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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Planning Professional Development Using a UDL Lens

We have all been there - stuck in a PD session where we are ready to walk out (or log out!), texting feverishly to our colleagues, " Are you kiddddddding me?"

I have experienced this kind of non-compelling, lets-just-get-through-it, when it will ever be over?!?! PD too. Embarrassingly enough, I have run this kind of PD session! That was before I knew about the power of UDL and before I realized that PD for teachers, just like learning for our students, needs to be authentic, meaningful, and relevant to be engaging, thought-provoking, and useful.

We can't just start our PD saying, "You need to learn this because we are mandating it and it doesn't matter how much you already have on your plate, so listen up !" We need to understand the beliefs, motivations, and challenges of our educators in order to understand what they truly need in professional learning. We need to give them options and choices for how they learn and express their knowledge and skills. We need to meet them at their level before we help lift them up to the next.

Professional development is important to help all students grow as learners and succeed while working toward grade-level standards. But, when we turn a critical lens on our professional learning, are we practicing what we preach for students? The following three questions may help you to reflect:

How is your PD teacher-driven?

How does professional learning embrace the variability of teachers and provide flexibility, options, and choice?

What are your mechanisms for getting feedback from teachers as to whether professional learning is relevant, authentic, and meaningful? What do you do with that feedback?

If you reflect on the questions and recognize room for growth, you can improve your PD. To help you with this process, I have collaborated with Reeba Rosagaron to create a tool to help you plan PD using the UDL lens.

In this tool, we offer a list of potential barriers to explore, some UDL strategies to address those barriers and what your retooled PD may look like with this new insight. Each section begins with a discussion of "Why is this important?" so that you can do a quick check of how you are progressing as a UDL Practitioner.

Obviously, this list is not exhaustive; we have not covered every possibility but we have created a place to start, and hopefully, the tool will get you thinking about some specific barriers that you can minimize through thoughtful design.

We would love to see and hear your feedback on the tool and your thoughts on how you can use it to improve your next PD session (@KatieNovakUDL).

Enjoy the adventure! Contact us to plan professional learning for your team.
Reeba Rosagaron works as a Differentiation Specialist supporting and training special educators, general educators and co-teachers. Reeba has taught in the NYC Dept. of Ed., has volunteered for an education NGO in Jaipur, India. worked as the lead high school teacher at the Academy for Precision Learning, and has worked at the Catholic Community Services of Western Washington overseeing a tutoring center for immigrant and refugee students.

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Stop the PD Snoozefest - Planning Professional Development Using UDL

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We have all been there - stuck in a PD session where we are ready to walk out (or log out!), texting feverishly to our colleagues, " Are you kiddddddding me?" I have experienced this kind of non-compelling, lets-just-get-through-it, when it will ever be over?!?! PD too.

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CAST is a multifaceted organization with a singular ambition: Bust the barriers to learning that millions of people experience every day. We do this by helping educators and organizations apply insights from the learning sciences and leading-edge practices to educational design and implementation.

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Find out more about CAST. We're busting barriers to learning, until learning has no limits®.

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Pear Deck for Professional Development with Stacey Roshan & Robert Pollicino

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Professional development doesn't have to be stale. If we as teachers strive to create the most engaging learning experiences for our students, then why should teacher PD be any different?

This summer many will be leading and participating in PD to meet the requirements of licensing and credentialing policies. If you're one of the people responsible for creating these learning experiences for other teachers, we suggest using Nearpod!

Hear from a few of our Nearpod PioNears about how they use the platform to facilitate meaningful and fun PD.

1. Post-session reports are your friend.

"When using Nearpod for a live PD session, Nearpod takes attendance! One of the big pros is that we eliminate paper and pen sign in sheets and we are able to monitor participants throughout the session to ensure 100% participation for full credit. Post-session reports are great to review to clarify or address any possible misconceptions, participants are learners after all!" Crystal Fuentes

2. Keep everyone on their toes with 'on the fly' activities.

3. Showcase the "fun" before the session even starts.

4. Go beyond the "how" and dig into the "why."

"After running a series of technical how-to sessions, I co-presented a session about what it looks like to incorporate the 5E's using the Nearpod tools. A teacher spoke up and said she finally see's how to use Nearpod, and this person already knew how to use the app, but now she had a better idea of when and why she should use the different activities. Her 'aha' moment was my 'aha' moment, that if we want to see good instruction with an app, we need to always provide instructional examples each time we present." Erin Lopez

