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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 6 Science

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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 1 Mathematics

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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 5 Language Arts

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Standards

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Key Questions to Consider when planning 

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Key Questions to Consider when planning 

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently.

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content.

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UDL Design cycle and lesson template (3) (2)

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10 Tips for Designing an Engaging Learning Environments 

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10 Tips for Designing an Engaging Learning Environments 

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cast_10 Tips for Designing an Engaging Learning Environment

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5 UDL Tips for Reducing Sterotype Threat 

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Top 5 Tips for Fostering Expert Learners 

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Top 5 Tips for Fostering Expert Learners 

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What does UDL look Like in the Classroom

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Million Dollar Question- What does UDL Look Like

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New Haven Union School District Part. Agenda

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Copy of SBAC Scores, Grade, Cohort, 2015-19

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Unpacking a Standard ELD Objective blank template

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10 Tips for Designing an Engaging Learning Environment 

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10 Tips for Designing an Engaging Learning Environment 

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cast_10 Tips for Designing an Engaging Learning Environment

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5 UDL Tips for Reducing Sterotype Threat 

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Powerpoint

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Over the past few months I've been asked for videos that capture a 3-Act Task being taught in the elementary grades. I didn't have any, or know of anyone that has captured an elementary 3-Act except for this Teaching Channel piece.

Before moving forward, this post wouldn't be possible without Dan's trailblazing skills and introducing us all to 3-Act Tasks.

Last week while visiting a kindergarten class we tackled the Candyman. So in the spirit of vulnerability, here it is and I'll take whatever feedback you can offer.

Act 1: Notice and Wonder
***The blur will disappear after 30 seconds. Little man had to blow his nose***
Act 2: Identify Variables and Solve Conflict

Here's the kindergarten recording sheet our friends used to make estimates and show their thinking.

After students estimated, we shared and identified the variables needed to answer the question, "How many candies were in Mr. Fletcher's hand?"

At this point students were good to go and got their model on. We didn't scaffold learning in any way because we were using this as a formative assessment.

Here's what we got...

The context and colors of the candies really helped students explain and model their thinking.

Not all was gravy. There's still lots of work to go but that's to be expected. It's kindergarten and we're in October.

Others looked rough too...

But when we looked closer and talked with the student, they counted the square pencil boxes for us. Awesome to uncover this hidden gem.

Really surprised to see this...

But my mind was blown with this little guy...

So we wanted to know more...

Mic drop.

Act 3: The Reveal

It's always great to engage the youngins' in 3-Act Tasks. I've heard colleagues say, "I don't have time to do these types of lessons."

I hope this helps in showing that we don't have time, to not have the time.

Thoughts and feedback welcome.

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3-Act Task: A kindergarten lesson captured

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Over the past few months I've been asked for videos that capture a 3-Act Task being taught in the elementary grades. I didn't have any, or know of anyone that has captured an elementary 3-Act except for this Teaching Channel piece.

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3-act math tasks searchable by grade level 

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3-act math tasks searchable by grade level 

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3 Act Math Tasks By Kyle Pearce, Dan Meyer and Others

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3 Act Math Tasks by Kyle Pearce, Dan Meyer and many others to spark curiosity and fuel sense making.

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.Practice.MP4

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP4: Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Download Common Core State Standards (PDF 1.2 MB)

|

Common core State Standards

Math: Math

K: Kindergarten

OA: Operations & Algebraic Thinking

A: Understand addition, and understand subtraction

1:
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Download Common Core State Standards (PDF 1.2 MB)

|

Common core State Standards

Math: Math

K: Kindergarten

OA: Operations & Algebraic Thinking

A: Understand addition, and understand subtraction

2:
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

What is the purpose of Act 1?

In Act 2, how do you see students approaching the problem? How are their strategies similar and different?

How does Ms. Alfonzo reflect on her students' learning?

