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Hard to answer, but here's a succinct explanation.

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I really struggle when someone asks me, "What does UDL look like?" It is not because I don't know the answer, in theory. It's because I don't know what it looks like for YOU. As the brilliant Dr. Liz Berquist explains in UDL: Moving from Exploration to Integration , "Because the implementation of UDL is variable and unique-in this sense it is a model of UDL itself. UDL looks different in every learning environment, just as it looks different in every school, district, and state. Although there are patterns to be found in this variability, there is no right way to implement the UDL framework."

So, maybe the better question to ask is, "What are the patterns of UDL?"

To put it simply, when teachers implement UDL, students have choices. And those choices allow all students to access rigorous, standards-based curriculum. What kind of choices? There are four interrelated components of a UDL curriculum and when implemented well, students have choice in all four areas. First, let's unpack those four areas.

As CAST notes, " Within the UDL framework, goals themselves are articulated in a way that acknowledges learner variability and differentiates goals from means." Oftentimes, teachers create goals that include embedded methods. For example, "All students will learn how to write arguments by giving a persuasive speech about which new club belongs in our school." When teachers can step back and see the goal, "Write arguments," they could provide numerous choices for students to achieve that goal that doesn't require all students to stand up in class and read a speech about a club. Ask yourself this: Is the standard actually requiring that students all do the exact same thing in the same way? (The answer is always no!)

The instructional decisions, approaches, procedures, or routines that expert teachers use to accelerate or enhance learning. Oftentimes, however, all students are expected to follow the same procedures in how they learn or express their knowledge (read a short blog on UDL and the Death of Lecturing).

Materials are usually seen as the media used to present learning content and what the learner uses to demonstrate knowledge, but oftentimes, the same materials are provided to all students. I call this "packet syndrome." CAST calls it, "one-size-fits-all," teaching and learning.

Assessments

Assessments are an expression of student learning. When designing assessments, it's critical that teachers consider exactly what students need to know and do and then strip away any specific methods that have been tied to the goal. Essentially, when reviewing your standards, you will ask yourself, "How will students provide evidence that they met the goal? Can they have choices?"

Now that you have a better sense of the types of choices you're looking for, you may still be wondering how each of the principles of UDL translates into choices for students. The following may be helpful.

Representation

Content and skills are presented in multiple ways and students have a choice about which methods and materials to use to reach the goal.
What does this look like?

Learning objective or standard is posted and visible to students so they know what the ultimate goal is. All students could tell an observer the goal of the lesson.

"More than one presentation method is apparent and students are accessing different experiences: lecture, reading text, audio, video, reciprocal teaching. If there is one predominant presentation method, there are additional representations embedded (i.e, teacher reads directions while projecting them with document camera, or students watch a video with closed captioning.)

"Teacher pre-teaches vocabulary and activates prior knowledge. May use Frayer models, vocabulary tables, images etc...

Teacher provides opportunities or stations where students can learn information on their own (i.e, read a text, view a video, listen to audio, work in collaborative group, etc...)

Allows students to access technology (IPads, Nooks, etc...) so they can customize the display of information.

Action and Expression

Students are provided with choices and/or scaffolding when expressing their knowledge in formative and summative assessments.
What does this look like?

"Not all students are completing the same assessments in the same way (but it's because they made the decision - not just the teacher). For example, if all students are asked to solve an equation, students may have the choice of using math reference sheets, manipulatives, calculators, scratch paper, in small groups, with a partner, etc....If students are working toward a written task, they may have the choice of writing on paper, using a device, accessing a graphic organizer, exemplar, rubric, etc...

Teacher may offer engaging choices for assessments, so students can express their knowledge or skills in many different ways: simulations, mock interviews, poetry slams, blogs, debates, essays, multi-media presentations, etc...

Teacher uses think-pair-share, private think time, partner tasks, exit tickets or other dipsticking method so all students are assessed daily.

