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CS Strategies

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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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We often use videos with closed captioning and a guided discussion of comprehension questions to promote students motivation to think about their ideas and share them. We also use multiple review formats (google doc, form, Quizizz, etc.) to allow students a variety of methods to engage with materials at their level and/or in a fun, low-pressure way.

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Demonstrate output with the use of code.

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Video lessons to go along with F2F lessons 

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Video lessons to go along with F2F lessons 

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Use of Microphone and speaker system while teaching

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Use of Microphone and speaker system while teaching

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Flow charts can be utilized to visually represent algorithms.

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Using chart to show the steps of a loop.

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-Utilize course materials offering options for ELL students

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Students choose number system from variety of cultures

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Students choose number system from variety of cultures

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The lesson I'm using can be completely self paced by watching video/reading instructions, or guided by the instructor if needed.

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Recruiting Interest and Sustaining Effort

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Recruiting Interest and Sustaining Effort

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Students often have a choice between different sets of code to trace, working with a partner to analyze and answer questions regarding the code.

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Relate the number system to the decimal system

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Relate the number system to the decimal system

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For certain lessons, students may be more engaged if they can collaborate with peers. Currently, breakout rooms are used for this.

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Allow students to look at the code of the instructor or another successful student

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Choose number system: hex, octal, binary to convert to

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Choose number system: hex, octal, binary to convert to

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Teach and review applicable computing vocabulary

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coed.org has pre-made lessons with their curriculums and they have tons of variety in the activities for those. Act it out, journaling, make a connection to the real world, extend and connect, vocabulary connections, etc.

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Students can use ear plugs to reduce noise and distraction.

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Using a flow chart to see how their actions in their code represents what output

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Create screen cast video tutorials for projects and lessons.

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Reflections on what part of students lives involve devices that implement or use code. Discuss the concept of a global work environment (coder's can work from anywhere now, even on a farm in central pa)

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Using experiences or demonstrations whole group to build shared background knowledge.

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Using experiences or demonstrations whole group to build shared background knowledge.

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Especially for those who have little CS experience.

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Using weekly and daily goal planning to break down long term assignments into smaller parts easier to focus on.

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Students have access to modeled code they trace to understand then modify to practice using new concepts introduced. New vocabulary that corresponds to concept is then reviewed

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Apply new code to meet the assignment requirements. For example,  the students learn about HTML heading tags and must create a page using 3 different HTML headings.

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Give time to plan, test, and/or debug projects

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Create a flow chart of the process a common/popular app students enjoy using (simplified to help with younger students). Demonstrating the logic process through which a program must run.

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Working on coding with a partner to help engage and encourage each other.

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Often do unplugged activities with manipulative to introduce new CS concepts, helps students learn new material without being intimidated or worrying about language, syntax, etc. and it helps them learn the fundamentals before building on them.

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There are a lot of great coding activities for app development and general coding principles.

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Give an instruction in a different language to emphasize the importance of communicating in a language that the receiver (or computer) understands

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There are a lot of great coding activities for app development and general coding principles.

It can be taught face to face or students can follow along with the lessons within the program.

I can also videotape myself doing the activities which helps students to work through the activities.