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Participant Copy of PD Day PPT

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Sample Lesson with UDL Supports (Annotated)

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Sample Lesson with UDL Supports (Annotated)

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Affective Networks | The “HOW” of learning

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Learners differ in the ways they perceive and make meaning of information. For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), and those representing diverse or non-dominant cultures and/or languages all approach content differently. And these differing approaches must be honored and valued. Equally important is the consideration of how people, cultures, individual and collective identities, perspectives, and ways of knowing are represented within the content. Learning, and transfer of learning, occurs when multiple representations and perspectives are used, because they support learners to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for every learner; providing options for representation is essential.

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Recognition Networks | The "WHAT" of learning

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.

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It's important to give students influence over how and what they learn in the classroom. But not all choices are equal. Teachers should structure learning scenarios that equip students with opportunities to strengthen their autonomy, competence, and relatedness.
Giving student real choices in the classroom - having to do with the material they study, the assignments they complete, the peers with whom they work, and so on - can boost their engagement and motivation, allow them to capitalize on their strengths, and enable them to meet their individual learning needs. But, like most teaching strategies, the structuring of choices for students can go very well, and it can go very badly - the nuances make all the difference.

Teachers need to understand how individuals and groups of students are likely to respond to any given opportunity to make consequential choices about the goals, activities, and experiences they wish to pursue in the classroom. To illustrate, we describe three cases in which high school mathematics teachers presented their students with choices. (Although these three vignettes feature secondary math classrooms, we argue that their lessons can generalize to other settings and subject areas.) We begin with the case of Ms. R, who found that when she gave her students a specific choice to make, she saw noticeably improved engagement in learning. Next, we describe the case of Ms. C, who provided a similar choice to her students but was disappointed with their response. We then discuss the ways in which students' feelings determined how they responded to the given choices, and we describe a third case, which illustrates how teachers can structure choices that are likely to support student engagement.
The Case of Ms. R - Choice improving student engagement
Once a week, Ms. R gave students in her Algebra I class a choice of activities to work on. On these "work days," as students called them, Ms. R offered a set of three to four activities. Each student could select the activity that featured the skill that they thought they needed to work on the most. Before implementing these work days, Ms. R was concerned that students might not use their time wisely, so she made sure to give them plenty of work to do, including supplemental practice problems.

Initially, when she introduced the work days, students found it difficult to choose an activity. Ms. R believed this was because students had little experience making choices in school, and they were in the habit of letting their teachers make all the decisions. Thus, she made it a priority to teach them, explicitly, how to choose an appropriate activity.

By the third week, students were comfortable selecting activities and were productive in their work. Ms. R was pleasantly surprised to observe that her students spent more time helping each other and even policing each other's behavior, calling out peers whose behavior was distracting or who weren't being productive. Overall, she found that students knew what they needed to work on and when they needed help, and they used their time accordingly. This meant students spent more time on-task and asked for her help less often. As a result, Ms. R. was able to spend more time checking on students' progress and helping those who genuinely needed her assistance. Ms. R was happy to learn she could trust students to make positive choices.
The Case of Ms. C - Choice not improving student engagement
In her Algebra I class, Ms. C offered a choice activity that appeared to similar to the one that Ms. R offered, only the result was quite different. During a unit on inequalities, she presented students with four problem sets (each consisting of eight problems), each one pegged to a certain level of difficulty. They should each choose one or two problems from two of the four levels, she explained, advising students to choose problems based on their self-assessment of their readiness for each level.

By the end of class, Ms. C was disappointed with her students. Most were treating the problems like busywork, rushing through them without giving them much thought. Further, most students picked problems from the easiest two levels, even though Ms. C knew that some of them were ready to work at levels three and four.

What makes choices engaging? Autonomy, competence, and relatedness Judging by the research literature on choice in the classroom, itǯs not unusual to see the very different outcomes experienced by Ms. R and Ms. C - some studies show that choice positively influences student motivation and learning (e.g., Assor, Kaplan, & Roth, 2002), while others indicate that choice has either no or even a negative effect (e.g.,D'Ailly, 2004). To explain these conflicting outcomes, psychologists Idit Katz and Avi Assor (2006) have argued that what matters most isn't the kind of choice given to students but, rather, how students perceive the choice provided to them: When students associate feelings of autonomy, competence, and relatedness with choice, then choice is most likely to result in beneficial outcomes, such as student engagement.

Students feel autonomous when they understand the value or relevance of a task, particularly if they believe that the task aligns with their values, interests, and goals. It comes not just from participating in the process of choosing but, rather, from having a sense that the choice is personally meaningful. Students must see real differences in the importance or relevance of the choices at hand, and they must find at least one option to be worth choosing. In short, while Ms. R and Ms. C each gave students a choice of tasks, there was something about the set of choices that Ms. R created that made her students feel that those choices were meaningfully different. Evidently, Ms. C's students did not feel this way.
Competence
Students feel competent when they believe they know what to do to be successful and feel capable of mastering challenges. To engender competence, students must perceive choosing the task and doing the selected work as appropriately difficult. When people are confronted with too many choices or believe the selection process is too complex, they opt for an easier choice method such as choosing a default, choosing randomly, choosing not to choose, or letting someone else choose for them. Teachers, then, must make the selection process appropriate for students in terms of the number of choices and the ways in which students are expected to choose.