5. Be proactive about sharing resources for their future learning.

"We always encourage participants to take notes on Nearpod to get a copy of the slides with their notes for future reference." Crystal Fuentes

6. Think about your audience and their experience level with Nearpod before presenting.

"Nearpod is simple enough to use and understand whether you are a novice or use it regularly. Sometimes, when presenting to novice users, I will show them what the teacher screen looks like while they participate on their devices as a student so I can show them what it would look like when they are teaching."

7. Adults need to be engaged, too. Make sure to facilitate participation.

"Nearpod is a great tool for teacher PD because it allows us to model good teaching practice while also keeping adults engaged and interacting with the material. Everyone has so many distractions, Nearpod is a tool that keeps the audience participating without the feeling of work. The different Nearpod activities allow us to slowly bring participants into the lessons with individual responses, then move to larger collaboration activities. All learners, including the adults need differentiation and opportunities to have a voice which can be done with Nearpod."

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7 tips for using Nearpod to create engaging PD for teachers - Nearpod Blog

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Professional development doesn't have to be stale. If we as teachers strive to create the most engaging learning experiences for our students, then why should teacher PD be any different? This summer many will be leading and participating in PD to meet the requirements of licensing and credentialing policies.

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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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CAST - YouTube

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udl cast teachers school "universal design for learning" education

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CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.

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Learner Variability Project - Digital Promise

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Uncovering strategies to meet learners where they are across varied contexts and needs by incorporating research on learning variability

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National Center on Universal Design for Learning

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National Center on Universal Design for Learning

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The center supports the effective and widescale implementation of UDL through a variety of activities.

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5 Accessibility Features in Microsoft 365

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Grackle for Google Docs - How It Works - GrackleDocs

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Grackle helps make output from Google Docs accessible in collaborative, high-touch environments like schools and offices.

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Too many educators feel that their autonomy has been taken away by standards, scripted curriculum, and ultimately, standardized testing. It doesn't have to be this way. We need our systems designed to meet the needs of our students, not a test, and give our teachers back the independence to proactively design lessons that engage and support all students.
When we teach students to become expert learners who are purposeful and motivated, resourceful and knowledgable, and strategic and goal-directed - the goals of Universal Design for Learning (UDL) - improved test results will come. Rigorous state-standards will be met. Students will be engaged, self-regulated, and more successful. Teachers will be more engaged and effective. Everyone wins.

UDL is an educational framework based on decades of neuroscience research and is endorsed by the Every Student Succeeds Act (ESSA). This framework is being adopted by teachers, schools, and districts around the globe and is considered best practice for teaching ALL students in an inclusive learning environment. UDL empowers both teachers and students by putting students in charge of their own learning.

Yet, there continues to be many misunderstandings about what UDL is and is not. I've put together this infographic to help spread the word about UDL and provide some practical tips for implementing UDL. I'll be the first to say that UDL can't be learned by just looking at an infographic, but with your help, we can spread the word about this education framework that has the ability to shape the future success of all of our students.

What is UDL?

UDL is Universal Design for Learning, an education framework based on decades of research in neuroscience and endorsed by the Every Student Succeeds Act. UDL is considered best practice for teaching all students in an inclusive learning environment.

The goal of UDL is to create learners who are purposeful & motivated, resourceful & knowledgable, and strategic & goal oriented, in other words, expert learners.

Start by embracing learner variability. There is no such thing as an "average" student. Every student has different strengths and weaknesses.

With UDL, teachers transition their role to facilitator, removing barriers to learning by giving students options and choices that empower them to take control of their own learning and reach rigorous state-standards. To universally design lessons, teachers must provide multiple means of engagement, multiple means of representation, and multiple means of action and expression.

Are you ready to start learning more about UDL and integrating it into your daily practice? Enroll in one of our online courses.

Not sure where to start?
Editor's Note: This blog has been updated from its previous version first published in Dec. 2018.

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What is UDL? Infographic - Novak Educational Consulting

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This UDL infographic gives you a brief summary of what UDL is and why it is worth learning more about.

