# data[].attributes.body
Read take notes and look at my practice.

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It resonated with me that UDL is not about giving too many choices and lots of options. That would be overwhelming. 

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It resonated with me that UDL is not about giving too many choices and lots of options. That would be overwhelming. 

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I want to work on making clear goals and asking students to be involved in designing rubrics and assessments on how to measure the intended goal.

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I want to work on making clear goals and asking students to be involved in designing rubrics and assessments on how to measure the intended goal.

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What resonated with me the most is the parts about recognizing that your habits might not necessarily be what's best. It has made me think about a lot of things that I am used to doing in class but might not be best for learning.

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What are we going to measure in the goal? What options can they demonstrate this goal?

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I am curious how to support gen ed teachers' thinking about how to create lesson objectives that allow for variability. I am finding a lot of teachers are having trouble seeing how to rethink grade level objectives

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Look at goals for next quarter and how to build UDL options into those goals.
Ask my students if they know what their IEP goals are.

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I realized how important it is to set goals before instruction begins.

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Tomorrow in Life Skills - soft skills lesson. Give students option to make a video, paper web with answers to sort, and a blank web.

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One thing I will do before the next time we meet is begin looking at how I can give my students more choice in how they learn material rather than sticking with the one way I am used to teaching.

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Seek student feedback on how we use our class time during the study hall. Personal Study time, directed study work and work you need help with. How to meet each students needs

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I'm going to finish the book because I'm learning a lot about what not to do, which is great, but I am eager to learn more positive specifics!

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UDL offers a framework to to engage all students. It is easier to have everybody working on the same thing but the question that we need to ask ourselves is, are we offering our students options and are we accounting for the learner variability that we have in our classrooms?

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Well curated options that match the goal and the students give everyone access and a way to shine.

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Well curated options that match the goal and the students give everyone access and a way to shine.

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really involving students in thinking about their goals and figuring out how to get there for them. I'm lucky that my school is individual and interest-based and I have great relationships with my students, but I think many are paralyzed by too many options right now so I want to think about how to have these conversations.

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When we are clear on the goal using a standard, we can be sure to break it down by one of two standards: 1) content (provide choice) or 2) method/process (provide scaffolding).

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I am going to focus on my goals to plan a variety of instructional activities.

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^^ reading and notes of this book

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I love the concept of firm goals/flexible means.  I often work with teachers who are struggling withfinding access points for students with more intensive needs into the curriculum.  Just asking them...what is the goal of this lesson...often changes their mindset.

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I love the concept of firm goals/flexible means.  I often work with teachers who are struggling withfinding access points for students with more intensive needs into the curriculum.  Just asking them...what is the goal of this lesson...often changes their mindset.

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I like the focus of goals- are we looking at the content or the process. 

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I like the focus of goals- are we looking at the content or the process. 

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Making goals that students can understand. Starting to brainstorm ideas on how to change my practices to include everyone in the learning.

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I will continue to read the chapters and share this information among my colleagues in our Teaching & Learning office.

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My summative assessment after reading a novel this semester will be to produce a podcast as a group.

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My summative assessment after reading a novel this semester will be to produce a podcast as a group.

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I want to get better with helping students set their own goals towards progress.

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My morning work- am I doing it because it's a routine we know and it works, or is it helping us meet the needs of students. 

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My morning work- am I doing it because it's a routine we know and it works, or is it helping us meet the needs of students. 

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I am taking in all of this information on UDL and trying to organize it in my brain to make sense. I think I do parts of UDL myself but not clear on how that looks for a Resource teacher. I am also trying to wrap my mind about what that looks like in the gen. ed. classroom and how I can support that.

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I appreciated how the key of setting a clear goal also helped to identify possible roadblocks to students learning or reaching that goal...and then using that info to come up with some ways to include UDL to support the goal.

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Explore ideas for how to support teachers within this work.

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Explore ideas for how to support teachers within this work.

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I plan to reflect on one of my classes and see how what I do aligns with what UDL would look like.

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I want to meet with 2 or 3 kids to talk about goals with their i-Ready lessons.

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I offered my students options today. They were excited that they had a choice.

