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https://www.youtube.com/watch?v=bYoZLcfMHC4

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Sometimes learners just need a few positive words of encouragement (e.g., “You can do it!”) that show them you are invested in and support their learning. Providing encouragement often rekindles learners’ enthusiasm for an assignment or project and motivates them to keep improving their work. For example, one of our course facilitators provided words of encouragement by saying, “Keep on going, we’re rooting for you!” and the participant responded with, “I did decide to create a pre-assignment survey using a Google template. Thanks for the encouragement!”

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Use a variety of ways to use classroom polling systems

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Use a variety of ways to use classroom polling systems

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Preteach or preview technical vocabulary or symbols

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Preteach or preview technical vocabulary or symbols

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Offer 3-D models to represent concepts (example 3-D printing to teach chemistry).

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Offer 3-D models to represent concepts (example 3-D printing to teach chemistry).

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Violante, Luciano & Nunez, Daniel & M. Ryan, Susan & Tandy Grubbs, W. (2014). 3D Printing in the Chemistry Curriculum: Inspiring Millennial Students To Be Creative Innovators. 10.1021/bk-2014-1180.ch009.

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Provide text to speech options for all learners through a variety of apps

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Provide text to speech options for all learners through a variety of apps

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Allow students to explain their thinking and process through writing or dictation.

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For example, offer: opportunities for review, closed caption and auditory output.

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Allow multiple ways to meet the rubric criteria

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At the menu bar click on Engagement, Representation, Action/Expression to find specific examples. Brainstorm some of your own with your group that fit your specific grade or content.

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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.

Coming soon! UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. In 2020, CAST launched our most recent effort to update the UDL Guidelines, with a specific focus on equity. There has been a strong call from the field-both practitioners and researchers alike-to more fully develop the Guidelines to address critical barriers rooted in biases and systems of oppression. The current update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

Since our launch in 2020, we have been committed to a community-driven, inclusive, and transparent updating process. As part of this effort, we are:

Collaborating with an Advisory Board, a UDL Guidelines Collaborative, and a Young Adult Advisory Board to guide our work

Conducting focus groups with a diversity of participants to learn from their perspectives, lived experiences, and feedback

Reviewing the research on the UDL Guidelines research pages to understand the balance of different research fields, methodological approaches, epistemological approaches, and author positionalities

Conducting literature reviews of equity-oriented research that connect to and extend the Guidelines, such as disability studies and critical pedagogy studies

We are excited to share this next iteration of the UDL Guidelines in 2024. If you are interested in receiving our UDL Guidelines 3.0 newsletter to stay updated on our progress and to share your ideas and perspectives, please complete this brief form.

Review the Summary

Explore the Full Draft

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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.

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Extra time  50-70% additional time beyond average

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Minimize threats and distractions- Through timers for task completion, chart roles and responsibilities, using Kagan strategies for think/pair/share

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Play math games to improve automaticity with math facts: card, board, flash cards, Aleks quick tables track learning

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Engagement:
Access; Brainstorm what time is
Why it is important
KWL
Build; Make their own clock
Internalize; Fill out form about daily activities

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Praise is a powerful way to engage. Feedback precedes more student engagement.

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Representation:
Access; What ways can we tell time?
Where do you see clocks?
Why do we need clocks?
Build; Explain what analog and digital clocks are
Learn terminology and vocabulary
Internalize; Practice on a worksheet and with a partner

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Action:
Access; Let different kids be time keepers for a task
Build: Watch a video on time telling
Practice elapsed time and time zones
Internalize: Test on time, flash cards with a partner

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Using mindfulness as a coping mechanism for students to manage frustrations and stress.

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Give opportunities for sharing work school wide

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Peer editing

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Sharing with class only if goals are met

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Provide different options of paper to write on for drafts.

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Math facts
Use different colors and size for problems
Vary the practice

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Making notes in colors and fonts with graphics

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Watch video  with catchy song about steps
Draw picture of steps
Practice algorithm

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Display work in classroom.

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Show students how to edit in google docs, then undo and have them make corrections.

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Utilizing talk to text or word processors for written expression.

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Optimize access through a 1 to 1 initiative

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Using google classroom for a medium of communication

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Connecting multiple sources together to scaffold and build fluencies

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Math fact fluency
Provide practice time
Multiple response styles
Provide purpose and success with real life application

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Setting goals and having meetings with students to facilitate that process

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Do now! Entry tickets.

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Create their own assessment.

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Engage learners in a healthy competition.

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Maximize student choice. Allow students to have some buy in with an activity.

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Break lesson plan into small chunks (eg 15 min change things up)

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Culminating performance and experience with an outside audience.

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Write down responses to a question rather than verbally sharing so slower processors have a chance to participate.

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Collective math sharing

Students complete 1 step of a math problem then past the iPad to next student so everyone is involved.

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Apple classroom - check tech devices

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Provide mental breaks for students. Break up lectures.

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Student Reflection at end of every week on their engagement and progress in class.

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Engage with practical time. Understanding our students if an activity will only take students 5 minutes rather than 20 minutes so students don’t get bored.