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A Grackle Slides user doesn't need accessibility expertise. The Grackle checker outlines what needs to change and makes edits intuitive. Even your boss could do it.

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Want to ensure the materials you create are accessible to all your learners? The POUR principles are a great place to start. These principles define four qualities of an accessible experience and they are at the foundation of the Web Content Accessibility Guidelines (WCAG) an international standard for making web content accessible.

Perceivable

Perceivable content will make it possible for all your learners to see and hear the information.
Learn how to make your content perceivable.

Operable

Operable content will help all your learners navigate the information independently using their preferred tools.
Learn how to make your content operable.

Understandable

Understandable content will support your learners' understanding through a consistent and predictable design.
Learn how to make your content understandable.

Robust

Robust content will work for your learners on a range of current and future technologies, including assistive technologies.
Learn how to make your content robust.

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Designing for Accessibility - AEM Center

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Learn how to create an accessible experience with the POUR principles.

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Accessibility Technology & Tools | Microsoft Accessibility

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People with disabilities face many barriers when trying to cast their vote. Challenges ranging from inaccessible websites to inconsistent labeling make it difficult to find correct and pertinent information. Learn how Microsoft is working to ensure everyone can make their voices heard.

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COVID-19 has laid bare a long-standing challenge to America's economic landscape: an underpaid, underappreciated, and underprepared workforce that has recently faced the harshest of economic blows. Part of the solution for economic justice is an education and professional development system that recognizes the unique backgrounds and needs of each adult learner.

In partnership with educators, researchers, and training providers, Digital Promise's Learner Variability Project has developed an evidence-based Adult Learner Model.

The model is built on a whole learner framework of adult literacies, cognition, social-emotional learning, and learner background-all of which research shows are essential factors of learning. The goal? To place learning sciences research for adults at the fingertips of adult and continuing education leaders and edtech product developers so they can provide evidence-based strategies that ensure each adult learner meets their potential and is prepared to thrive in a 21st-century job market.

"Many people recognize a range of essential skills adults need to succeed in the workplace and community-digital literacy, communication, problem solving-but fewer understand the myriad connections and context in which these skills reside," said Medha Tare, PhD, director of research for the Learner Variability Project. "Our Adult Learner Model places learners in context and shows how their cognitive abilities, emotional skills, and background factors weave together so we can better understand their ability to learn and more appropriately build skill development across contexts."

Brendaly Drayton, Ph.D., Scholar in Residence, Learning Communities, Pennsylvania State University, on why it is important to include LVN's whole person framework when developing programs for the adult learner.

The Adult Learner Model is not a curriculum. Instead, it can be used to supplement and support any program or edtech platform being used to provide rigorous instruction for adult learners. A key function of our Learner Variability Navigator (LVN) is the ease with which the web app can tailor instruction to meet the individual needs of each learner. Based on the factors a facilitator or product developer selects, connections are made to strategies that aptly consider those factors.

"When instructors, trainers, and edtech developers are designing learning experiences for adults, the strategies selected should build on the strengths of the individual learners, clearly support their needs in meaningful ways, and build on their lived experiences," said Trisha Callella, product partnerships director for the Learner Variability Project. "The Adult Learner Model Strategies identify how to support the full diversity of adult learners aligned to selected factors."

A few strategies unique to the Adult Learner Model that support cognition, social emotional learning, and unique learner backgrounds include:

Todd Windisch, Assistant Professor, English as a Second Language, College of San Mateo; on the importance of considering the evidence-based factors of learning when working with adult English Language Learners.

Many adult learners enter the workforce with less-than-adequate K-12 schooling or training as a result of longstanding systemic inequities in our country. Individual anxiety may have also swelled over time, weighing heavily on their current ability to learn. The LVN, through the Adult Learner Model, personalizes the learning experience, encouraging a deeper understanding of each learner that creates a sense of belonging for each adult learner.

An underlying principle of the Adult Learner Model is that people are experts of their own experiences. The framework is built to encourage educators, providers, and edtech developers to first learn about their students in order to co-design more meaningful learning experiences.

