# data[].attributes.body
Webinar: UDL Now! Revised with Katie Novak

Webinar: UDL and Cultural Variability

Webinar: UDL Planning for Lessons and Collaboration

Top  10 UDL Tips for Designing an Engaging Learning Environment

Top 5 UDL Tips for Reducing Stereotype Threat

# data[].attributes.attachment_link.readable_text
Yacine Hakmi and Ashraf Meguellati from Algeria walk us through the successful design they use at the STEM Teacher Training program to help teachers become excited about and apply UDL in their classrooms.

Rene shares how he brought UDL into his high school in Houston, TX when he was the principal and how the framework continued to influence his leadership as he moved through other districts and positions. BONUS: He shares a crosswalk of the intentional outcomes of UDL, PBIS, and International Baccalaureate used at his high school.

Continuing the UDL district implementation series with Fond du Lac Schools, Shannon Schultz offers a deep dive into their UDL Readiness Rubric.

Gina shares a lesson she taught in May of 2020 at the height of COVID lockdown. It reconnected her students with the great outdoors, supported their social emotional learning, and maintained their academic rigor all while using the digital learning environment. It was all planned using the UDL framework.

# data[].attributes.attachment_link.description
We have 2 informative Podcast series. Our UDL in 15 Minutes - The Podcast is our original podcast where educators and UDL leaders share their experiences and thoughts on implementing and using UDL. This Podcast series can be found below on this page. Our UDL Research in 15 Minutes - The Podcast is our newer [...]

# data[].attributes.attachment_link.readable_text
While Universal Design for Learning (UDL) is all about choices, we never want to overwhelm our learners with choice. After publishing 23 associated blogs for UDL in 15 Minutes, there's a lot of choice. To help you decide which blog(s) will be most meaningful for you (of course, I'm hoping you will think they are all meaningful (*wink*)), I've created a quick reference table with the descriptions or titles of each blog. I purposefully keep each blog to 2 pages or less and each blog is directly related to that episode's podcast. If you want to return to the podcast, there are links embedded within the blogs. Many of the blogs also link out to other resources and tools that can be helpful in your implementation of UDL. Happy reading!

# data[].attributes.attachment_link.title
UDL in 15 Minutes Blog Posts * Loui Lord Nelson

# data[].attributes.attachment_link.description
While Universal Design for Learning (UDL) is all about choices, we never want to overwhelm our learners with choice. After publishing 23 associated blogs for UDL in 15 Minutes, there's a lot of choice. To help you decide which blog(s) will be most meaningful for you (of course, I'm hoping you will think they are ...

# data[].attributes.headline
What does it mean to be an expert learner?

# data[].attributes.subject
What does it mean to be an expert learner?

# data[].attributes.body
https://www.novakeducation.com/expert-learning-equity-making-cookies/

# data[].attributes.headline
UDL Lesson Flowchart:Moving Beyond Choice

# data[].attributes.subject
UDL Lesson Flowchart:Moving Beyond Choice

# data[].attributes.body
https://www.novakeducation.com/udl-flowchart-moving-beyond-choice/

# data[].attributes.body
Representation

# data[].attributes.headline
UDL: Moving from Exploration to Integration

# data[].attributes.subject
UDL: Moving from Exploration to Integration

# data[].attributes.body
https://tinyurl.com/y659gq2h

# data[].attributes.body
Allison Posey
https://www.amazon.ca/Universally-Designed-Leadership-Applying-Systems/dp/1930583621