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Kindergarteners in Kristin Alfonzo's class participate in a three-act task about birthday cake candles. Students begin by watching a video and wondering about the candles. They then model how to figure out how many candles there are before sharing their strategies with the class.

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Tier 1 Example

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This cooperative learning strategy has been around for decades, but how well do you really know it?
Say "Jigsaw" in some teaching circles and no one will bat an eyelash. It's one of those techniques that has been with us so long, it is no longer seen as new. When considering methods to share in my collection of instructional strategies, I ignored it for a long time because I assumed most people already knew how to use it. Still, I figured it was worth including at some point.

When I finally sat down to review the steps of Jigsaw, I came across a few surprises.

Although Jigsaw is typically presented as just one in a number of cooperative learning strategies, its origin story has little to do with academics. The strategy was developed by social psychologist Elliot Aronson in 1971 in response to the racial turmoil caused by recent school desegregation in Austin, Texas. "Long-standing suspicion, fear, and distrust between groups produced an atmosphere of turmoil and hostility," Aronson recalls on his website, The Jigsaw Classroom. "Fist-fights erupted in corridors and schoolyards across the city. The school superintendent called me in to see if we could do anything to help students get along with one another."

Rather than take a crisis management approach to the situation, which they believed would only put a band-aid on the problem, Aronson and his colleagues wanted a solution that was more organic, something built into the structure of students' everyday learning. What they came up with was Jigsaw, an instructional approach that required students to learn from each other, rather than from the teacher. Because students in a Jigsaw classroom could not succeed without one another, they had to learn to get along. "Learning from each other gradually diminishes the need to try to out-perform each other because one student's learning enhances the performance of the other students instead of inhibiting it, as is usually the case in most competitive, teacher-oriented classrooms."

For a more thorough understanding of the strategy and its history, read the Jigsaw Classroom's Jigsaw Basics white paper.

Although cooperative learning in general has been proven to have a strong positive impact on learning (Marzano, Pickering, & Pollock, 2001), researchers have found that Jigsaw in particular improves students' social-emotional learning. In studies comparing Jigsaw with traditional direct instruction, students taught with the Jigsaw method demonstrated increased feelings of autonomy, competence, and intrinsic motivation (Hänze & Berger, 2007). Another study comparing Jigsaw with cooperative learning that didn't include interdependence (a hallmark of Jigsaw) found that the Jigsaw students demonstrated improved attitudes toward their peers and reduced indicators of racial prejudice (Walker & Crogan, 1998).

Many teachers are looking for ways to help students become more independent learners who also function well in groups. If done correctly, Jigsaw can fulfill all of those needs without ever losing academic rigor.

As a teacher, I never received any formal training in this strategy, and when I tried it, I found it didn't work quite as well as I'd hoped. After studying the steps again, I realized I was organizing my groups the wrong way. Plus, I never bothered to give the quiz at the end.

Anyway, here's a video overview of the steps. If you're new to the strategy, this will show you how to do it. If, like me, you've tried it without success, this may help you fine-tune:

Want these steps written down? Click here to download a free copy (will open in a new window).

I had no clue about this! Since the original Jigsaw strategy was developed, other educators have improved on it with their own variations (Coffey, n.d):

Jigsaw II has all students read all of the material, but then specialize in one area for their expert groups. Then, when quiz time comes, students' individual scores are averaged within each group to arrive at a group score, which is then compared with other groups. This encourages groups to work harder to ensure that all members learn.

Jigsaw III builds in a group review before the final quiz.

Jigsaw IV adds a few extra components to Jigsaw III: The teacher starts by introducing the material, quizzes are given to the expert groups, and a re-teaching period is built in to address material that wasn't taught well in cooperative groups.

I should mention that clear information on these three variations was very challenging to find; with that in mind, I believe there's a need for a well-written set of instructions to help teachers give each variation a try.

So how do you like them apples? Kind of makes you want to get Jiggy with it, no? (Sorry, I couldn't help it. It was sitting right there.) If you have experience with Jigsaw and have insights or tips to add, please comment below. If you have questions about implementation, let's hear those, too.