Students feel competent when they believe they know what to do to be successful and feel capable of mastering challenges.

Ms. R provided only three to four choices, she was explicit with her students that they choose activities they felt would best address their learning needs, and she made a point of providing explicit instruction in how to make good choices. In contrast, Ms. C told students to choose two out of four problem levels and then one to two problems out of eight problems in each level. This required two stages of choice, and it wasn't clear that students knew how to make a good choice at either of those stages. It seem likely that they were overwhelmed by the range of choices at hand, so they opted for the easiest choices they could make.

The other part of engendering competence is that students must be able to choose tasks that are appropriately challenging. That is, possible tasks should not all be too easy or too hard. In Ms. R's case, students appeared able to find tasks that engaged them and that they could successfully complete on their own or with help from peers or Ms. R. The problems in Ms. C's packet may have been similarly appropriate but perhaps due to the high cognitive demand of choosing from among 32 problems, most students did not find problems best suited for them.
Relatedness
A sense of relatedness stems from feeling close to people or a sense of belonging in a group. Choice can influence student's feelings of relatedness differently depending on their beliefs. Students with more collectivist beliefs value relationships and making contributions to group efforts and can see individual choice as a threat to group harmony. Students with more hierarchical beliefs value the role of authority figures and can see choice as a threat to acceptance from people in authority, such as teachers. People with individualistic beliefs value personal goals over group goals and tend to value choice as a means of demonstrating independence and expressing individuality. However, choice can undermine a sense of relatedness for students with individualistic beliefs if they perceive their choices could lead to rejection, humiliation, or teasing. Ms. R gave students choices that did not seem to interfere with, and possibly supported, students' sense of relatedness as they worked more closely on "work days" than on other days. But students' sense of relatedness in Ms. C's classroom is not clear because she provided the choice for only one day, and students didn't appear to perceive the choice as supporting autonomy or competence.
Learning from choice outcomes
So, how might Ms. C learn from her disappointing experience in providing choices to her students? First, she could have conjectured why students might not have associated feelings of autonomy, competence, or relatedness with the choice she provided them. Reasoning as described above, she might hypothesize that the process of choice was too complex, and students might not have had good strategies for choosing appropriate problems. To check her thinking and get more ideas, Ms. C could then ask students why they responded to the worksheet as they did. For instance, she might ask:

Why did you pick only levels one and two?

Why did you do only one problem at each level instead of two?

Did you find the problems helpful to do? Why or why not?

What might have made this activity better for you to practice solving problems involving inequalities?

Students are often quite insightful about their learning needs. In talking with students, teachers might find that the fundamental structure of the choice they provided the students was not conducive for students' feelings of autonomy, competence, and relatedness. However, like Ms. R, teachers might find that changing the choice structure is not necessary; instead what is needed is helping students understand the rationale for the choice and how to productively make choices. And, of course, improving choice may involve some combination of changing the choice structure along with educating students about how to use choice to learn.

Students who associate a choice with feeling autonomous, competence, and in relationship with others are more likely to be engaged with the learning.

Next, we provide one more case to show a different choice structure, how this choice related to students' feelings of autonomy, competence, and relatedness, and the type of student engagement choice can foster. Student engagement can sometimes be garnered by providing relatively small and simple choices to students. The case of Ms. H illustrates this.
The Case of Ms. H - Small choice, big engagement
Every day, Ms. H prepared two warm-up problems, each with the same mathematical content but situated in different contexts - for example, one problem might have to do with hiking and the other with flying. The two contexts were always on the board, and during the first minute of class, students were allowed to vote for the one that interested them. In order to make sure that they could vote, some students began to arrive to class early, and overall, the number of students who were late went down. The motivation to select a context carried over into actually doing the warm-up problem. According to Ms. H, all students began to actively engage in doing the warm-up, which had not occurred before she began offering students the choice of contexts.

After the first week of voting for the warm-up problem context, students asked Ms. H if they could suggest contexts. Ms. H agreed and students put suggestions in a hat, from which she drew contexts for the next day's warm-up. After two weeks of doing the warm-up voting, Ms. H tried to stop, but students loudly objected, so Ms. H continued providing the choice. Tardies continued to remain low, and student engagement in the warm-up problems remained high.

The success of Ms. H's warm-up context choice can be explained by its influence on students' feelings of autonomy, competence, and relatedness. Students' feelings of autonomy were likely fostered because most students found at least one context meaningful to them, which was probably strengthened when students began suggesting contexts. Students likely felt competent making this choice because choosing was relatively simple, and the actual warm-up problem appeared appropriately challenging for most students, as indicated by their level of engagement. The fact that students worked productively on whichever warm-up problem was selected suggests the choice did not interfere with students' sense of relatedness. Thus, Ms. H's experience demonstrates that relatively simple choices can foster the key feelings of autonomy, competence, and relatedness, and consequently even simple choices can improve student engagement.
Conclusion
Teachers have described to us any number of ways in which they provide choice to students, including giving them opportunities to choose work partners, seating arrangements, homework problems, assessment problems, and ways of being assessed.