# data[].attributes.body
Katie Novak

# data[].attributes.body
Katie Novak Video

# data[].attributes.body
Article by Joni Degner

# data[].attributes.attachment_link.title
Just Ask – UDL Center Article Joni Degner

# data[].attributes.headline
Million Dollar Question: So what does UDL look like?

# data[].attributes.subject
Million Dollar Question: So what does UDL look like?

# data[].attributes.body
Article by Katie Novak

# data[].attributes.attachment_link.title
Million Dollar Question_ What Does UDL Look Like_ – Katie Novak, Ed

# data[].attributes.attachment_link.title
6 Ways to Engage Every Learner Using UDL -- THE Journal

# data[].attributes.body
Q&A with Katie Novak

# data[].attributes.body
What is UDL

# data[].attributes.body
Listen to how UDL in incorporated into daily classroom practice.

# data[].attributes.headline
Post questions or comments here or email me at murphyje@limestone.on.ca  Thanks! Jennifer Murphy

# data[].attributes.subject
Post questions or comments here or email me at murphyje@limestone.on.ca  Thanks! Jennifer Murphy

# data[].attributes.attachment_link.title
Paulette Hurst's Math Example of the UDL Lesson Design 

# data[].attributes.body
Note: From 2016 using the previous guidelines

# data[].attributes.attachment_link.description
This space is meant to provide visuals to show the UDL guidelines in action in Sanger USD.

# data[].attributes.headline
UDL Progression Rubric (Novak and Rodriguez)

# data[].attributes.subject
UDL Progression Rubric (Novak and Rodriguez)

# data[].attributes.body
Self Assessment Tool

# data[].attributes.body
Understood.org

# data[].attributes.attachment_link.readable_text
Universal Design for Learning (UDL) is an approach to teaching that aims to give all students equal opportunities to succeed, no matter how they learn. While some teachers in traditional schools may use UDL principles and practices on their own, traditional and UDL approaches to education are very different.

This chart, created with the help of the CAST, highlights some of the differences between traditional classrooms and UDL classrooms. CAST, an Understood founding partner, developed the UDL framework.

In the traditional classroom

In the UDL classroom

Teaching focuses on what is taught.

The primary focus is on teaching the subject matter students need to learn. Lessons are designed and taught with a "typical" student in mind.

That often means the teacher will present the material in one way for the entire class.

A lesson on the Civil War, for instance, might involve the teacher lecturing the class and writing facts and dates on the board.

Teaching focuses on both what is taught and how.

The primary focus is on finding ways to teach the material to the many types of learners in a classroom. Teachers plan lessons to address a wide range of needs and strengths. There's no "typical" student.

The teacher will present the material in a variety of ways. A lesson on the Civil War might include a traditional lecture. But there might also be a video for students to watch or an online class forum for discussion. There might even be a board game that students play to understand the history of the war.

Accommodations are for specific students.

Accommodations are only for students with an IEP or a 504 plan, the goal being to help these students learn the same material as their classmates.

For instance, a student with accommodations listed in an IEP or 504 plan might get an alternate format for a book, like an audiobook. But alternate formats aren't available to the whole class.

Accommodations are for all students.

The accommodations some kids might get in their IEPs and 504 plans are available to all students. The idea behind this is that all kids may benefit from multiple formats. Some say, too, that providing accommodations for all can reduce stigma students may feel about using accommodations.

For instance, if a lesson relies on a book, the book will be available to the entire class in multiple forms. That includes text-to-speech, Braille, digital text and large print.

The teacher decides how the material is taught.

The teacher teaches in one way for the whole class, and all students are expected to learn in that way.

The teacher works with the student to decide how the student will learn the material.

Teachers and students work together to set individual learning goals. Each student gets to make choices about how to accomplish personal goals. The aim to is to have the student understand how she learns and become an "expert learner."

The classroom has a fixed setup.

It looks like a traditional classroom-desks lined up in rows or grouped in pods. The teacher stands in front and teaches to the whole class at once.

The classroom has a flexible setup.

The room is laid out with different spaces for different kinds of work-quiet, individual work, small and large group work, and group instruction. Teaching is flexible, depending on the lesson and student needs. The teacher moves around from space to space, helping students as they work.

There's one way for a student to complete an assignment.

There's usually only one way for a student to show what he knows.

For instance, a book report might be assigned only as a written essay.

There are multiple ways to complete an assignment.