"We often design education and workforce training programs with the best of intentions, then recruit adult learners for participation and measure rates of completion to mark success," said Sarah Cacicio, senior project director of adult learning at Digital Promise. "The Learner Variability Project's Adult Learner Model makes clear the need to throw out assumptions about what people need, and learn more about the whole person to create meaningful opportunities for learning and achievement."

For more information, visit the new Adult Learner Model, read " The Science of Adult Learning: Understanding the Whole Learner," and watch the webinar Learner Variability Among Adult Learners: Strategies for Programs and Practices.

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The Adult Learner: Understanding Their Variability to Customize Their Learning - Digital Promise

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COVID-19 has laid bare a long-standing challenge to America's economic landscape: an underpaid, underappreciated, and underprepared workforce that has recently faced the harshest of economic blows. Part of the solution for economic justice is an education and professional development system that recognizes the unique backgrounds and needs of each adult learner.

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A national survey provides ideas on how PD can be more aligned to teachers' needs-even during a pandemic.

Over the past couple of months, educators all around the world have quickly come up to speed on how to accomplish distance learning. We moved just as quickly from thinking about this need as a stopgap solution, what A.J. Juliani calls emergency remote learning, to thinking more about best practices and the need to create a muscle memory of good distance learning pedagogy-a model we're likely to use for a while.

Not only have we adopted tools to help our students learn remotely, but we also adapted to the professional development onslaught meant to help us learn how to be flexible, engaging, and standards-based while teaching students at a distance.

Rethinking Professional Development

We've all been stuck in stale PD sessions, sitting there during a sit-and-get and checking our email over and over and over. At this time, as we're rethinking so much else, we have a chance to rethink PD. Lack of engagement cripples learning, whether we're talking about students or teachers. And when we learn online, the need to focus on engagement is even higher than when we're face-to-face.

All of this work has prompted me to take another look at the results of a teacher engagement survey I conducted earlier this school year. I've been intrigued by the impact of engagement on learners for some time now. As a once disengaged student myself-one who nevertheless decided to become an educator-I've focused on engagement when working on curriculum design, implementation, and PD. In 2017, I did a nationwide survey of students in sixth to 12th grade to learn just what strategies students find most engaging, research I shared in Just Ask Us: Kids Speak Out on Student Engagement. In 2018-19, I surveyed teachers about what strategies engaged them the most and helped them learn most effectively.

I want to share some of the major takeaways from this teacher engagement survey, looking through the lens of our current reality. I hope this might help schools and districts plan more engaging learning opportunities for teachers, administrators, and staff, both online and off.

Survey Findings

The respondents in my survey are teachers working in different schooling models: traditional public schools, charter schools, private schools, and home schools. They teach across grades from pre-K to 12th; a few work in higher education. I focused my survey questions on when, where, and how educators like to learn.

Some of the findings:

When asked where they prefer to learn, over 25 percent responded that they preferred to learn at home, and 30 percent preferred to attend a conference. Another third said they preferred traditional PD sessions, either off-site or at school.

When asked when they like to learn, about 75 percent said that they preferred times outside of the school day.

When asked how they liked to learn, more than a third of respondents selected asynchronous methods like webinars, independent reading, and Twitter.

Taken together, these results indicate that most current PD doesn't take teachers' preferences into account. Sending teachers to conferences is common, but many prefer to learn in other places. Likewise PD offered during school hours neglects those who are looking to learn during other times.

Connections to Student Engagement

It's important to note that teachers need not wonder what lures students to learn-both groups share preferred strategies, so there's a direct alignment between them. In both of my surveys, groups agreed on many of the same strategies.

Here are three of the higher-ranking engagement strategies for both teachers and students:

Provide access to technology and present information visually,

Make it meaningful, and

Let us talk and collaborate.

Note: Even though our preferred engagement strategies align with those of students, when planning lessons we need to keep our differences in mind as well-particularly differences in our developmental maturity and literacy levels. You may have a high tolerance for text on a slide deck, but to a student that may look like a wall of text that becomes an obstacle to learning. And while you might be able to focus on online content for 45 minutes, remember that even a high schooler in AP classes might drift after 20.

Ultimately, engagement strategies are as important as content standards-or perhaps even more important-when we're pursuing depth of learning.

How Can We Improve Professional Development?

