its alignment to the UDL guidelines.

Each fact sheet includes this information:

Types and examples of digital tools

Consider the core features and functions of the tool.

Consider how this tool can be used in ways that best supports learners.

Consider when and how to use the tool for delivery (for example, can students work independently with this digital tool or is it something you can connect with).

Connections to the UDL Guidelines and Checkpoints.

Consider Student Safety and Confidentiality

It is essential to take student safety and confidentiality into account when using digital tools that share student images, videos, or personal information. Be aware of your school or district media consent policies and do not share images or videos of students without appropriate parental consents and permissions. Student photos and videos should not be shared publicly without appropriate consents.

Video conferencing can provide a valuable connection between teacher and students and among students; be mindful of issues related to students being on or sharing images of their homes. In particular, students who are undocumented could be put at unnecessary risk by sharing information about their homes.

Citation: Rao, K. & Torres, C. (2020). Technology and UDL. https://schoolvirtually.org

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Technology and ​Universal Design for Learning (UDL)

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By Kavita Rao and Cary Torres You've probably seen the lists of technology tools you can use in your classroom. They can be mind-boggling! The question is what can you do with the tools to use them meaningfully for teaching and learning?

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Podcasts from Dr. Loui Lord Nelson about UDL

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Podcasts from Dr. Loui Lord Nelson about UDL

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https://theudlapproach.com/podcasts/

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Yacine Hakmi and Ashraf Meguellati from Algeria walk us through the successful design they use at the STEM Teacher Training program to help teachers become excited about and apply UDL in their classrooms.

Rene shares how he brought UDL into his high school in Houston, TX when he was the principal and how the framework continued to influence his leadership as he moved through other districts and positions. BONUS: He shares a crosswalk of the intentional outcomes of UDL, PBIS, and International Baccalaureate used at his high school.

Continuing the UDL district implementation series with Fond du Lac Schools, Shannon Schultz offers a deep dive into their UDL Readiness Rubric.

Gina shares a lesson she taught in May of 2020 at the height of COVID lockdown. It reconnected her students with the great outdoors, supported their social emotional learning, and maintained their academic rigor all while using the digital learning environment. It was all planned using the UDL framework.

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We have 2 informative Podcast series. Our UDL in 15 Minutes - The Podcast is our original podcast where educators and UDL leaders share their experiences and thoughts on implementing and using UDL. This Podcast series can be found below on this page. Our UDL Research in 15 Minutes - The Podcast is our newer [...]

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https://medium.com/udl-center/tagged/udlchat

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Read writing about Udlchat in UDL Center. The National Center on Universal Design for Learning at CAST.

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100 Ways to Teach All Learners - by Whitney H. Rapp

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100 Ways to Teach All Learners - by Whitney H. Rapp