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Nadine Ebri is a 26-year-old elementary school teacher in Jacksonville, Florida.

Nadine Ebri

"My class, they're very goofy," Ebri told BuzzFeed News of her fourth-graders. "They turn everything into a song."

Last week, Ebri was teaching her students long division, which is "so hard for kids to get it because there's so many different steps," she said.

But, rather than get frustrated, something awesome happened: One of the students started dropping a sick beat.

The whole class started singing along, and soon enough, they'd written the most 🔥🔥🔥 long-division song there's ever been:

People are loving the video, and praising Ebri for "making learning interesting."

Ebri said it "feels so good" to see her students loving to learn, and she hopes they keep turning lessons into songs.

"Everytime I've taught using music, the kids remembered. Whenever I put anything to a song, they get it," she said.

"If they ever want to turn anything into a song, I don't stop them," she said. "Let them be themselves."

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These Fourth-Graders Turned A Math Lesson Into The Most Lit Song Ever

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"Everytime I've taught using music, the kids remembered. Whenever I put anything to a song, they get it," she said. "If they ever want to turn anything into a song, I don't stop them," she said. "Let them be themselves."

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Explore topics about ADHD, dyslexia, and learning disabilities. Learn about focus, hyperactivity, executive function skills, and trouble with reading, writing, and math.

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Please remember to take notes in your team folder. Send an email to your implementation specialist when the notes are up if your specialist is not present during this meeting.

~5 minutes: Facilitators introduce the goals. Facilitator assigns a note taker and a time keeper.

~30 minutes: Each person goes around, explains which resource they explored being sure to highlight key takeaway.

~15 minutes: The team(s) discuses the following: How do the UDL guidelines help teachers to plan for variability in the affective networks (i.e., how motivated and engaged students are). How can the UDL guidelines around affect help your district, school, or classroom address the learning needs of students?

*Note that the team could also use the discussion questions in Your UDL Lesson Planner on p. 32.

~10 minutes:  Consider, would your team like to start visiting teachers in your own school or your partner school. Please check with your implementation specialist by sending an email during this meeting if you’d like to meet with another school. If you’d like to observe teachers in your own school, please send an email to the teachers you’d like to  observe, Ccing your implementation specialist.

Consider using the observation protocol posted here when you observe.

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Read one or more of these texts prior to the meeting.

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View one or more of these videos prior to or during the meeting.

Consider:
How does this tie in to the guidelines?
How does this relate to my practice?

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Mary Helen Immordino-Yang: We feel therefore we learn

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Mary Helen Immordino-Yang: We feel therefore we learn

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27 minute

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Dr Mary Helen Immordino-Yang 'We feel, therefore we learn' at Mind & Its Potential 2011

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3 minute

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Mary Helen Immordino-Yang - RI Summer Academy: Our Bodies,Our Minds,Our Selves (excerpt)

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A PBL example

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Applying Math Skills to a Real-World Problem

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Students in Eeva Reeder's geometry class design schools for 2050.

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1. Participants will understand the way that affective networks are involved in motivation engagement, and learning.

2.  Participants will be able to explain how the UDL principle: Multiple Means of Engagement helps educators address the variability in learners’ affective networks.

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1 hr webinar

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iLinc | Learning Analytics Webinar Recording (07/08/2015)

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Marc Brackett describes the work done at the Yale Center on Emotional Intelligence around the Mood Meter in this Ted Talk.

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The page you’re seeking may have been moved or may no longer exist. Try going to our home page, using our website navigation, or by using our search at the top of the page to find what you’re looking for.

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Read Pgs 52 and 53 of UDL Theory and Practice

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Read Pgs 52 and 53 of UDL Theory and Practice

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and watch embedded videos.

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Theory and Practice. By Anne Meyer, David H. Rose, and David Gordon.