When teaching specific methods, such as solving an algebraic equation or writing an essay, teacher provides the following: Work exemplars, rubrics, frequent mastery-oriented feedback, and all necessary resources and materials necessary to complete assignment (i.e, textbooks, pencils, paper.) but not all students have to use the same methods or materials. It's up to them to self-reflect and create strategies that will allow them to meet the goal.

Engagement

Students are engaged in authentic, relevant learning opportunities.
What does this look like?

There is a clear culture that values creativity, risk-taking, growth mindset and the fact that there are many ways to arrive at the same destination but that journey is different from everyone.

Students have an opportunity to personalize their goal. For example, if students are writing arguments, they are all writing about topics of interest to them, exploring the resources that work for them, and express what they know with an authentic product.

Rich, mastery-oriented feedback is provided from teachers and peers consistently - including feedback from students to teachers so they can become an integral part of the design and delivery of their own instruction.

There are many opportunities for students to self-assess their progress, make changes if necessary, and get feedback on how to continue to work toward their goals so they can make better decisions about methods and materials in the future.

Teacher is monitoring the classroom to keep students on task, helping them stay organized and prevent frustration, but students also collaborate to push each other to continue to apply effort and persistence.

In UDL-topia, students have choices in all four interrelated components, and these choices are both engaging and accessible. But early UDL implementation may be only focused on providing choices in one or more areas, so when you're looking for the UDL principles in action, you may see glimpses in a class that is not yet universally designed for all learners to be able to personalize their learning experience in meaningful ways. So, how do you move from point A to point B? As with all things UDL, you need to personalize that process for you and your students, and that starts with asking them for their feedback.

In UDL, student voice is optimized. Strong UDL practice starts with collaborating with students to ask students what they need to be successful. David Rose once said, "Teaching, at its core, is emotional work." I truly believe that students know what they need to be successful and that everything that they need to follow their passion and achieve their dreams is inside of them. We as educators have a tremendous opportunity to learn more about our teaching from our students if we are open and ask the right questions and listen to their answers.

So, here is my official answer: If all students are working toward the same rigorous standards but making choices that allow them to honor their strengths, challenge themselves and follow their passions, then that's what UDL looks like.

If you're wondering how this is different from Differentiated Instruction, click here.

If you'd like to learn more about implementing UDL in the classroom, check out UDL Now!

Million Dollar Question: What Does UDL Look Like?

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Million Dollar Question: What Does UDL Look Like?

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I really struggle when someone asks me, "What does UDL look like?" It is not because I don't know the answer, in theory. It's because I don't know what it looks like for YOU.

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Classrooms are way more appealing to kids when they look fun, and the colorful stools and stability balls that populate classrooms today do just that. They also let kids pick where they want to work and give them an opportunity to move around just enough to help them stay engaged.

More and more schools are incorporating flexible seating options into their classrooms, with positive results. Joe Russell, Principal at Washington Elementary School in Wauwatosa, Wisconsin, says, "There's also a lot research showing a correlation between the subtle movements that flexible seating allows and an increase in student focus and engagement. It may seem counterintuitive, but the more kids are allowed to wiggle, rock and bounce, the more their brains pay attention."

Washington introduced flexible seating options in 2016, and the students and teachers instantly loved it. "It makes classrooms more accessible for students, increases student engagement, and opens the room to a variety of learning styles-there are places to collaborate, lounge, work silently and individually," says Joe.

Here's a list of some of the coolest and most recommended flexible seating options to consider for your own classroom, and at a variety of price points, too. Happy shopping!
Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!
Stability Balls - Best Flexible Seating Options

Also known as yoga or exercise balls, these giant balls allow kids to gently bounce while seated and encourage good posture. If you're considering them for your classroom, choose ones with a base or feet to prevent them from rolling away.

