# data[].attributes.body
Ask a question or curiosity you have about UDL in lesson planning. Attempt to answer one of your peer's questions.

# data[].attributes.body
How can students choose a variety of avenues in your lessons to demonstrate what they understand (including your iPad)? How will they know they’re on the right track?  Cite your response using the UDL resources in Google Classroom.

# data[].attributes.body
How will you get students excited about your lesson content? How will you make the learning relevant to their lives? Cite your response using the UDL resources in Google Classroom.

# data[].attributes.body
How can you represent the information in your lessons in a variety of ways to meet student needs? Cite your response using the UDL resources in Google Classroom.

# data[].attributes.body
As a middle school art teacher, I could provide options for Language & Symbols by providing materials that contain lots of clear illustrations and perhaps even key vocabulary listed in multiple languages for any English Language Learners I may have. (UDLguidelines.cast.org) -Hayley Dwyer

# data[].attributes.body
As a middle school art teacher, I can show many different student examples of art work for each lesson. This shows students variety so they know they have the freedom to express their understanding of the content using the materials in their own unique way. Students will show their understanding and engagement with the concepts by their work process and group discussions. In art, there are countless ways to solve problems and express understanding of an idea. (YouTube video) -Hayley Dwyer

# data[].attributes.body
As a middle school art teacher, I can design lessons that incorporate modern social components that relate to my students. I can have them incorporate lyrics of their favorite songs, scenes from their favorite movies or tv shows, etc. I can also encourage them to explore issues that affect their lives. (YouTube video) -Hayley Dwyer

# data[].attributes.body
As a middle or high school FACS teacher, I could post pictures on the walls with their definitions so that the students have to interact by walking around finding the terms and definitions. I can make videos or find some that break down what we’re doing, for example a sewing or cooking activity.

Udlguidelines.cast.org
~ Bailey Holt

# data[].attributes.body
One way to better represent information is to have a physical model for the students.

Provide physical objects and spatial models to convey perspective or interaction https://udlguidelines.cast.org/representation/perception/alternatives-visual

The idea is that through handling the material the class can better understand the lesson. It is best to let them have the physical object accompanied by auditory learning.

# data[].attributes.body
"When assessments and feedback do not inform instruction or when they are not given to the students in a timely manner, learning cannot change because students do not know what to do differently." https://udlguidelines.cast.org/action-expression/executive-functions/monitoring-progress/monitoring-progress

As educators we must maximize our opportunities to assess students. I would utilize the commenting through google classroom to keep students heading in the right direction.

# data[].attributes.body
For me personally, visuals really help me grasp onto what I am learning. So, putting pictures or videos with any wording/explanations would be beneficial (UDL Video Part 4 Representation Strategies).

# data[].attributes.body
Understanding economics helps young people understand the world around them. Relating the lessons to their lives is as simple as using their interests as examples for terminology. If I were to teach about supply and demand I would have them chose something they have been wanting for awhile and talk about why that item costs so much. Giving students some choice in the lesson gives them autonomy. https://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonomy

# data[].attributes.body
During college I have been taught many different ways to show that I understand a concept, so I would be using some of these same strategies for my own students. I could have them post on a discussion board, make a flip grid video, or just turn in a short response essay on Goole Classroom (UDL Part 5 Action and Expression Strategies).

# data[].attributes.body
When we look to give students autonomy, how do we make sure that all the choices are available and equitable?

# data[].attributes.body
I also enjoy a class more when I feel like the teacher genuinely cares about the students and when they relate the topics to real life activities. I would do my best to connect with my students and find out their interests. From there, I feel like I would have a good idea of what lesson plans to pursue while also asking for their opinions on topics to learn about  (UDL Part 3 Engagement Strategies).

# data[].attributes.body
Is there one better way to teach a classroom over all the others?

# data[].attributes.body
While teaching FACS, there is a clothing module and I could have the students do a group presentation going over how fashion has changed through the years. Each group would have a decade and would have to do a video on clips, or some other app, going over what happened that decade and have pictures of at least one of the, dressed up for that decade. For the nutrition module, I could have the students make a presentation for food in different cultures and have them bring the food item to class.

UDL & Accessibility Discussion Video

~ Bailey Holt

# data[].attributes.body
There are so many ways a student can show they can demonstrate what they are learning. I used Prezi through high school and loved it. There is also PowerPoint, Google Slides, and things like Clips and Keynote. I would allow the students to choose which way they feel more comfortable showing that they understand the assignment.