Like Ms. R, many teachers are initially concerned that students will not respond well to having choices. Ms. R addressed her concern by making sure to have plenty of work available for students to do; other teachers make it a point to be explicit with students about why they are providing choices, and they request student feedback on whether they value the choice. Whatever strategy they choose, though, teachers can increase the likelihood their students will value choice by analyzing how students associate feelings of autonomy, competence, and relatedness with the choice provided them. While this might take some trial and error, finding the right choice structures for students can be a powerful tool for fostering student engagement.
References
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good but relevance is excellent: Autonomy affecting teacher behaviors that predict students' engagement in learning. British Journal of Educational Psychology, 72, 261-278.

D'Ailly, H. (2004). The role of choice in children's learning: A distinctive cultural and gender difference in efficacy, interest, and effort. Canadian Journal of Behavioral Science, 36, 17-29.

Katz, I. & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19 (4), 429-444.

Citation: Parker, F., Novak, J, & Bartell, T. (2017). To engage students, give them meaningful choices in the classroom. Phi Delta Kappan 99 (2), 37-41.

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To engage students, give them meaningful choices in the classroom - kappanonline.org

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It's important to give students influence over how and what they learn in the classroom. But not all choices are equal. Teachers should structure learning scenarios that equip students with opportunities to strengthen their autonomy, competence, and relatedness.

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UDL: Example of Designing Options for Action & Expression

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UDL: Example of Designing Options for Action & Expression

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While they talk about UDL 2.2 Guidelines, what they say still applies to UDL 3.0 Guidelines.

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Universal Design for Learning Module 4: Multiple Means of Action and Expression

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Computer programs and websites have a wonderful tool called the "Rich Text Editor". I'm sure that you have seen and used one if you have ever typed a document in Microsoft Word or a Google doc. The rich text editor lets you put text, images, animations, videos, and other resources into the same document so that you can easily distribute all of these resources to your audience. The rich text editor lets you use the best options to deliver your message at any given time. It is the perfect tool to use to talk about the representation guideline of UDL. Let's start by defining what is included in the representation principle:

Provide options for perception

Provide options for language & symbols

Provide options for comprehension

These guidelines are further divided into a series of checkpoints, or reminders that help you plan for student variability and proactively plan for barriers to learning.

Representation is the process of collecting and presenting information to students in a way that students can understand, engage with and learn from. It is the second principle of UDL. Representation uses the recognition network of the brain. If we are trying to help our students become expert learners then:

"Expertise requires much more than just engagement. It requires constructing knowledge by perceiving information in the environment, recognizing predictive patterns in that information, understanding and integrating new information; interpreting and manipulating a wide variety of symbolic representations of information; and developing fluency in the skills for assimilating and remembering that information."
- Meyer, Rose, and Gordon, Universal Design for Learning: Theory and Practice

Evolving with the Times

It seems that for the last 200 years of education, the primary means of representation have been text and talking (lecture). Text in a book, on the computer, or on a board in front of the class. It is everywhere. Text is a problem for some people. Obviously, if you have a vision impairment, printed text creates a significant barrier. But it is also a problem for those who struggle with reading comprehension and reading skills, dyslexia, ADHD or are English language learners. Talking or lecture is also a problem as it is usually a passive activity that fails to engage the learner in the process. I know personally that there were times that I had trouble staying engaged even in classes where there was a talented lecturer or a favorite teacher. This isn't to say there is no place for explicit instruction in a UDL classroom - but it has to be done in short spurts with regular opportunities for active engagement.

UDL is a standards-driven framework. In order for a student to become expert learners, the learning has to be defined and the instruction has to be delivered to meet a standard. Let's take a quick look at one of the 6th grade social science content standards for the State of Massachusetts that reads "Identify the locations, sources of wealth and importance of West African cities and empires, including the city of Timbuktu ...."- MASS DOE . You will note that the standard does not define "how" the student will achieve this standard or "what" they will study to achieve this standard. Most importantly, reading is not part of the standard. Now, if a student cannot read grade level text yet and text is the only option given to the student, the student will not be able to achieve the standard. However, if a student is given the option to view videos or is able to listen to the computer "read" the text, or provided other options, they are included.

Some students may also need options available to them for acquiring the appropriate background knowledge that is necessary to fully understand the topic or standard. Going back to the social science standard we used above, if you have no background knowledge of "West African cities and empires" you will need support. This brings up the issue of context. Context is huge as students vary in their context as well. As Rose and Meyers state "whatever variability seems to be within the learner is functionally expressed within specific contexts which determine whether a trait, a mood, or an effect of history becomes disabling, neutral, or advantageous with regard to learning." They go on to say that "No single medium works for every learner, nor does it for every subject....To promote understanding of information, concepts, relationships, and ideas, it is critical to provide multiple ways for learners to approach them."

