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Link to Allison's PPT

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Link to learn more about building representations and skills - it is not linear, but peaks and falls

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BV is rolling out two multi-year efforts--UDL and RULER. Both leadership teams are meeting later this month to explore commonalities and determine the elements of the next segments for the roll out

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UDL sub plans! I also looked at one writing benchmark. Reflected on how it is a skills-based standard not content-based. Worked on making info/writing prompt more accessible.

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I have used the idea of tic-tac-toe projects to foster student choice in the classroom. This is where there are nine options for the students to choose from, but they must choose three in a row or diagonal. Students are expected to address different content standards within each of their three options, but their method of presentation is still left up to them. I noticed that this helped students take ownership of their work and I saw more student engagement overall. By providing them limited information before they started their research, they were kind of forced into becoming problem solvers/researchers.

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Lots of evidence of recruiting interest in TK!

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Choice seems to be the easiest to implement into any lesson.  We decided that having a learning outcome to every activity allows for greater choice and accountability.
-Cloverdale Third Grade Team

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I altered my student's solar system research project by asking them what they wanted to learn about the planets. We created a list, and it was more than what I was going to ask of them. I made them a research template based on their questions. They also had choice on working alone vs. a partner, and how they will present their information (google slides, poster, etc.). They are extremely engaged and excited!

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I worked with my class to make a list of presentation of research learning ideas. Students have chosen a presentation  format adobe spark movie, , writing a poem,or rap, art reflection, Lego builds and more to refelct something they learned during their research.

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During my math instruction I allowed for choice by setting up Kahn Academy videos, small group instruction with teacher, two 'master student' teacher groups and independent practice with the math book.    

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During my math instruction I allowed for choice by setting up Kahn Academy videos, small group instruction with teacher, two 'master student' teacher groups and independent practice with the math book.    

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I transformed my classroom into an airplane. I rearranged the desks so that all the chairs were in rows like an airplane. I numbered all the seats and as students came in I gave them "boarding passes". I dressed up as a pilot and took them on an adventure around the world to explore different weather and climates. As we got off at each stop I allowed students to choose what stations they wanted to work at. I had a variety of different activities for them to do. They all had a "passport" and went around and worked through the parts that they understood and then when we reboarded the plane we all reflected on the questions. I integrated math, science, social studies and ELA standards. 

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I transformed my classroom into an airplane. I rearranged the desks so that all the chairs were in rows like an airplane. I numbered all the seats and as students came in I gave them "boarding passes". I dressed up as a pilot and took them on an adventure around the world to explore different weather and climates. As we got off at each stop I allowed students to choose what stations they wanted to work at. I had a variety of different activities for them to do. They all had a "passport" and went around and worked through the parts that they understood and then when we reboarded the plane we all reflected on the questions. I integrated math, science, social studies and ELA standards. 

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During small group reading time, I had a group reading with me. Meanwhile, some students read on their own and others read with a partner. They had a choice of the leveled readers. Thinking of buying some cute dogs (soft plush ones!) so my K students can read to them.

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During small group reading time, I had a group reading with me. Meanwhile, some students read on their own and others read with a partner. They had a choice of the leveled readers. Thinking of buying some cute dogs (soft plush ones!) so my K students can read to them.

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We are reading Island of the Blue Dolphins in my class. I have a group of students who are learning Prezi in the technology club. They have chosen to research an animal who lives around the island and teach the class using Prezi. The engagement has been incredible as these 9 year olds have not only learned Prezi, but they have collaborated with each other and successfully embedded videos and sound effects, and created quizzes for the rest of the class.

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March 1, 2018

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http://www.sangerlearns.com/udlnewss.html

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February 8, 2018

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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.

Coming soon! UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. In 2020, CAST launched our most recent effort to update the UDL Guidelines, with a specific focus on equity. There has been a strong call from the field-both practitioners and researchers alike-to more fully develop the Guidelines to address critical barriers rooted in biases and systems of oppression. The current update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

Since our launch in 2020, we have been committed to a community-driven, inclusive, and transparent updating process. As part of this effort, we are:

Collaborating with an Advisory Board, a UDL Guidelines Collaborative, and a Young Adult Advisory Board to guide our work

Conducting focus groups with a diversity of participants to learn from their perspectives, lived experiences, and feedback

Reviewing the research on the UDL Guidelines research pages to understand the balance of different research fields, methodological approaches, epistemological approaches, and author positionalities

Conducting literature reviews of equity-oriented research that connect to and extend the Guidelines, such as disability studies and critical pedagogy studies

We are excited to share this next iteration of the UDL Guidelines in 2024. If you are interested in receiving our UDL Guidelines 3.0 newsletter to stay updated on our progress and to share your ideas and perspectives, please complete this brief form.

Review the Summary

Explore the Full Draft

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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.

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My goal is to UD  Bridges math lessons.  I would also like to find ways to bring in more UDL to my social studies and science content.   

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My goal is to UD  Bridges math lessons.  I would also like to find ways to bring in more UDL to my social studies and science content.   

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ebrown@sonomaschools.org

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My goal is to continue to explore SPED Service delivery models, scheduling, and UDL that will help with LRE and student progress. Sharing this information with teaching staff and supporting site admin in making the changes needed to move forward is also a focus.

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My goal is to implement centers and choices in math.

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I am excited to get started with Eureka Math with stations!  Also hope to build a UDL lesson on Writer's Workshop:  Opinions

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I want to provide more options in methods and materials for classroom lessons.

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I will design a new assessment for a research project using UDL guidelines.

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When having conversations, frame them with UDL lens...specific connection to district vision and mission....we already call this out and need to emphasize regularly

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I would like to fine tune my writing prompt and rubric to make it more UDL friendly. Also, to add more elements of student choice at my math stations.

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Support site that is initiating UDL strategies. Introduce UDL to Sp Ed Dept. Look at where UDL is cited in the frameworks to better clarify the necessity of use for all teachers

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My goal is to incorporate UDL concepts into current PD

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Baby steps with Eureka math. Cut back teacher talk time/concept development. Support practice/student interaction. Develop occasional math centers and rotations. Incorporate more manipulatives and consider student presentation of knowledge.

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Use UDL principles in PD trainings. Synthesize UDL principals and think about implementation for some of our member Charter Schools.

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My goal is to start looking at current curriculum with a UDL lens. I'm starting with Science.
-Carly

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My goal is to provide more options and choice during math. SO excited for all the great resources that were shared today! Thank you!

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Incorporate UDL principles into trainings with adults to model how it can be used with students.

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My next UDL goal is write numerous scathing editorials about how Personalized Learning (capital P, capital L) is highjacking 30 years of UDL research to sell a product. (:

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I want to shorten my concept Dev. and add workshop choice time for the kids to practice the concepts during Eureka math lessons. I also want to add more choices to my novel studies.

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To continue to challenge our understandings of common core while massaging in UDL elements. Making it very easy for "cautious" teachers

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My goal is to provide more options and choice to Eureka Math lessons. I will restructure the lessons using the various methods you shared.

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Continue to challenge beliefs and assumptions about instructional practices and learning outcomes.  Equity rules