UDLguidelines.cast.org

~ Bailey Holt

# data[].attributes.body
Would it be better to give my students freedom to choose certain topics or technology to show their work? Or choose for them? From experience, I always did better with choosing my own, but I know not everyone is like that.

~ Bailey Holt

# data[].attributes.body
I feel as if its best to give students the option to choose to work with technology or not. Would this be true if we previously worked with technology just so they have an idea on how to use it?

# data[].attributes.body
For me I am a visual learner. When I am in a classroom and the teacher focuses more on talking then giving visual options such as powerpoints, or images, I tend to get lost. This being said I could have trouble seeing ,so making the display of the information will be important to me(1.1 Offering ways to customize the display of information). I will make sure powerpoints font size and boldness are clear for the whole class to see not just the front of the class.

# data[].attributes.body
I will allow students the option to use multiple media factors for education. I will use discussion forums, chats, and comic strips that way students can see the material in unique ways. This also provides students different means to communicate with each other and with myself

# data[].attributes.body
I will provide learners with as much discretion and autonomy as possible by providing choices(7.1 Optimize individual choice and autonomy). I will offer rewards to students who participate in class discussion. This gives students the choice to participate but also encourages them to participate. I will also offer students the choice on how they will gather information, for example if they prefer using a book or want to use online sources.

# data[].attributes.body
As a future art teacher, I can make sure I always provide visual examples for art terms/ techniques and have organized resources for students to use, I would make sure I always provide a digital format, that way students will be able to change print size something that is not an option when you make paper copies. When I present videos I will always make sure to use subtitles.https://www.youtube.com/watch?v=9TVKGvnGPoA&list=PLEVdYHEH5JvMbG5R32VRYtKJIRhWoui4g&index=4

# data[].attributes.attachment_link.authors[].name
Center for Excellence in Teaching and Learning at OU

# data[].attributes.attachment_link.title
Universal Design for Learning (Part 4): Representation Strategies

# data[].attributes.body
Is there ever a time where you just can't meet everyone's needs? What are the most important Universal Design Methods to always have involved in the classroom.

# data[].attributes.body
Per the UDL webpage and Checkpoint 1.3, we can represent the visual information in our lesson by providing a text description for those that are using accessibility modifiers like page readers.

# data[].attributes.body
Checkpoint 5.2 suggests that we offer manipulatives in a math classroom, to make sure our students are on the right track, we can pair our manipulatives with a series of questions that they can use their manipulatives to answer.

# data[].attributes.body
Part 3 of the UDL Youtube videos, suggests a great method for getting the students involved to get the students engaged. I, personally, like the option to allow students to provide feedback for the activities in class. Allowing students the opportunity to contribute to the coursework can give them a sense of involvement in the process and hopefully create a bond to where they want to participate.

# data[].attributes.body
If we have provided methods to our students and there is a method that we feel would be best for a student and they are not choosing it, what is best practice?  Allow them to struggle through and learn on their own?  The point is autonomy so we shouldn't choose for people...

# data[].attributes.body
What are some ways I can incorporate UDL into a middle school art lesson? -Hayley Dwyer

# data[].attributes.body
One way I can represent information in my classroom to meet students needs is by meeting UDL 1.2. Each time I show a PowerPoint on the screen as I talk over it, I am meeting this criteria. It would be a step further for me to ensure that each student also has a digital or physical copy of my PowerPoint in front of them.

# data[].attributes.body
In my classroom, my students will show me what they know everyday through a series of discussions and “check in” questions. I will meet the criteria for UDL 4.1 by allowing students to show me what they know in many different ways. While my class will have tests or quizzes, it won’t be the only way students show what they know. I will allow students to choose to do projects or other alternatives if they feel their knowledge wouldn’t be adequately portrayed through their test/quiz scores. I will make sure students are on the right track by giving daily assessments (whether verbal or a physical exit slip).

# data[].attributes.body
I will get my students excited about learning by giving them choices in the classroom. I want my students to feel like they are a part of a community, not a prison. I will allow students to choose how they want to represent what they have learned (projects or essays instead of tests and quizzes). I will also allow students to have choices elsewhere in the classroom. I will make my classroom content relevant to students through helping them see the importance of history. There are patterns throughout history that prove the statement “history repeats itself.”