As teachers, developing multiple means of representation does take additional effort but this does get easier as you build your ability and it is worth the effort! Providing options will enable students to:

Learn the material without barriers interfering in the process,

Help them build expertise that will also support them in other subjects,

Help them build self-confidence that will support them in their willingness to learn new information

The options that you provide need to account for comprehension, language, mathematical expression, and symbols as well as perception.

Continue Your Learning:

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UDL: Providing Multiple Means for Representation

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In the UDL Guidelines, providing multiple means for representation allows students to understand, engage with, and learn from the teachings.

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UDL 3.0: Changes to Representation (Webinar) 

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UDL 3.0: Changes to Representation (Webinar) 

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Link to PPT: https://castudl-my.sharepoint.com/:p:/g/personal/ssinger_cast_org/IQCFvmAwE5j8S5WOmoKfOlY2AX9i7P_OTFDWvYYguBqNA7w?rtime=IUdy8tNW3kg

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UDL 3.0: Essential Updates and Practical Applications - Changes to Representation

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Thriving In the Zone of Productive Struggle (Professional Read)

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Thriving In the Zone of Productive Struggle (Professional Read)

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Thriving in the Zone of Productive Struggle

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Classroom Discussion and Debate | WordGen Weekly | SERP Institute

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The SERP Institute's website provides information about the work of the Strategic Education Research Partnership (SERP) and access to open educational resources for teachers and other education professionals.

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Examples and Videos

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udl cast digital teachers school "special education" "universal design for learning" education

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CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.

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Interactive Checkpoints

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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.

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

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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.

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This project was supported by Science Sandbox, a Simons Foundation initiative dedicated to engaging everyone with the process of science.

Strategic Education Research Partnership

1100 Connecticut Ave NW Suite 1310 * Washington, DC 20036 * (202) 223-8555

info@serpinstitute.org

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This project was supported by Science Sandbox, a Simons Foundation initiative dedicated to engaging everyone with the process of science. Strategic Education Research Partnership 1100 Connecticut Ave NW Suite 1310 * Washington, DC 20036 * (202) 223-8555 info@serpinstitute.org

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Representation

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With this approach, students learn how to make sense of word problems by matching or generating various representations of problems such as an equation, table, diagram, or graph. By systematically making connections between these different forms throughout the year, students will better understand different situations and will continue to develop the underlying mathematics. As students learn to write word problems, they will encounter the related structure, language, and text, thus making such problems easier to solve.

Students are given different representations (word problem, equation, table, graph/diagram) and they have to produce the rest. The number of representations provided by the teacher varies based on the readiness of the students.

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Multiple Representations | Tools for Sense-making in Mathematics | SERP Institute

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With this approach, students learn how to make sense of word problems by matching or generating various representations of problems such as an equation, table, diagram, or graph. By systematically making connections between these different forms throughout the year, students will better understand different situations and will continue to develop the underlying mathematics.

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UDL Theory and Practice

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Read Universal Design for Learning: Theory and Practice for Free in Clusive! - CAST

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Our flagship publication is now available at no cost on our flexible and customizable digital reading tool.

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There is nothing "wrong" with focusing on the solution of a math problem. But students can be observed using truly haphazard approaches to getting a solution. One teacher referred to this as "mashing numbers." Typically, students try to quickly find the numbers embedded in the word problem and then run through various familiar operations to come up with an answer, regardless of whether that answer makes sense. Rarely do students take time to consider the question being asked of them, and the relationship among the quantities in the problem in order to thoughtfully decide on an approach to solution.

Looking at word problems as three-part entities enables teachers to vary the part or parts that students need to fill in or solve. Students might be given a stem only, and asked what questions can be asked with the information provided. Or they might be given a solution and asked to imagine a situation and question for which it would be an answer. Students must then think about an equation in terms of the relationships it represents, and apply that understanding to a real life (or in some cases imagined) situation.

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Triangles | Tools for Sense-making in Mathematics | SERP Institute

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There is nothing "wrong" with focusing on the solution of a math problem. But students can be observed using truly haphazard approaches to getting a solution. One teacher referred to this as "mashing numbers."

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Developing logical thinking and reasoning skills for all learners proves essential for mastering algebra and mathematics in general. Yet, students of all backgrounds face significant barriers. Teaching algebraic reasoning skills in a non math-specific context provides an effective way to help students overcome barriers to learning.

In the case of iSolveIt, CAST designed a mobile digital learning environment where learners accessed a collection of tablet-based puzzles strategically designed using the principles of Universal Design for Learning (UDL). We utilized puzzles because they offer greater flexibility in terms of entry points and pathways, as well as key supports and scaffolds that can be integrated into the learning experience. These apps included well-known puzzle types - KenKen and Balance puzzles - but included numerous supports not present in most implementations of these puzzles, such as scratch areas to test out possible solutions, pop-up hints to explain the puzzle notation, and an interface that can be read aloud with VoiceOver.

The National Council of Mathematics (NCTM) Standards and the Common Core Practice Standards note the importance of reasoning in all aspects of mathematics. Algebra particularly requires the ability to recognize patterns and relationships to solve problems.