Kids can bounce and roll side-to-side on this durable, latex-free ball. The inflatable ring helps keep in its place. Recommended for third grade and up, as the smallest ball accommodates heights of 4'8." (around $27)

A perfect saddle seat for elementary through high school students. Its shape provides extra stability and lets kids rock back-and-forth or side-to-side. ($34.99-42.99)

The quiet wheels on this ball chair make it easy to love and even easier to move. The wheels work well on any floor, including carpet. Better get more than one as these look completely irresista-ball! ($69.95)

Get all the benefits of a ball chair and a back rest for the days when you need a little extra support. Best for middle and upper grades as it's about 22-25 inches high. ($79.95)

Ball chairs get a sleek, modern look with a colorful polyester (spot clean only) or black vinyl covering and removable legs that glide across floors. When fully inflated, chair measures 23" high. This one comes with a pump so you can re-inflate it anytime. ($104.43)

Stools - Best Flexible Seating Options

Equipped with a slightly curved bottom, these colorful stools allow kids to rock side-to-side and back-and-forth to help their bodies release some energy.

This award-winning stool lets kids gently sway, tilt and fidget. Its specially designed base allows movement, yet prevents tipping. Pick from a variety of colors and sizes. ($49.99 & up)

Who could resist sitting on one of these? The accordion-style base compresses slightly to allow continuous small movements forward, back, and side-to-side. Available in three sizes and multiple colors. ($75.95)

This flexible seating option features a curved base that rocks from side-to-side or front-to-back to promote productive movement. ($86.95)

It's 3 stools in one with this rocking, twisting seat that can be stacked tall or broken apart into 3 smaller stools. Want a static bottom instead of one that rocks? Just flip it over. Each set of three stools only comes with one curved base (movement disc), so be sure to order more if needed. ($145-185 for set of 3)

Just pull the strap to change the height of this stool. Its wobbly base lets kids twist and rock, too. ($199.00)

Not only do these streamlined stools tuck into each other for storage, the seat surface has a forward lean that promotes upright posture and keeps legs lightly engaged for active seating. ($219.00)

Alternative Chairs - Best Flexible Seating Options

Neither stool nor ball or traditional chair, these seating options are 100 percent fun.

Sit comfortably on the floor anytime, anywhere with this adjustable cushioned seat that's ideal for ages 8 and up. At the end of the day, lay them flat and stack them up. Happily, the fabric cover is removable and machine-washable. ($49.99)

Teachers love scoop rockers! Set these on the floor and kids are ready to rock and recline as they work independently or in a group. ($51.46)

Sit on this versatile stool to provide a gentle rocking motion, turn it for a static stool, or turn it again to create a workspace. Recessed handles with nobs makes them easy to carry and give hands something to fiddle with. Recommended for ages 6-9. ($125)

Kids will love reclining on this lounge during story time or independent reading. Besides being waterproof and lightweight, it folds up for easy storage or to transport to another spot. ($181.95 for 2)

Desk Alternatives - Best Flexible Seating Options

Walk away from regular desks and try an option that offers more versatility and room to move.

Put this sturdy plastic desk anywhere, along with all the supplies kids need to complete their work. Size: 23″ W x 12″ D x 8″ H. ($15)

This multipurpose work surface tilts, easily adjusts heights and folds flat for storage, turning any spot in the room, even the floor, into a work space. Has a built-in ledge to keep computers, tablets and books in place. Size is 23.62"W X 12.99"D. ($44.99)

Give kids a break from sitting with a stand up desk with built-in storage. This one comes with a swinging footrest bar that lets students redirect excess energy and engage in continuous motion.

It's a chair and desk in one that can scoot around the room as needed. The armrests are the perfect place to hang back packs, the storage tray below holds everything else and the work surface is designed for right- or left-handed students. ($458.00)

Accessories - Best Flexible Seating Options

Whether you want to tip-toe into the land of flexible seating or you need some extras to round out your flexed-out space, these products are just the thing.

