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(1) How can I make sure I am able to adequately give feedback in a timely manner to all my students?

(2) How much time should I be spending on writing and developing UDL lesson plans?

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(1) Time allocation to prepare UDL lesson plans.

(2) Providing students with an equal amount of time and attention to set goals and reflect on progress.

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(1) Providing students with regular/consistent feedback on how they are doing.

(2) Presenting information in a variety of ways for diverse learners.

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1. How do I make sure I reach every learning type within every lesson? What if I forget one or can't figure out how to incorporate that?
2. Do all students do the activities regardless of how they learn?

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1. Time commitment both in planning and during class.
2. Students may still not be engaged with the different activity geared towards learning types.

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1. Engage and support all learning types/levels
2. Normalize the idea that everyone learns differently- and that's okay!

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1.) How do you make UDL accessible for students with Language Impairments/ Pragmatic issues?
2.) What are some examples of "varied responses"? Specifically, what do those look like?

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-Takes a lot of time to plan lesson/ make edits to original lessons
-Relies on students to be able to learn regulation skills in a gradual way- perhaps not taking into account students who will struggle with this skill.

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-Allows for multiple means to demonstrate comprehension
- Rich in language development

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- incorporating more modalities for comprehension
- time to incorporate goal-setting and reflecting

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The brain map is legit:

Engagement is in the emotional centers of the brain - which is in the middle.

Representations are interpreted in the temporal/ parietal/ occipital lobes, which are marked.

Action and expression are towards the front of the brain.

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That "brain map" can't be legit, right?
How can we "facilitate personal coping skills"?

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-Including instructional time for goal setting and self- reflection on goals during and after instruction.
-Relying mostly on visual display of information when I should use other forms of input as well.

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I have allowed students to choose their research topic and method of delivery.

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Need to set norms and guidelines for participation and structure

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1. What's the balance in trying to address these 9 approaches?  We can't obviously do all 9 all the time.
2. What does utilizing this graphic look like when planning?

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- Promote expectations and beliefs that optimize motivation
- Foster collaboration and community

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Its utility is not as flexible as it purports in skills development.
It may promote solipsism.

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Great for classes with a variety of grade levels and learning levels

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It's scaffolding.
It's intuitive.

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- How do you navigate grading on a rubric if the assessments are varied? Provide several? Have a more broad rubric?
- What is the simplest level of implementation for this? (Where can UDL be implemented the most seamlessly?)

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All of these design principles need to be thought about _in tandem_ or it defeats the entire purpose (can be overwhelming/ hard to do)

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- Mastery-oriented feedback
- Highlight patterns

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-What are some different strategies for physical action?
-What templates do you have to use while planning with UDL to ensure that I can hit all of the components?

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Can disrupt routine if not done properly

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- Build fluencies with graduated levels of support for practice and performance
- Optimize access to tools and assistive technologies.

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Connects explicitly to how the brain works

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Strengths:
- Optimize individual choice and autonomy
- Guide appropriate goal-setting

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Strength: Multiple Intelligences