The answers on my teacher engagement survey give me some ideas for how to improve PD. Since respondents were split between preferring to go to conferences and preferring to learn at home, we can draw from what they like about conferences even in times like these when travel is not an option.

Honor the structure of a formal conference by scheduling sessions and workshops using class codes and video conferencing links focused on different topics.

Include a brief keynote speech to unify participants with a grounding concept, and offer a way for teachers to have informal conversations.

Provide PD that is essential and boiled down to its essence-keep it focused on what's most impactful and meaningful. Teachers' attention spans are not infinite.

Bake in time for teachers to collaborate and talk with each other. Use breakout rooms and set up collaborative documents, slide decks, and platforms so all teachers can work together-both synchronously and asynchronously.

Ensure that slide decks are more image-based than text-based. A page of nothing but bullet points or sentences is about as engaging as a five-paragraph essay.

Provide hands-on learning and learning-by-doing opportunities using tools like Nearpod, Pear Deck, or Edpuzzle.

The real takeaway is that this list can be used not only with adult learners but with our students as well. Think about what engages you as a learner-odds are, it will engage your students too.

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Focusing on Teacher Engagement to Improve Professional Development

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A national survey provides ideas on how PD can be more aligned to teachers' needs-even during a pandemic. Over the past couple of months, educators all around the world have quickly come up to speed on how to accomplish distance learning. We moved just as quickly from thinking about this need as a stopgap solution, what A.J.

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4. Supercharge Your Professional Learning: 40 Practical Strategies that Improve Adult Learning

Author(s)

Kasia M. Derbiszewska & T. Nicole Tucker-Smith

Date

2020

About the Book

Professional learning initiatives in schools come and go, and the constant cycling through programs can resemble fad diets-hype and hope followed by crash and burnout.

In this timely book, longtime professional learning providers Kasia M. Derbiszewska and T. Nicole Tucker-Smith share concrete strategies that will help you design professional development sessions that are compelling, convincing, and sustainable using the framework of Universal Design for Learning.

Learn to recognize and reduce common barriers to effective PD. In each chapter, the authors clearly address the Purpose, Preparation, Implementation, and Benefits to Learning for each aspect of professional learning, as well as UDL Tidbits that help ensure the health and longevity of the initiative.

If you are ready to take the leap toward creating healthy and sustainable professional learning, jump into the chapter that is most relevant to your needs. Get ready to consider the whole adult learner and apply practical strategies for cultivating and maintaining healthy, vibrant professional development that has a track record of success.

Supercharge Your Professional Learning is available in paperback ($34.99, 154 pages, 8.5x11″, ISBN: 9781930583740) and EPUB format ($34.99, ISBN: 9781930583399).
Table of Contents

Kasia M. Derbiszewska & T. Nicole Tucker-Smith on Supercharge Your Professional Learning

Watch the entire series of short videos to get behind-the-scenes insights from Kasia and Nicole about Supercharge Your Professional Learning.

Supercharge Your Professional Learning Playlist

About the Authors

Kasia M. Derbiszewska is founder of Learning Key Educational Consulting and Development, an organization dedicated to translating educational research into action-oriented strategies for schools and other organizations. Recognized both nationally and internationally as an expert in Universal Design for Learning (UDL), Kasia collaborates with schools, districts, states, and other organizations to scale education reform. She holds a master's in Mind, Brain, and Education from Harvard University where she researched conceptual change and how to facilitate effective professional development. Prior to this work, Kasia was a high school English teacher.

T. Nicole Tucker-Smith, founder and CEO of Lessoncast, helps schools implement professional learning initiatives focused on inclusive leadership and teaching practices, culturally responsive pedagogy, and equity best practice. She leads the Jumpstart PD Network, a community of educators who access flexible PD options to engage in high-quality professional learning experiences that fit their needs, budget, and capacity. She has served as a teacher, supervisor of parent support services, principal, and system wide coordinator of professional development and training for Baltimore County Public Schools and as a faculty member for Johns Hopkins University School of Education.