# data[].attributes.body
Where is the balance between giving students choice and autonomy over how they show their learning, and not really being able to measure each students learning in the same ways?

# data[].attributes.body
You can provide your students with different forms of the information you are teaching them. This can include having audio and visual aids for the students. You could also have a physical and digital form of the information you are teaching.

# data[].attributes.body
There are quite a few apps that you can use for your students to show how much they are learning. A couple ways could be to have your students create a flipgrid video about the lesson and have them reply to their classmates or create a discussion board on google classroom and have the students respond to their classmates.

# data[].attributes.body
One way to get students excited about the lesson is to make it relevant to them and including things from the area they live in. This can include going to a local museum and discussing local history that relates to the lesson
https://udlguidelines.cast.org/engagement/recruiting-interest/relevance-value-authenticity

# data[].attributes.body
What is a good way to promote students expectations and beliefs that will help optimize their motivation for a learning?

# data[].attributes.body
One way I can represent information in a different/new way for my classroom is to have visual or auditory ways of learning. I personally learn better by being able to see the information that is in front of me and processing it that way, such as images, I tend to do better with an explanation of what I am looking at, which hits checkpoint 1.3 (Offer alternatives for visual information).

# data[].attributes.body
Throughout my education, I have learned that I better myself using my iPad to help my creative aspect, but I was limited to paper and pencil through my high school years. However, in my classroom I would like to provide outlets for my kids to talk to me, as well as be comfortable to ask a question. Such as google classroom, google slides, keynotes, padlet, etc. help students express themselves.

# data[].attributes.body
How do I make sure I am utilizing my kids learning experiences every day, even with children having preferences on their learning styles?

# data[].attributes.body
The teachers I respected the most are the ones who I learned from the most, but I gave them respect because they showed that they care for each and every student that stepped into their classroom, and I hope I can do the same for my students to enhance their learning experience and motivate them to learn outside and inside the classroom.

# data[].attributes.body
One way I can have my students engage in the "what" of learning is having their own personal and academic goals. In the beginning of the year and towards the middle and end I would like to meet with each student to discuss their personal goals and have the write them down. Later, we will meet and they can visually see the goals that they wrote down themselves and we can deicide if they have met them and if we need to create new goals to reach. https://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonomy

# data[].attributes.body
I have discovered that personalizing my own learning has provided a means of desire for me to continue with what im doing. One way I can do this in my 2nd grade class is helping them put together their own notebook in the beginning of the year and allowing them the opportunity to customize it how they like. This lets them express themselves simply through their daily journaling notebooks. They can cover it in quotes, pictures, colors, magazine cutouts etc. In a lesson, they can use these to reflect on their learning and answer any questions we went over in class.
https://udlguidelines.cast.org/action-expression/physical-action/assistive-technologies

# data[].attributes.body
By means of engagement, I can have my 2nd grade class journal a prompt every morning when they come into class. This gets them started in the day on a positive, creative, and calm note. Music will be playing, lights will be low and string lights will be on with prompt on the board for them to start imagining and writing about. They can even draw their answer. This notebook can be more than just for the beginning of the day- it can be for the beginning of a lot of lessons to get them thinking of they "why" behind the upcoming lesson.

https://udlguidelines.cast.org/engagement/effort-persistence/goals-objectives

# data[].attributes.body
What kind of engagement can we come up with using outdoor activities to engage students?

# data[].attributes.headline
By making sure I keep things relevant to the lesson. While also making the content interesting most times students are "bored" with English because of the traditional learning methods. I can incorporate UDL Part 3 Engagement Strategies) within my lesson plan to find ways to keep students engaged.

# data[].attributes.subject
By making sure I keep things relevant to the lesson. While also making the content interesting most times students are "bored" with English because of the traditional learning methods. I can incorporate UDL Part 3 Engagement Strategies) within my lesson plan to find ways to keep students engaged.

# data[].attributes.body
How to keep students "interested" many students don't like to read and write how do I find ways to get them interested??

# data[].attributes.body
I can use (UDL Part 5 Action and Expression Strategies) by actually monitoring the students progress. And having them set goals and holding them accountable for the goals as well as pushing them to reach the goals and helping tp guide them to reach the goal they want to attain.

# data[].attributes.body
There are a few ways providing different audio options. Having read aloud setting on the students devices. Having peer readings and actually taking the effort to ask and learn about the students and see whaat works for them.