CAST developed iSolveIt in 2013 with support from the Oak Foundation, the Intel Foundation, Eastern Bank, and the Cabot Family Charitable Trust. Programming, including product development and creative design was led by FNX Studios, a software consulting firm in Bellevue, WA. The Boston Arts Academy, the Edison K-8 School (Boston, MA), Tyngsborough Middle School (MA), and the Fayerweather Street School in Cambridge, MA, all piloted the puzzles in their curricula.

Because iSolveIt puzzles were non curriculum-specific or math-dependent, they could be used at different grade levels as part of a year-long curriculum. The puzzles focused on aspects of reasoning important in algebra, such as finding patterns or functions, creating models, working with variables, and making predictions. By teaching algebraic reasoning skills in a context that does not appear to be math-specific, the puzzles addressed affective barriers to learning (e.g., math anxiety).

iSolveIt incorporated UDL principles by giving learners multiple ways to solve the puzzles. Many puzzles featured more than one solution, allowing for greater flexibility in thinking while trying out different strategies. Additionally, providing different types of puzzles offers practice across multiple representations, which proves critical for developing the ability to generalize. Students could work through puzzles individually at their own pace or in groups and demonstrate key learnings via multiple methods of action and expression.

The apps are no longer available for download due to incompatibility with current iOS versions.

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Teaching algebraic reasoning skills in a non math-specific context helps students overcome barriers to learning.

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Become a better note-taker in 1 minute via @UKnowHGSE & @ProjectZeroHGSE

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Harvard Graduate School of Education (HGSE)

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Become a better note-taker in 1 minute via @UKnowHGSE & @ProjectZeroHGSE https://t.co/J0QQCCcHnE

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Harvard Graduate School of Education (HGSE)

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Harvard Graduate School of Education (HGSE)

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Become a better note-taker in 1 minute via @UKnowHGSE & @ProjectZeroHGSE pic.twitter.com/J0QQCCcHnE
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Become a better note-taker in 1 minute via @UKnowHGSE & @ProjectZeroHGSE https://t.co/J0QQCCcHnE

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Harvard Graduate School of Education (HGSE)

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Become a better note-taker in 1 minute via @UKnowHGSE & @ProjectZeroHGSE https://t.co/J0QQCCcHnE

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Become a better note-taker in 1 minute via @UKnowHGSE & @ProjectZeroHGSE

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Harvard Graduate School of Education (HGSE)

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UDL Sample Lesson: Vocabulary in All Subjects

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UDL Sample Lesson: Vocabulary in All Subjects

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In this Tch DIY video, Tch Laureate and NGSS Squadster Meg Richard films her own classroom in order to show us how she uses movement to help students learn science concepts.

Discussion and Supporting Materials

School Details

California Trail Middle School
13775 West 133rd Street
Olathe KS 66062

Data Provided By:

Teachers

Science / 6 7 8 / Teacher

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Active Vocabulary: Using Movement to Learn

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Metcalf, S. J., Kamarainen, A. M., Frumin, K. M., Vickrey, T. L., Grotzer, T. A., & Dede, C. J. (2019). Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum: An Evaluation of the Novelty Effect. . K. Becnel (Ed.), Emerging Technologies in Virtual Learning Environment , 96-115.

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Metcalf, S. J., Kamarainen, A. M., Frumin, K. M., Vickrey, T. L., Grotzer, T. A., & Dede, C. J. (2019). Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum: An Evaluation of the Novelty Effect. . K. Becnel (Ed.), Emerging Technologies in Virtual Learning Environment , 96-115.

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UDL Tools: Science, Math, History, English

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UDL Tools: Science, Math, History, English

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If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

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Learn about all the sciences, from physics, chemistry and biology, to cosmology and astronomy, across hundreds of videos, articles and practice questions.

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ELA.RST.6-8.2

Common core State Standards

ELA: English Language Arts

RST: Reading Standards for Literacy in Science and Technical Subjects 6-\x80\x9312

6-8: 6th through 8th Grades

2:
Determine the central ideas or conclusions of a
text; provide an accurate summary of the text
distinct from prior knowledge or opinions.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RST.9-10.2

Common core State Standards

ELA: English Language Arts

RST: Reading Standards for Literacy in Science and Technical Subjects 6-12

9-10: 9th & 10th Grades

2:
Determine the central ideas or conclusions of a
text; trace the text'\x80\x99s explanation or depiction of
a complex process, phenomenon, or concept;
provide an accurate summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RST.11-12.2

Common core State Standards

ELA: English Language Arts

RST: Reading Standards for Literacy in Science and Technical Subjects 6-12

11-12: 11th & 12th Grades

2:
Determine the central ideas or conclusions of a
text; summarize complex concepts, processes, or
information presented in a text by paraphrasing
them in simpler but still accurate terms.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. What differentiation strategies does the teacher incorporate during his second observation?

2. What kinds of positive reinforcement strategies do you use in the classroom?

3. How do you draw out "the hider" in your classroom?

Teachers

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Making Science Relevant with Current Events

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Looking for connections to their classroom learning, students examine current event articles and engage in discussion that helps them understand how the science they are learning is evidenced in the work completed by scientists in these articles.