Slide this easy-to-install elastic band onto desk legs to let active kids quietly keep their feet moving so their mind can focus. ($14.95)

Got a kid that can't sit still? They'll love this seat cushion that allows movement without disruption. Of course, everyone will want to try it, so better get a few! ($16.39)

It's the perfect partner for standing desks or counter-height work stations. The curved base allows for side-to-side and forward-back motion while providing plenty of stability. It's lightweight and comes with handles so moving from place to place is a cinch. ($119.00)

Strap these inflatable cushions onto chairs and ta da!, you've got an active seat. The cushion's slight instability engages students' core muscles and allows them to wiggle while they work. The ultra-grippy bottom prevents the seat from sliding around on the chair. ($189 for 6)
What are your favorite flexible seating options for the classroom? Please share in the comments, and we'll add to this list!

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The Ultimate Flexible Seating Shopping Guide

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Classrooms are way more appealing to kids when they look fun, and the colorful stools and stability balls that populate classrooms today do just that. They also let kids pick where they want to work and give them an opportunity to move around just enough to help them stay engaged.

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https://padlet.com/carey/UDLclassroom

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How can I implement UDL with minimal or no technology?

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Q: Does UDL have any research behind it?

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Q: Does UDL have any research behind it?

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FAQ #6: Do I have time to Plan with a UDL lens?

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FAQ #6: Do I have time to Plan with a UDL lens?

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"Do what you can with what you have where you are." -Teddy Roosevelt

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"Do what you can with what you have where you are." -Teddy Roosevelt

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How does UDL differ from Differentiated Instruction and from Personalized Learning?

UDL is proactive problem solving framework that focuses on designing high quality tier 1 instruction & provides options for all learners.

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Q: Do I have time to plan with UDL lens?

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Q: Do I have time to plan with UDL lens?

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Remember you're not trying to do everything at once. Determine the most pressing barriers for the learners in front of you and prioritize one or two UDL checkpoints at a time.

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                                                                          CHELSEA FAQ ANSWERS!!! 

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                                                                          CHELSEA FAQ ANSWERS!!! 

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Q: Do I have time to plan with UDL Lens? 

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Q: Do I have time to plan with UDL Lens? 

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A: I don't have time NOT to!

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After UDL

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Before UDL

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Some students need the long time goal, others will not need that why immediately

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Some students need the long time goal, others will not need that why

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Some students need the long time goal, others will

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Evidence of UDL Video: 2nd dayPro-active design 

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Evidence of UDL Video: 2nd dayPro-active design 

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Recognition
Strategic
Affective
Evidence:

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Check out this google drive folder for some great ideas and strategies generated by Chelsea educators!

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Guideline Carousel Photos - Google Drive

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Blue section: Provide for Physical action

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Blue section: Provide for Physical action

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#Dontj just sit and stare, get up and move anywhere!

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Everything to my left is equal to my right. A bubble above the = symbol

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Everything to my left is equal to my right. A bubble above the = symbol

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Fun visual invitation for learners to name "I feel like this one because..." or "I identify with that one because..."

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Identify barriers and reduce barriers. Not all learners learn at the same rate and with same style.

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Identify barriers and reduce barriers. Not all learners learn at the same rate and with same style.

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Different person in organization depending on situation

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Different person in organization depending on situation

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Need a better base. Triangle shape to top. Test-design-test-design
Listen to each other, use everyone's ideas,

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Formative Evaluation

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    Applying the Universal Design for Learning Guidelines

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    Applying the Universal Design for Learning Guidelines

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                                                                                                                                 Supporting Teachers in Learning about and Trying out UDL

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                                                                                                                                 Supporting Teachers in Learning about and Trying out UDL

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             Looking for Universal Design for Learning

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             Looking for Universal Design for Learning

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                                                                                                                                          Universal Design for Learning Action Planning

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                                                                                                                                          Universal Design for Learning Action Planning

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Take the next step on your UDL journey

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Webinar: UDL Now! Revised with Katie Novak

Webinar: UDL and Cultural Variability

Webinar: UDL Planning for Lessons and Collaboration

Top  10 UDL Tips for Designing an Engaging Learning Environment

Top 5 UDL Tips for Reducing Stereotype Threat

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CAST Professional Publishing - Until learning has no limits®

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CAST Professional Publishing produces books that help educators at all levels improve their practice—and change students’ lives—through Universal Design for Learning (UDL).