Table of Contents

About the Authors

Acknowledgments

Introduction

Chapter 1: Eliminate Toxins: Removing Resistance to Change

Chapter 2: Balance Your Diet: Digesting Professional Learning Content

Chapter 3: Choose Superfoods: Selecting High-Impact Strategies

Chapter 4: Remember to Stretch: Reflection Expands Possibilities

Chapter 5: Use It or Lose It: Building Habits to Sustain Professional Growth

Chapter 6: Be Mindful: Paying Attention to Design with Intention

Supercharge Your Remote PD

Closing Thoughts and Checklist

References

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In this revised and expanded edition of the bestseller UDL Now!, Katie Novak provides practical insights and savvy strategies for helping all learners meet high standards using the Universal Design for Learning framework.

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Supercharge Your Professional Learning: 40 Practical Strategies that Improve Adult Learning - CAST Professional Publishing

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Home Catalog All Books & Products Supercharge Your Professional Learning: 40 Practical Strategies that Improve Adult Learning Author(s) Kasia M. Derbiszewska & T. Nicole Tucker-Smith Date 2020 Professional learning initiatives in schools come and go, and the constant cycling through programs can resemble fad diets-hype and hope followed by crash and burnout.

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ABSTRACT
Although the Universal Design for Learning (UDL) Framework has been effective in designing tools and lessons, implementation of the Framework to design entire learning environments possesses its own limitations in research. This paper describes a quasi-experimental study of the effects of a professional development program on teachers' implementation of the UDL framework. The study examines a weeklong Summer Institute as the professional development intervention. The Summer Institute meets many criteria shown to make PD effective: (a) content-focused training, (b) active learning, (c) modelling of effective practices, (e) feedback and reflection and (g) sustained duration. Participants included teachers across all academic levels and roles who attended the Institute (n = 73) and teachers who had not attended the Institute (n = 70). Teachers were evaluated by building administrators using an annual Teacher Success Rubric observation, a measuring tool developed to measure teachers' efficacy in UDL implementation. Those attending the Institute increased their implementation of UDL in the classroom more than those who did not attend the Institute, F(1, 141) = 4.87, p = .03., suggesting that the Institute positively affects participants' UDL implementation. The authors conclude that the Institute models effective professional development for other districts implementing the UDL Framework.

Disclosure statement

No potential conflict of interest was reported by the authors.

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Professional development with universal design for learning: supporting teachers as learners to increase the implementation of UDL

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ABSTRACT Although the Universal Design for Learning (UDL) Framework has been effective in designing tools and lessons, implementation of the Framework to design entire learning environments possesses its own limitations in research. This paper describes a quasi-experimental study of the effects of a professional development program on teachers' implementation of the UDL framework.

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2020

Abstract

Goals are the foundation of any effective learning experience - whether it is a face-to-face class, a remote learning opportunity, or other kind of learning interaction. When we clarify what we want learners to accomplish, then we can select flexible assessments, methods, and materials that effectively support that goal.

UDL Tips for Developing Learning Goals:

Start with a clear goal.

Share goals in multiple ways.

Frame goals with expert learning in mind.

Separate the goal from the means.

Prepare your assessment with the goals in mind.

Include opportunities for personal connections to the goals.

Divide large goals into sub-goals or objectives.

Consider the process as well as the end product.

Provide models and examples.

Make time for reflection.

Learn more, download & print

Cite As

CAST (2020). UDL Tips for Developing Learning Goals. Wakefield, MA: Author. Retrieved from http://www.cast.org/publications/2020/udl-tips-developing-learning-goals

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UDL Tips for Developing Learning Goals - CAST

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Home Products & Services Learning Resources UDL Tips for Developing Learning Goals CAST CAST 2020 Goals are the foundation of any effective learning experience - whether it is a face-to-face class, a remote learning opportunity, or other kind of learning interaction.

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Engaging the Brain with Allison Posey - Think UDL

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Welcome to Episode 19 of the ThinkUDL podcast. In this episode I talk to author Allison Posey about her book Engage the Brain: How to Design for Learning that Taps into the Power of Emotion. Allison works as a Curriculum and Design Specialist at CAST and we had the chance to record this interview ju…

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The fundamentals of Universal Design for Learning with Allison Posey.

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This comprehensive tool from Novak Education offers suggestions for using a UDL mindset to address barriers in Professional Development design.

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This comprehensive tool from Novak Education offers suggestions for using a UDL mindset to address barriers in Professional Development design.