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A podcast with episodes from all subjects areas

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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.

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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 [...]

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ELA.RI.9-10.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text 6-12

9-10: 9th & 10th Grades

1:
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RI.9-10.2

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text 6-\x80\x9312

9-10: 9th & 10th Grades

2:
Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.9-10.2d

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

2d:
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience'\x80\x99s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.

d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Mr. McComb use success criteria to help students be more self-directed in their learning while making progress towards the standards?

2. What structures and supports does Mr. McComb have in place to ensure students are engaged and productive during the workshop?

3. How does Mr. McComb formatively assess students during and after the the workshop?

School Details

Patapsco High & Center For Arts
8100 Wise Ave
Baltimore MD 21222

Data Provided By:

Teachers

English Language Arts / 9 10 11 12 / Teacher

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Making Learning Personalized & Customized

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Sean McComb engages his students in a workshop model in order to provide personalized and customized learning. Students are working on social justice projects that involve research, blog writing, and creative writing on topics of their choices. During class, students work at stations based on where they are in their projects.

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Zoom-in Inquiry using images as text

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Edgar Vazquez uses questions to check for understanding in his middle school art class. He asks questions throughout the class, including during his teacher demonstration of 19th century artwork. He says that asking the right questions is key to keeping students engaged and determining his students' understanding.

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Learn the benefits of making student work public. As you watch this video, you'll also gain some tips on how to display student work in a public way.

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National Center on Health, Physical Activity and Disability (NCHPAD)

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Universal Design for Learning in Physical Education

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Math.HSG.CO.B.6

Common core State Standards

Math: Math

HSG: High School: Geometry

CO: Congruence

B: Understand congruence in terms of rigid motions

6:
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.HSG.CO.B.7

Common core State Standards

Math: Math

HSG: High School: Geometry

CO: Congruence

B: Understand congruence in terms of rigid motions

7:
Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.HSG.CO.B.8

Common core State Standards

Math: Math

HSG: High School: Geometry

CO: Congruence

B: Understand congruence in terms of rigid motions

8:
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

Download Common Core State Standards (PDF 1.2 MB)

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Enjoy your first three pieces of content for free. Subscribe for unlimited access.

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Discussion and Supporting Materials

Thought starters

1. Why does Ms. Pforts begin her class by asking students for real-world examples of congruent figures?

2. Why does Ms. Pforts give the students graph paper and shapes in addition to the geometry software?

3. How does Ms. Pforts know when students are ready to work on the extension activity?

School Details

Mount Pleasant High School
2104 South Grand Avenue
Mount Pleasant IA 52641

Data Provided By:

Teachers

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High school math teacher April Pforts uses a formative assessment process during a lesson on congruence. First, she clarifies the intended learning by reviewing the learning goals and activating students' prior knowledge. Next, students work in pairs and use a geometry software program to prove two triangles are congruent.

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Thought starters

1. How does participating in a simulation deepen students' understanding of history?

2. What life lessons did the students learn from this activity?

3. How do the students' views about farming during the Gilded Age change over the course of this activity?

School Details

La Puente High School
15615 East Nelson Avenue
La Puente CA 91744

Data Provided By:

Teachers

Social Studies / 11 / Teacher

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History teacher Andrew King begins by explaining how his class will participate in a simulation activity to learn about farming in the Gilded Age. He assigns the students to four families and explains that each family will get $2000. They need to set aside $200 for transportation and $300 for living expenses.

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WATCH: Engagement in High School English

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WATCH: Engagement in High School English

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ELA.RL.9-10.2

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

9-10: 9th & 10th Grades

2:
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RL.11-12.2

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

11-12: 11th & 12th Grades

2:
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.11-12.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

11-12: 11th & 12th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.

c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does a conversation unfold among students on the Wall of Silence?

2. See how students experience text physically and emotionally with the Power Tableau How does the Circle Discussion prepare students for writing?

School Details

High School for Arts, Imagination and Inquiry
122 Amsterdam Avenue
New York NY 10023

Data Provided By:

Teachers

English Language Arts / 11 12 / Teacher

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Literary Analysis Through Interactive Stations

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12th Grade ELA Teacher Daniel Wallace teaches a lesson on how a single idea in a text develops over time as the story unfolds. He explains that this is a concept with which students often struggle so he uses Interactive Stations to provide scaffolding.

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WATCH: Factors that Influence Motivation

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WATCH: Factors that Influence Motivation

# data[].attributes.headline
UDL 3.0: Changes to Engagement (Webinar)

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UDL 3.0: Changes to Engagement (Webinar)

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UDL 3.0: Essential Updates and Practical Applications - Changes to Engagement

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Cast.org

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Be sure to sign up for our newsletter to be notified when upcoming Free Webinars are open for registration!

Check back often for information on our next Free Webinar.
In the meantime, scroll down to view previous CAST Free Webinar recordings!