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How Pineapple Charts Revolutionize Professional Development

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How Pineapple Charts Revolutionize Professional Development

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This post contains Amazon Affiliate links. If you click these and make a purchase from Amazon, I will receive a small commission at no extra cost to you. Thanks for your support.

Professional Development: The phrase has a way of striking dread into the hearts of teachers. But not because teachers don't WANT to improve. Not because we believe we're done growing and learning. Far from it.

In fact, so many teachers bristle at the thought of PD because most of the time, it's executed so poorly. Although the typical one-size-fits-all format-where every teacher in the building is herded together to listen to an expert speak-has been widely denounced, it still persists as the default model. Sometimes, if the speaker happens to be engaging, some teachers will walk away with a small tidbit they can apply to their own work. For most teachers, though, it feels like a waste of precious time, time that could be spent developing skills that would make a real difference in their specific practice.

But things are starting to change. More and more schools are experimenting with personalized approaches to professional development; this guide from EdSurge takes a comprehensive look at all the different shapes this can take. And as new unconferences pop up every week all over the world, teachers are seeing just how easy it can be to learn from each other, without the need for any kind of outside expert.

And now, taking PD to an even simpler, more local, more affordable level, we have the Pineapple Chart.

What is a Pineapple Chart?

A Pineapple Chart is a system that allows teachers to invite one another into their classrooms for informal observation. The chart is set up in some location where teachers go on a daily basis: the teacher's lounge, the copy room, or wherever teacher mailboxes live in your school. On the chart, teachers "advertise" the interesting things they are doing in their classrooms, activities they think others might want to observe. The activities could be as complex as a science lab, a history simulation, or a Skype session with a school in another country. Or they could be as simple as a read-aloud or a lesson on badminton.

The chart represents one week of school. Along the top, five columns are labeled Monday through Friday. Along the side, rows assigned to various chunks of each school day. In a middle or high school, these would be class periods. In an elementary school, the rows could be divided by hours or half-hours.

When a teacher sees something on the chart she (or he) is interested in, she goes to that classroom at the designated time, sits down in an out-of-the-way spot, and watches. That's it. No note-taking is required, no post-observation conference, no write-up. Just a visit. She can even grade papers or catch up on email if she wants, paying closer attention when the moment calls for it, but getting work done in the meantime. She can stay for five minutes or a whole class period. The key word here is informal, and it's the best way for teachers to learn lots of skills and techniques just when they need them.

The reasons the visiting teacher might come in are endless: It could be that she wants to start using Google Cardboard, but would like to see another teacher do it first. Maybe she's struggling with classroom management and knows this teacher runs a tight ship. Or maybe she's there because she always wanted to learn more about World War I. Regardless of the initial reason, what she ends up learning is likely to be far more than she expected. During that Google Cardboard visit, she'll also notice a cool bulletin board in that teacher's classroom and decide to try something similar in her room. While watching the lesson on World War I, she'll pick up a questioning technique she ends up using in her own teaching. Every teacher in your building has their own unique blend of skills and talents, but the only way you'll ever learn about them is to see your colleagues in action.

The Origins of the Pineapple Chart

The pineapple has long been a symbol of hospitality; it's used in the chart in the spirit of welcoming one another into our school "homes."

But that's just the beginning. Here's how the Pineapple Chart came to be: In early 2015, Mark Barnes and I were compiling innovative teaching "hacks" for our book, Hacking Education: 10 Quick Fixes for Every School. I remembered my sister, who teaches science in Massachusetts, telling me about her attempts to start a "Pineapple Welcome" initiative at her school, where teachers would hang a picture of a pineapple outside their classroom doors, indicating that any other teacher who wanted to visit was welcome to stop by.