Jiggy. ♥

References:

Coffey, H. (n.d.). Jigsaw (Educator's guides: North Carolina digital history). Retrieved from http://www.learnnc.org/lp/editions/nchist-eg/4584#noteref5

Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41. Retrieved from http://www.sciencedirect.com/science/article/pii/S0959475206001174

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.

Walker, I. (1998). Academic performance, prejudice, and the jigsaw classroom: New pieces to the puzzle. Journal of Community & Applied Social Psychology, 8(6), 381-393. Retrieved from http://uwf.edu/svodanov/AS/Jigsaw.pdf

Stick around.
Join my mailing list and never miss another post. You'll get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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4 Things You Don't Know About the Jigsaw Method

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This cooperative learning strategy has been around for decades, but how well do you really know it?

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Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.

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John Hattie: What Does It Mean to Be a Successful Teacher?

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right thing, right way, right time, right people venn

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How have you been applying UDL principles in your classroom practice, what has worked well, what are things you want to continue to work on. Use the charts in the packet to make notes and discuss--learn what others have been doing.

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Watch the videos that explain what SAMR and TPACK models are, discuss the role of ed tech in instruction--consider what some misunderstandings about ed tech might be, what are the barriers for some teachers using ed tech, what are some examples of effective use of ed tech. Use the EdSurge and Common Sense Media search tools to look at ed tech reviews. Explore the UDL+SAMR chart.

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The Orange County Department of Education explains Multi-Tiered System of Supports, or MTSS

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There are a couple of videos and articles about MTSS, including the CA guidance manual. In your group, each person should select an article or video to explore and take notes--how is your understanding of MTSS developing, what connections to district initiatives can you make, what questions do you have, what role does UDL play? Discuss with each other to deepen everyone's understanding.

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Search Results for Common Sense Education

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Common Sense is the nation’s leading nonprofit organization dedicated to improving the lives of all kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century.

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Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect on how you're integrating technology into your classroom. Is it an act of Substitution? Augmentation? Modification? Or Redefinition?

To learn more about the connections between SAMR and Bloom's Taxonomy, see Dr. Puentedura's blog post, " SAMR and Bloom's Taxonomy: Assembling the Puzzle."

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Introduction to the SAMR Model | Common Sense Education

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Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect on how you're integrating technology into your classroom.

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Access videos, whitepapers, eBooks, webinars, blogs, infographics, case studies, demos and more in our resource hub to support your success.

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John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen's d). In his ground-breaking study "Visible Learning" he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?"
Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book " Visible learning for teachers ".

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses - up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.
Order VL for Teachers!

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Hattie effect size list - 256 Influences Related To Achievement

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Hattie's updated effect size list of 256 influences across all areas related to student achievement.

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Academic Success for All Students: A Multi-Tiered Approach

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How do you know when a teaching strategy is effective 

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How do you know when a teaching strategy is effective 

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How Do You Know When A Teaching Strategy Is Most Effective

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8 Strategies that Marzano and Hattie agree on 

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8 Strategies that Marzano and Hattie agree on 

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8 Strategies Robert Marzano amp John Hattie Agree On

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Multi-Tiered System of Support, or MTSS, is an inclusive system of support for all students, and encompasses Universal Support, Additional Support, and Intensified Support. The final installment of the MTSS Trilogy, this short SWIFT clip by Dan Habib highlights how SWIFT schools implement intensified support: ongoing specially designed instruction, extra support, and other services for a few students. General and Special Educators use progress monitoring data to discern which supports students need in order to include every child in the general education classroom. Schoolwide Integrated Framework for Transformation (SWIFT) is a national K through 8 technical assistance center that builds school capacity to provide academic and behavioral support to improve outcomes for all students through equity-based inclusive education.
To learn more about SWIFT, visit http://www.swiftschools.org

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My world without numbers | Line Rothmann | TEDxVennelystBlvd