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As a SpEd teacher, goals and multiple ways to demonstrate knowledge is familiar stuff, but for my GenEd teammates this is foreign ground. We are trying to start with identifying the essential knowledge in each content area/ unit

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I plan on borrowing a coworkers copy of the book "Universal Design Daily: 365 Ways to Teach, Support, and Challenge All Learners" by Dr. Paula Kluth

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always thinking of UDL as a lens and a practice - room to be flexible and grow with others

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High expectations for all

Reduce barriers

Provide tools for all students to use

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The power of storytelling when it comes to engagement!

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practice checking in with students on how they would like to hear the directions

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I know I have a lot of great ideas for ways for students to access material. But I should also ask students for ways that would help them.

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Find a way to open gen-ed teachers to options without having to beg.

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One thing that I want to do is to reread these chapters and the SITE resources. I am still feeling a little overwhelmed with all of the information. It is a lot to process.

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Look at the goals for my next lesson/unit and determine what the truly goal is and ways my students can show their learning.

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So many of my students are overloaded and am trying to engage them. I have been trying different ways for them to complete an assignment. I still need to ask them what they would prefer to do.

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I'm going to go back to the Resources on the website for the book study to watch videos and look at other information.

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High expectations for each and every student

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High expectations for each and every student

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pg. 56 The power and benefits from having high expectations for every student. This really makes a huge difference!

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I am currently working on building my ability to teach teachers about UDL beyond the idea of representation.  I have found that choices within representation is often an easier component of UDL for teachers to first understand, but earlier entry points are so important for engagement.

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I am currently working on building my ability to teach teachers about UDL beyond the idea of representation.  I have found that choices within representation is often an easier component of UDL for teachers to first understand, but earlier entry points are so important for engagement.

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I love that UDL helps us reframe learning by developing and exercising flexibility. Learning and practicing a new concept looks different for everyone and that's okay. When we focus the content of learning embedded withing the context of activities or methods that elicit a student's intrinsic motivation, our learning opportunities result in developing a deeper meaning for that student.

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Increasing engagement, not just making things accessible to each student important.

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Look at lessons through the eye of what barriers are in the lesson and how to eliminate barriers and provide expert learning.

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Does anyone have a resource on supporting students in making "good fit" choices for themselves?

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Does anyone have a resource on supporting students in making "good fit" choices for themselves?

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Share the info on page 56+ about setting high expectations for students with my PLC team.

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Always think about how the new learning relates to the students.

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I'd like to spend some time previewing the SITE and reading Chapter 6 as I am previewing the SITE.

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Further explore resources and more thoroughly read the book

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I want to ask questions about how I can support improved UDL practices within the programs I support as an ESA.

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I would love to collaborate more with gen ed teachers and present some things in staff meetings that support UDL.

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I would love to collaborate more with gen ed teachers and present some things in staff meetings that support UDL.

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I want to continue bringing back this learning to my team and having discussions around this book. I am so grateful that my colleagues have been engaging in this book study in their own ways, yet we can always talk about the content - whether or not we have finished the sections :D

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I would like to sign up for the next book study on UDL. I forgot the name of the one coming up in February.

I am also working with a building cohort team that is working on building Inclusion in our building using UDL.

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Continue to learning about UDL and start to implement it in small ways in my classroom. All the books!

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Share UDL: De-tangle goals & ideas with UDL leadership team

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Share UDL: De-tangle goals & ideas with UDL leadership team

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Share UDL: De-tangle goals with others for feedback and suggestions.

When I meet with the UDL planning leadership team in about a week, share some of the things I've learned.

Do other book studies.

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I want to find a few small resources to share with my grade level team

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I want to find a few small resources to share with my grade level team

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Use learning surveys with students to find what strategies work for them. Also share with students possible strategies that will help them be successful.

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I am a speech-language pathologist, so some of my use of UDL looks a little different than in a classroom setting. My next steps:

1. continue to offer choices for activities and order of activities to target student goal (with visual student written goal document). Students are part of their speech-lg. session plan on a visual schedule.

2. Add a feedback option at the end of the visual schedule. Dislike? Like? What would you like to have different the next time I work with you?

3. Pull back in options for more movement-based therapy...I started a huge list and will create visuals to show on a choice board. Also, include a speech sound production/articulation self assessment visual. I've used it in the past, but can pull it back in.