When I asked her how the whole pineapple thing went, she said, "Eh. Some people came in, but usually I would hang the pineapple and nothing would happen. I stopped doing it after a while."

This bothered me, because some of the most valuable skills I have picked up as a teacher came from informally observing my colleagues in their classrooms. I feel strongly that some of the best professional development available to teachers lives right inside the walls of our schools, and if we could just watch each other teach more, we would all grow exponentially.

Just hanging the pineapple on the door, I realized, had two shortcomings. One, it was only visible to teachers who happened to pass by that door on that day. And two, it didn't offer enough information: Just seeing a pineapple on the door tells the visitor nothing about what's going on inside. If a teacher is going to spend time visiting another teacher's classroom, he wants to know that the thing he's coming to observe is something he's actually interested in. A chart posted in a central location, with a bit of information about the day's activities, solves both problems.

We asked my sister to pilot this centralized system at her school, and the first Pineapple Chart was born. Since the publication of Hacking Education, the Pineapple Chart system has taken off in schools all across the world, and the results have been fantastic.

Two Schools Where Pineapple Charts Are Making an Impact

Gator Run Elementary, Weston, Florida

"The Pineapple Chart has been a game changer for the staff at Gator Run," says Intern Principal Cyndi Felton, who initiated Gator Run's first Pineapple Chart in January of 2016. "We have some of the very best PD available under our own roof. Now teachers have the opportunity to get into each other's classrooms and learn from one another."

Since the chart has been going, Felton has seen teachers trying new things more quickly. "Last year we noticed tools and strategies spreading throughout the building after Pineapple Chart visits. Kahoot, Nearpod, Plickers, in-class flipped lessons, SeeSaw, and performance scales in addition to unique procedures, classroom management and teaching strategies."

Maple Avenue Middle School, Littlestown, Pennsylvania

In January of 2016, when Assistant Principal Cortney Golden first launched the chart in her school, she worked hard to keep it full. "I was very aware that if we lost momentum, and the chart was blank, it would die. I sent staff-wide emails, group emails, personal emails, face to face requests, and even had my secretary appealing to teachers to sign up. Getting teachers to sign up was my first priority....then, once that became more automatic, we began to 'push' visiting."

Since then, informal observation and an open-door policy have become part of the school's culture. So much so that the word "pineappling" has become a verb:

"Collectively, we embrace pineappling now more than ever," says Golden. "As teachers desire to grow their craft, to foster 21st century skills, and to help students discover and pursue their passions, it becomes clear to all that teachers need each other. Pineappling gives teachers the permission they feel they need to collaborate, observe, ask, and reflect. It is a 'safe' and powerful professional development opportunity. Pineappling is free, fits within the school day, and has proven to be the BEST professional growth experience."

Tips for Making Pineapple Charts Work

Find creative ways to make the time.
The simplest way to squeeze these visits in is for teachers to do them during their planning time, or part of it. Remember, we're not talking about a whole class period necessarily; a 15-minute visit may be all that's needed to pick up a new strategy. In cases where teachers want to see something that doesn't coincide with planning time, the staff will need to be more creative:

A floating sub can be arranged for a day (or a few days) and teachers can "sign up for the sub" in order to visit another room.

Administrators (or other certified personnel) can step in to cover a class. This solution does double-duty, as it gives the principal some time to interact more closely with small groups of students. Instead of covering the teacher's regular material, the administrator could use this time for having discussions about school issues or just getting to know the students.

Teachers can team up to cover each other's classes. Imagine a scenario where teacher A agrees to cover teacher B's class while teacher B observes in teacher C's room. Then everyone switches roles two more times. A motivated school might even experiment with a second chart (beside the Pineapple Chart) where teachers post a need for coverage and other teachers sign up to cover for them.

