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Great references! You are on the

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UDL can work with any subject. It is a way for planning a lesson that is built upon removing barriers by providing options for ALL learners. It uses technology as a lever, a tool, to provide more options. You start slowly and maybe you only provide one option of two choices in a lesson (instead of just reading you add listening too or instead of just writing or typing your give the option for graphic creation or role playing) . These options are usually things you already do one at a time...in UDL you offer them together.  It is all about pre-planning and delivery might be a bit messy to start until you get all of your students involved and engaged.  UDL is different from differentiation in that you let the students choose from the options you provide instead to choosing for them. Variability exists between all of your students....you can't control it or plan for it all but you can provide more options to meet it. typically, as a teacher you may start out by creating options based upon the edges of that variability and then opening it up to others as a choice.

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You are all right!  UDL is an approach to create options for personalized learning. It did grow out of an early movement to provide a better education for students with special needs and it is built upon providing options for representation (what), engagement (why) and action and expression (how). It's goal is to chnage the interaction of the classroom from teacher lead to teacher facilitated.

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*UDL emphasizes the importance of designing learning environments that support high expectations for all students [not just Special Ed](Ch. 1 of UDL: Theory & Practice)

*There are three key principles. Providing multiple means of engagement, representation, and action & expression

*Emphasizes learner expertise, not knowledge acquisition

*Based on brain research (among other research). Looks at the role of three areas of the brain in learning: affective, recognition, and strategic networks.

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I knew that UDL is an approach to lesson design and implementation to create personalized learning for the spectrum of students in the classroom.

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I would like to know how UDL and  EL learning (that Rosemary is in the first year of implementation)  can work together. I would also like to know more about the integration of technology for expression.

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UDL provides the opportunity for multiple paths for student engagement which I believe reduces the affective filter for students and results in more authentic learning.

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How should a teacher start with planning UDL lesson in her first year of trying out UDL ?

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UDL uses curriculum that minimizes barriers and maximizes learning.

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I'd like to know (prior to reading):
*What UDL is and what it looks like
*How classrooms teachers can use UDL to meet the needs of their students. I'd also like to know more about the logistics of this.
*How UDL will fit into my new role as an Equity TOSA.

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This was my knowledge of UDL prior to starting the course:
*I knew what the acronym stands for :) (Universal Design for Learning)
*I knew that it has something to do with personalized learning and meeting the needs of individual kids
*I knew that some teachers in our Special Ed department already have training in UDL.

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*PLC are a key component to UDL with the 4 essential questions
*UDL Now! Chapter 1: Gives permission to try implementation in baby steps
*Focus is on students being expert learners not just receivers of information from teachers.

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*UDL is a proactive design that has a learning target and allows multiple access points for learners to learn and show proficiency to reach that goal.
*UDL stands for Universal Design for Learning
*I've heard there are learner profiles, but not sure what this looks like.

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I know that students learn better when learning is customized and delivered keeping their strengths and interests in mind.

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What I'd like to know after reading and watching videos:
*What does a UDL lesson/unit look like?
*I'd like to know more about the planning for variability and margins.
*I still need help distinguishing between variability and differentiation.