UDL & Cultural Variability, Part 2

Thursday, April 5, 2018 from 3:30-4:30 p.m.ET

Each of us has a story - a narrative written by our experiences and our environments. We also have implicit biases - subtle or subconscious beliefs that influence our actions and decisions, whether we recognize them or not. As educators working with an incredible diversity of learners every day, how can we be more aware of our own stories and design learning environments that embrace our learners' stories, empowering all learners to reach high expectations? Join Joni Degner, James-Etta Goodloe, Loui Lord Nelson, and Kavita Rao to experience their powerful stories, discuss how Universal Design for Learning aligns with Culturally Relevant Pedagogy, and collect resources to use in your learning environment for building cultural awareness and meaningful self-reflection.

Webinar recording available soon!

Unleash the Positive Energy

There are an estimated 4.9 million young adults ages 16-24 in America who are neither in work nor school. Of these, there are estimated to be as many as 3 million youth living in poverty who are not in education, employment or training. These are the opportunity youth with whom YouthBuild programs around the country work. YouthBuild leaders Jason Marshall, Michael Anderson, Isa Galvez Lara, and Shawn Nicholson led a conversation that left webinar participants inspired to become part of the movement to build a more just society where there are sufficient opportunities for all people in all communities to fulfill their own potential and contribute to the well-being of others. Download the webinar captioning transcript (rtf).

Design So All Succeed

Goalbook's mission is to empower educators to transform instruction so that all students succeed. Together with CAST, Goalbook explored the following essential question: How can we design instruction so that all students succeed? They engaged in a hands-on, user-centered design thinking process and worked to put the "design" in Universal Design for Learning, grounded in the belief that purposeful design has the power to transform our classrooms and our schools. Shara Watkins, Partnership Success Manager at Goalbook and Kim Ducharme, Director of Educational User Experience Design from CAST, presented an interactive session that left participants feeling empowered to tackle challenges in their classrooms and at their schools using the design thinking process. Download the webinar captioning transcript (rtf).

Celebrating a Career of Innovation: A Retirement Farewell Conversation
with David Rose

UDL Stories from the Field

We know learners vary in how they build background, demonstrate understanding, and engage in learning experiences. Similarly, schools and systems are variable, including how they integrate Universal Design for Learning. CAST led a conversation with three K-12 districts from different parts of the United States as they shared their UDL implementation stories. What was a driving need for their school? How has UDL had an impact, especially for underserved learners? What systems and structures supported their work? How does the research behind the UDL guidelines come to life beyond a single classroom to become part of the culture of a school and a district? Districts included Sanger, CA, Columbus, IN, and Revere, MA. Download the webinar presentation (pdf). Download the webinar captioning transcript (rtf).

Learn more!

Meet the UDL-IRN

The Implementation Research Network (IRN) is a global community that works to "change the game" of teaching and learning. Using the Universal Design for Learning (UDL) framework, IRN educators and researchers inspire practice, share resources, and gather evidence on the impact on learning. In this free webinar, participants joined the UDL-IRN Board of Directors in a discussion to learn about the organization, the 2017 UDL-IRN Summit, and upcoming UDL credentialing opportunities. What does this mean for educators? What are the challenges and opportunities to UDL credentialing? Resources were shared with the goal of engaging discourse and practice. Download the webinar presentation (pdf). Download the webinar captioning transcript (rtf).

UDL and Cultural Variability

How does Universal Design for Learning (UDL) help educators address the challenges of cultural diversity in the classroom? How can learners' cultural differences be leveraged to inspire more innovation, creativity, and expert learning? Loui Lord Nelson, UDL author and consultant, and Joni Degner, UDL specialist and educator, led a discussion about using the UDL framework to improve teaching and learning in culturally rich classrooms. Download the webinar presentation (pdf). Click here to access the captioning transcript.

UDL Planning for the Fall: Courses & Syllabi for Postsecondary

UDL Planning for the Fall: Lessons & Collaboration for PreK-12

Authors and practitioners Patti Ralabate and Elizabeth Stein lead a discussion about six steps for Universal Design for Learning lesson planning and collaborative classroom teaching practices that address learner variability. Participants learned practical steps and collected resources that they can incorporate into their instructional design before their learners arrive this next school year. Download the Prek12 Webinar Resources pdf. Click here to access the captioning transcript.

UDL in the Cloud

In this webinar, Katie Novak and Tom Thibodeau shared how to design and deliver engaging, accessible, and effective online learning experiences based on their book UDL in the Cloud . Whether you are developing e-courses, virtual snow days, flipped classes, or blended learning experiences in K-12 or postsecondary settings, Novak and Thibodeau offered a highly practical approach that draws on years of experience. Click here to access the captioning transcript.

UDL in ESSA

With the new Every Student Succeeds Act, federal K-12 education law now defines and endorses Universal Design for Learning (UDL) as a scientifically-based approach for personalizing learning. What does ESSA say about UDL? What are the implications for education practitioners and researchers? This webinar included a presentation and discussion with Lindsay Jones from the National Center for Learning Disabilities (NCLD) and Laura A. Schifter, former senior education and disability advisor for Rep. George Miller (D-CA) on the Committee on Education and the Workforce. Click here to access the captioning transcript.