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TED Talk Teaching Math Without Language 

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TED Talk Teaching Math Without Language 

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Teaching without words | Matthew Peterson | TEDxOrangeCoast

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CAASP Opportunities to Get Involved Page (link to ELPAC opportunities) 

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CAASP Opportunities to Get Involved Page (link to ELPAC opportunities) 

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california testing frequently asked questions

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Frequently Asked Questions About the California Assessment of Student Performance and Progress - All Questions

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.Practice.MP4

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP4: Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.2.OA.A.1

Common core State Standards

Math: Math

2: Grade 2

OA: Operations & Algebraic Thinking

A: Represent and solve problems involving addition and subtraction

1:
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Download Common Core State Standards (PDF 1.2 MB)

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Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

How does Act 1 engage students with the problem?

How are students given opportunities to learn from each other?

How could you use Three-Act Tasks in your classroom?

Teachers

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Second graders in Sarah Dietz's class participate in a three-act task about cookies. Students begin by watching a video and wondering about the cookies. They then model how to figure out how many cookies the cookie monster ate before sharing their strategies with the class.

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.Practice.MP4

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP4: Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Download Common Core State Standards (PDF 1.2 MB)

|

Common core State Standards

Math: Math

K: Kindergarten

OA: Operations & Algebraic Thinking

A: Understand addition, and understand subtraction

1:
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Download Common Core State Standards (PDF 1.2 MB)

|

Common core State Standards

Math: Math

K: Kindergarten

OA: Operations & Algebraic Thinking

A: Understand addition, and understand subtraction

2:
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

What is the purpose of Act 1?

In Act 2, how do you see students approaching the problem? How are their strategies similar and different?

How does Ms. Alfonzo reflect on her students' learning?

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Kindergarteners in Kristin Alfonzo's class participate in a three-act task about birthday cake candles. Students begin by watching a video and wondering about the candles. They then model how to figure out how many candles there are before sharing their strategies with the class.

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Maker Faire is the Greatest Show (and Tell) on Earth-a family-friendly festival of invention, creativity and resourcefulness, and a celebration of the Maker movement. Join us for a weekend of amazing Makers, inspiring projects, and something for everyone!

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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.

UDL Rising to Equity

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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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 Guid…

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UDL Class Proflile and Focus Student Chart 

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Working on Growth Mindset for young learners 

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Working on Growth Mindset for young learners 

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ELA.W.K.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards K\x80-5

K: Kindergarten

5:
With guidance and support from adults, respond
to questions and suggestions from peers and
add details to strengthen writing as needed.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

How can goal-setting help students persist during challenges?

How does Ms. Ivey support her students in giving helpful peer feedback?

How is Ms. Ivey modeling a growth mindset for her students?

School Details

Longfellow Elementary School
715 Highland Avenue
Oak Park IL 60304

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / Kindergarten / Teacher

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Marion Ivey shares how she is helping her students develop a growth mindset through the process of peer feedback. Marion supports her students in giving and receiving specific feedback during author's chair. Then, she helps students set a goal based on that feedback.

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My world without numbers | Line Rothmann | TEDxVennelystBlvd

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3-Act Math Task in Elementary Lesson example 

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3-Act Math Task in Elementary Lesson example 

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

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Math.Practice.MP4

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP4: Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Download Common Core State Standards (PDF 1.2 MB)

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Math.2.OA.A.1

Common core State Standards

Math: Math

2: Grade 2

OA: Operations & Algebraic Thinking

A: Represent and solve problems involving addition and subtraction

1:
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

How does Act 1 engage students with the problem?

How are students given opportunities to learn from each other?

How could you use Three-Act Tasks in your classroom?

Teachers

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Second graders in Sarah Dietz's class participate in a three-act task about cookies. Students begin by watching a video and wondering about the cookies. They then model how to figure out how many cookies the cookie monster ate before sharing their strategies with the class.

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4 Corners Worksheet - Class Learning Snapshot & Toolkit  (1)