There are many options for students to show what they know, because students have different strengths in how they express themselves.

For example, students can choose the format for their book report, such as a video, slideshow presentation or essay.

Grades are used to measure performance.

Students get periodic feedback on how they're doing through tests, quizzes, projects and assignments. But grades typically aren't used as part of an ongoing discussion about goals and learning.

Grades are used to reinforce goals.

Students get continuous feedback on how they're doing. They're encouraged to reflect on their learning and whether they met lesson goals. Grades feed into that discussion.

# data[].attributes.attachment_link.title
The Difference Between Universal Design for Learning (UDL) and Traditional Education

# data[].attributes.attachment_link.description
Universal Design for Learning (UDL) is an approach to teaching that aims to give all students equal opportunities to succeed, no matter how they learn. While some teachers in traditional schools may use UDL principles and practices on their own, traditional and UDL approaches to education are very different.

# data[].attributes.attachment_link.description
The National Center on Universal Design for Learning at CAST. Together we can change the world.

# data[].attributes.attachment_link.readable_text
When I am presenting on Universal Design for Learning (UDL), an education framework routed in offering options to students to help them take control of their own education, teachers often tell me they have been doing it already for years. I ask them to explain.

What follows is often a description of Differentiated Instruction (DI). Like UDL, DI is also an education framework based on providing options to students. However, there are some critical differences that differentiate (pardon the pun!) the two frameworks from one another.

The Dinner Party Analogy

I like to explain the differences by asking teachers think about hosting a dinner party. Let's say you have invited over thirty guests. Several of these guests have food allergies, another few are gluten-free, some are vegetarian or lactose intolerant, and your brother is exclusively Paleo. You want to be the perfect host, and you want to accommodate everyone.

Scenario 1: You decide to make individual meals for each guest so that each of them has the perfect dish. That is a lot of juggling to do. In the end, you are exhausted from all of the cooking, made a few mistakes because it is nearly impossible to get everyone's individual meal perfect, and didn't enjoy yourself. At the same time, you are frustrated that some of your guests preferred other's meals when you had made a special dish JUST FOR THEM.

What I just described is the dinner party equivalent of DI. DI is presenting options, but those options are directed by the teacher. For example, you may take one group of students aside and ask them to read an extra piece of literature because you can tell they are more advanced than their peers. You ask another student to draw a picture instead of writing an essay since you know writing is challenging for him. You are presenting options, but those options are governed by you and it's possible you haven't chosen the right options for the right students. You are burnt out from trying to create so many individualized lessons.

Scenario 2: Let's go back to the dinner party. Rather than preparing thirty individual meals, why not put out a buffet? Include lots of variety, but let the guests choose what is best for them, what they believe will work with their individual diets, and satisfy them. You don't witness guests peering at other's dishes wishing they had been made the same thing. You are relaxed and engaged. You have saved your energy for interacting with your guests, instead of wasting it preparing imperfect options.

UDL offers students a "buffet" of options. The options are offered by the teacher but they aren't individualized for specific students. Through the UDL framework, students are intended to become self-directed learners and choose the options that work best for them, not the other way around. With UDL, students learn to take responsibility for their learning. They are learn the "why" of learning as we turn on the affective network of the brain by providing multiple means of engagement. They learn the "what" of learning as we ignite the recognition network of the brain by providing multiple means of representation. And they learn the "how" of learning as we turn on the strategic network of the brain through multiple means of action & expression.

If you are feeling exhausted by creating individualized learning plans for each of your students through the DI framework, you are not alone. UDL can help you provide options but allow you to maintain your creativity and energy while developing a classroom full of curious, self-directed learners. It isn't a framework you can implement overnight, but once you see it working its magic in your classroom, you will become just as hooked as I am.

To learn more about the UDL framework, and read up on concrete examples of how you can implement it in your classroom, feel free to pick up a copy of my book, UDL Now!

