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Overall, this has been practice in my classroom since I began my career. While it initially began as a method to reach students with learning disabilities, I quickly learned that all students benefit from these opportunities. As such, every student is provided access to multiple formats for accessing content and they can decide what works best for them.

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This was my favorite part of the reading this week. As a psychology teacher with a self-professed love of neurscience, this connected with me deeply. This also helped me connect my prior knowledge to the UDL framework. In essence, this one section of the text engaged me, it provided a different option for comprehension, and this assignment provided me with a choice for expression.

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Engagement
Representation
Action and Expression

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Self-regulation is something I had never deeply considered as part of what I should be doing while designing lesson and curriculum. While motivation felt like common sense, the discussion of providing self-assessment and reflection oppotunities to promote engagement had never occured to me.

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I've struggled with writting UDL unit plans in the past because it always felt like it was a lesson plan structure and I could never quite wrap my head around what goes in each secion of the plan. These key questions help clarify my schema of what UDL really is. The explanation of who should use UDL also helped with my understanding.

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I grappled with these two ideas because they seem to be the antithesis of one another. If categorization is an oversimplfication, isn't saying that variability is systemic the same thing? Isn't that another form of categorization? However, I wholehearledly agree that providing a range of options is best for all students.

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I appreciated the way the text frames what we need to do as educators. In essence, while we don't need to throw out the baby with the bathwater, we do need to shift away from a one-size-fits all approach (and this includes with school initiatives). I think this would be easier if standardized assessments were less prevalent as it would ease pressure off teachers and students alike. While this can be done with what hfeels like an albatross around the neck, it places a time constraint on what is needed and possible for students success.

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This has been a theme in my courses since I began my Ed.S. program: without understanding and working within and around the student's context, success will be limited.

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All educators - to help make choices for day-today activites, curriculum design, unit planning, and assesments, to name a few.

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Students will not be good at everything.
There are three independent brain systems, therefore, must provide options for students to use their best method of expression.

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Recognize scaffolds may be needed.
Provide multiple methods of decoding meaning.
Varied media can help meet diverse perceptual preferences and needs.

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Self-regulation is the hallmark of an expert learner.
Engagement requires "digging-in".
Range of options necessary to recruit engagement from novel to predicaable.

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Can also be framed as:
*Affect
*Recognition
*Strategy

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(1) Provide a framework for thinking systematically about variability
(2) Concrete suggestions (i.e. checkpoints) for variability

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Key questions can help ensure the learning environment is flexible and inclusive.

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*different lessons
*different formats
*technology

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*executive functions
*expression and communication
*physical action

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*comprehension
*language, mathematical expressions, and symbols
*perception

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*self-regulation
*sustaining effort and persistence
*recruiting interest

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The "how" of learning

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The "what" of learning

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The "why" of learning

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Three UDL principles guide the design, selection, and application of learning tools, methods, and environments.

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It is impossible to assess capacity without understanding the context.

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Can be impractical to design something specific for each student. Rather than individualizing for each student, options should be designed that can reach most learners.

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Categorizing learners oversimplifies and distorts their experiences. Sends the message that there is something different about learners in another category.

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Learner capacity is context-dependent

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Learner variability is systematic and predictable

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There is not one fixed route to meet high standards. Education needs to be transformed, not reformed.

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To develop expert learners