Keep it voluntary.
Administrators, be warned! The quickest way to suck the life out of this initiative is to make it mandatory for all teachers. By keeping visits informal and strictly voluntary (for the host teacher AND the visitor), you'll ensure that the Pineapple Chart is always seen as a positive thing, a learning opportunity initiated by the teacher.

Skip the documentation.
An equally fast way to drain people's enthusiasm for visits is to force them to do some kind of write-up afterward. Please don't turn the chart into another reason to require teachers to document. If they know paperwork is expected of them, they will be far less likely to visit.

Start with the bold and the brave...
When you first launch the Chart, many teachers will be shy about posting lessons. Get things going by having your most extroverted teachers sign up first. If you get a group of 5-10 teachers willing to put themselves out there, this will eventually help others step forward as well.

...but set the bar low.
Make sure teachers know they don't have to be doing something 'impressive' in order to post a lesson to the chart. "The hardest part is getting teachers to understand it doesn't have to be an extravagant lesson to sign up," says Felton. "Their everyday strategies and standard procedures can be incredibly helpful to someone who has never seen or thought of it. You really never know what you might learn whether it's a 5- or a 25-minute visit."

Sell it.
Especially when you first get started, encourage those who do the observing to share the good things they saw by talking about it in faculty meetings, sharing a compliment on a teacher "brag board" or posting about it online. At Maple Avenue, Golden encouraged teachers to tweet about their experiences using the hashtag#MAMSLearning. "This helped keep the excitement high, and the pressure low," she says. "Although I still have to harass teachers every once and again (I call it "gently wooing") to showcase the teaching and learning in their classroom, it has become very much part of our culture."

Share Your Story

If your school has already started using a Pineapple Chart, tell us about it in the comments. I would love to hear about tweaks you've made to the system and how the system is impacting teacher relationships and student growth.

Learn More

The Pineapple Chart is just one of the 10 hacks Mark Barnes and I share in our 2015 book, Hacking Education: 10 Quick Fixes for Every School. Get your copy today and start hacking tomorrow! ♦

Learn something new every week.
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How Pineapple Charts Revolutionize Professional Development

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As one-size-fits-all PD fades into obscurity, more personalized professional development models have emerged. The Pineapple Chart may be the greatest of them all.

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                                    The Universal Design for Learning Guidelines

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                                    The Universal Design for Learning Guidelines

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                              Institute Slides and Agendas

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                              Institute Slides and Agendas

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                                Universal Design for Learning Resources for Teachers

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                                Universal Design for Learning Resources for Teachers

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Supporting multiple means of engagement, representation, and action and expression

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                                                                                                             Three Foundational Assumptions Resources

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                                                                                                             Three Foundational Assumptions Resources

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variability, overcoming barriers, iterative process

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Sign up for the CAST newsletter

Participate in our next #UDLchat on Twitter

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UDL Theory and Practice book

UDL Myths and Facts

Visual Concept Map

UDL Exchange

National Center on UDL

BookBuilder

CAST free learning tools

BCSC Tech Tools

UDL Strategies from Goalbook

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Have questions or comments? Looking for more resources?

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Have questions or comments? Looking for more resources?

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Email afleisher@cast.org or nalbero@cast.org

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UDL, GPS, and Lessons for Supporting Education

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Webinar: UDL Now! Revised with Katie Novak

Webinar: UDL and Cultural Variability

Webinar: UDL Planning for Lessons and Collaboration

Top  10 UDL Tips for Designing an Engaging Learning Environment

Top 5 UDL Tips for Reducing Stereotype Threat

Webinar: Universally Designed Leadership

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                                  Institute participation

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                                  Institute participation

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Twitter: #CASTPL          Today's Meet

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                                                                                                                                              Chelsea UDL Guideline Strategies

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                                                                                                                                              Chelsea UDL Guideline Strategies

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UDL Guidelines Carousel