UDL vs DI: The Dinner Party Analogy

# data[].attributes.attachment_link.title
UDL vs DI: The Dinner Party Analogy - Novak Educational Consulting

# data[].attributes.attachment_link.description
When I am presenting on Universal Design for Learning (UDL), an education framework routed in offering options to students to help them take control of their own education, teachers often tell me they have been doing it already for years. I ask them to explain. What follows is often a description of Differentiated Instruction (DI).

# data[].attributes.attachment_link.readable_text
I often am asked the question, "Why UDL?" and my answer is simple. We are preparing students for their future. We are not preparing them for our past. The way that we have been teaching students for decades will no longer meet their needs because we are preparing them for jobs that don't even exist yet and technology that is replaced daily. In this new world, we have to teach our students how to be thinkers, love challenge, and commit to innovation. We can not do this when we, as educators, are in charge of their learning.

When I first started teaching, I was pretty confident in my content knowledge in ELA. The kids needed me to help them analyze Shakespeare; they needed me to unpack and model rhetorical strategies. They needed me to craft an essay question so they could all read Sparknotes and write 100 versions of the same essay that made me want to poke my eyes out with my red pen. What was I preparing them for? College, I told myself. A career as a literary critic, maybe? In fact, I was preparing them to be compliant and to do what I told them to do. It was not intentional, but that was my message, my hidden curriculum, nonetheless.

When I learned about UDL, I resisted. For a fleeting moment, I saw myself being replaced. What would the classroom be, if I wasn't the star, standing proudly like an Oscar recipient as they watched in awe? The answer? The classroom would be engaged. Students would be collaborating to analyze Shakespeare by Skyping with students around the world, arguing about the use of rhetoric in political campaigns and taking their learning into the community to create anti-smoking campaigns, to begin Academic Competition Teams, and fight to find their way in the world. They gave me feedback and challenged me to prove myself against Siri, to admit my mistakes and learn from them, and to help them carve a path into a place that didn't exist. I couldn't do this alone, nor could they do it without me. My role as an educator became even more important when I stepped out of the spotlight because it required me to craft and personalize my message to all students instead of throwing it out in a "one-size-fits-all" ball and hoping it stuck.

As an administrator, I still identify as a teacher. My classroom is bigger, but my job is the same. I can't tell stakeholders how to analyze the district strategy; they don't need me to unpack their standards, and they certainly don't need me to tell them all how to teach. Instead, I am tasked with inspiring them to reflect on WHY they got into teaching, WHAT they need to do to help students to prepare for the future, and HOW they are going to do that. Then, once they have shared their plans, I can provide feedback, collaborate, and inspire so they can take risks, make mistakes, learn from them, and continue to innovate.

UDL is a full circle. It's not about compliance, it's about engagement and engagement means everyone has firm goals and flexible means. It's a hell of a ride.

___________

For more information on how to lead and optimize systems change with UDL, check out Universally Designed Leadership: Applying UDL to Systems and Schools.

# data[].attributes.attachment_link.description
I often am asked the question, "Why UDL?" and my answer is simple. We are preparing students for their future. We are not preparing them for our past. The way that we have been teaching students for decades will no longer meet their needs because we are preparing them for jobs that don't even exist yet and technology that is replaced daily.

# data[].attributes.body
UDL is a framework to guide the design of learning environments that are accessible and challenging for all.

Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal driven.

UDL aims to change the design of the environment rather than to change the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning.

# data[].attributes.body
Todd Rose Ted Talk

# data[].attributes.attachment_link.title
The Myth of Average:  Todd Rose at TEDxSonomaCounty

# data[].attributes.body
Let's go bowling!

# data[].attributes.attachment_link.title
Shelley Moore: Transforming Inclusive Education

# data[].attributes.body
Explore the guidelines online

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
CAST: Strategies for Action and Expression

# data[].attributes.subject
CAST: Strategies for Action and Expression

# data[].attributes.body
Examples of Representation

# data[].attributes.body
1 page handout