Understanding the Effects of Stigmas and Stereotypes, a UDL Perspective

Stereotype threat is a subtle, but pervasive, influence on student achievement, effort, and motivation. Under stereotype threat, an individual feels at risk to confirm a negative perception that may exist of a group to which he or she belongs. There are simple strategies educators can employ to mitigate the effects of stereotype threat. In this webinar, CAST's Director of Research, Sami Daley, discussed CAST's current research on stereotype threat, how it can influence classroom dynamics, and what strategies can be integrated. Click here to download the webinar presentation, here to download some great stigmas and stereotypes resources, and here to download the Mastery Oriented Feedback card. Click here to access the captioning transcript.

Universal Design for Learning: From Theory to Practice

In this webinar, expert classroom educators Jon Mundorf (Naples, FL) and Alexis Reid (Boston, MA) discussed the ways in which UDL helps them teach more effectively and reach more students. They talked about some of the challenges of applying UDL principles and shared proven strategies for success. David Gordon, co-author of the 2014 book Universal Design for Learning: Theory and Practice, which features both Jon and Alexis, joined them to talk about how the growing community of UDL practitioners is informing and shaping the theory. CAST Professional Learning's Allison Posey moderated. Click here to access the captioning transcript.

Design and Deliver: Planning and Teaching Using Universal Design for Learning

Loui Lord Nelson's book, Design and Deliver: Planning and Teaching Using Universal Design for Learning, breaks down the principles, guidelines, and checkpoints into easily understood language using classroom strategies and design techniques proven to be successful in a wide variety of classrooms. During this webinar, Loui discussed highlights from the book including goal and assessment design, classroom design, and the use of UDL as a design tool. Click here to to access the captioning transcript.

CAST and Project OPEN Present UDL On Campus

This webinar showcased UDL On Campus, a new web resource from CAST. UDL On Campus is a collection of resources that help postsecondary educators and administrators improve instruction through Universal Design for Learning (UDL). The online resource is provided at no charge to users at http://udloncampus.cast.org . UDL On Campus offers educators tutorials and practical resources in UDL theory and practice across five categories: (1) Assessment, (2) Selecting Media and Technology, (3) Improving Institutional Policies and Practices, (4) Planning Your Course, and (5) Teaching Approaches. Within each category, users can find resources that demonstrate specific ways to address learner variability at the postsecondary level in an effort to improve learning opportunities, retention, and outcomes. Click here to access the captioning transcript.

UDL Now!

In her book, UDL Now! Katie Novak offers practical insights and savvy strategies for helping all learners meet high standards using the principles of Universal Design for Learning (UDL). UDL is a framework for inclusive education that aims to lower barriers to learning and optimize each individual's opportunity to learn. In this webinar, Katie discussed her book and answered questions from the audience. Click here to access the captioning transcript.

Universal Design for Learning: Theory and Practice, A Book Discussion

In this CAST Professional Learning webinar Anne Meyer, David Rose, and David Gordon discussed their new book: Universal Design for Learning: Theory and Practice.

UDL Implementation: Are You Ready?

In this CAST Professional Learning webinar held on December 13, 2013, Director of Implementation Dr. Patti Ralabate discussed the five phases of CAST's UDL Implementation Process, described what UDL implementation looks like, and shared CAST's services and tools that support integrating UDL implementation with other initiatives, such as the Common Core State Standards.

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Be sure to sign up for our newsletter to be notified when upcoming Free Webinars are open for registration! Check back often for information on our next Free Webinar. In the meantime, scroll down to view previous CAST Free Webinar recordings!

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5 Tips for Expert Learners

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5 Tips for Learning Environments

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Examples and Videos

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udl cast digital teachers school "special education" "universal design for learning" education

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CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.

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Examples and videos

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"universal design for learning" cast "national center on udl" "udl center"

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National Center on Universal Design for Learning

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The center supports the effective and widescale implementation of UDL through a variety of activities.

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UDL 3.0: Changes to Action & Expression (Webinar)

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UDL 3.0: Changes to Action & Expression (Webinar)

# data[].attributes.body
Link to PPT: https://castudl.sharepoint.com/:p:/s/guidelines3.0/IQDqdoAFlKPcTaBL1bsiKtlmAR8o0Er8qgWi3zuOSxtfXDQ?rtime=vPcRqNVW3kg

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UDL 3.0: Essential Updates and Practical Applications - Changes to Action and Expression

# data[].attributes.body
Action and Expression

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Student Engagement Survey [PDF]Just Ask ThemDoes Engagement Equal Fun?

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UDL Tool: Encouraging Executive Functioning 

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UDL Tool: Encouraging Executive Functioning 

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Thought starters

1. How could setting mindfulness goals affect students' performance in other areas?

2. Why is it helpful to make goals public?

3. How could you incorporate peer feedback into the goal writing process?

Teachers

English Language Arts Math Science Social Studies / Kindergarten / Teacher

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Three Ways to Practice Goal Setting with Your Students

# data[].attributes.attachment_link.description
Thought starters How could setting mindfulness goals affect students' performance in other areas? Why is it helpful to make goals public? How could you incorporate peer feedback into the goal writing process? Teachers English Language Arts Math Science Social Studies / Kindergarten / Teacher