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Definition:

Offering various ways for students to become motivated and invested in learning.

When to use:

At the beginning of a lesson and during ongoing learning activities.

Providing multiple ways to engage students helps sustain effort and persistence, especially when tasks are challenging (Hall et al., 2012).

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Definition:

Providing content in a variety of formats so that al students can access the information (Meyer et al., 2014).

When to use:

During instruction or when introducing new content.

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Incorporate visual aids such as graphic organizers, anchor charts, and mind maps to present information. Visual representations help students better understand and retain content. Consider using color-coding systems for different subjects or concepts.

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Utilize text-to-speech tools and adjustable text displays to support diverse reading needs. Tools like ReadWrite or Natural Reader can help students access content at their level. Remember to provide options for text size, contrast, and highlighting features.

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Text to speech software for the workplace | Read&Write

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Text-to-Speech software provides assistive support to those who need it. And offers productivity benefits to everyone. Discover more.

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Present information through various formats: videos, audio recordings, hands-on manipulatives, and written text. This ensures content is accessible to all learning styles and preferences. Consider creating lesson recordings for review purposes.

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Teaching and Learning in South Australia

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Retelling Stories By Creating A Multimodal Text: Cummins Area School

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Implement choice boards that allow students to select their preferred learning activities. This empowers students and increases motivation. Include options varying in difficulty and interest to accommodate all learners.

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Create different learning zones in your classroom with various seating options. This might include standing desks, wobble stools, floor cushions, or traditional desks. Students can choose where they work best throughout the day.

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Help students set personal learning goals and track their progress. Use digital portfolios or goal-tracking sheets to maintain motivation and engagement. Regular check-ins help students stay focused and celebrate achievements.

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Allow students to demonstrate learning through various project formats: digital presentations, art projects, podcasts, or written reports. This flexibility helps students showcase their strengths while meeting learning objectives.

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Introduce tools like Book Creator, Flipgrid, or Seesaw for students to create digital content. These platforms allow students to express understanding through text, audio, video, or drawings.

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Book Creator for Teachers - Teaching made easy - Book Creator app

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Experience genuine student engagement, inclusivity, and authentic learning throughout the curriculum with Book Creator. Teachers love it.

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Differentiation is essential because students have unique backgrounds, learning styles, and needs.

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Using the Universal Design for Learning (UDL) framework, teachers can provide students with multiple means of:

-representation

-engagement

-expression

These strategies ensure that all students, including English Language learners (ELLs), gifted students, students with disabilities, and early finishers, have equitable opportunities to succeed (CAST, 2018).

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The Universal Design for Learning Guidelines

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The Universal Design for Learning Guidelines

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This is an incredible tool a teacher can use to implement UDL into the classroom.

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Differentiation Examples for a 3rd Grade ELA Classroom

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Differentiation Examples for a 3rd Grade ELA Classroom

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ELLs

-Use visuals, picture dictionaries, bilingual glossaries

Gifted Students

-Provide advanced texts or opportunities for independent research

Students with Learning Disabilities

-Break content into smaller chunks; use audio support

Early Finishers

-Offer optional enrichment projects like creating an illustrated book

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Gamified learning is the use of game elements in a non-game setting, such as the classroom. This helps boost student motivation, engagement and participation. It also taps into students' natural desire for competition, achievement, and collaboration (Dichev & Dicheva, 2017).

Examples:

-Kahoot

-Digital escape rooms

-iXL group jams

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Relatable content connects the curriculum to students' lives, interests, backgrounds, and cultures, making learning feel meaningful and personally relevant. This boosts motivation, engagement, and deeper understanding (Gay, 2018).

Examples:

-Incorporating students' cultural traditions or holidays into reading and writing assignments.

-Connecting math problems to real-world scenarios like sport stats, shopping, or local community issues.

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Differentiation Examples for a 3rd Grade ELA Classroom

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Differentiation Examples for a 3rd Grade ELA Classroom

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ELLs

-Connect reading topics to students' cultural backgrounds

Gifted Students

-Provide open-ended projects with leadership opportunities

Students with Learning Disabilities

-Set clear, achievable goals and offer frequent encouragement

Early Finishers

-Introduce challenges or competitions based on lesson content

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Definition:

Allowing students to show their understanding in different ways (Tomlinson, 2014).

When to use:

During formative and summative assessments.

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Differentiation Examples for a 3rd Grade ELA Classroom

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Differentiation Examples for a 3rd Grade ELA Classroom

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ELLs

-Allow oral or visual presentations instead of written tests

Gifted students

-Create multimedia projects or original stories

Students with Learning Disabilities

-Offer alternative assessments like recorded explanations

Early Finishers

-Allow extension project or essays

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-Optimizes learning: Students learn better when they are provided multiple ways to access content, stay motivated, and demonstrate understanding.

-Promotes equity: It ensures that all students have access to meaningful learning.

-Build engagement: When student feel included and respected, their intrinsic motivation increases.

-Strengthens outcomes: Students develop critical thinking, creativity, and problem-solving skills by working in different modes.

By planning through UDL's multiple means approach, teachers create inclusive, flexible, and supportive classrooms that meet the needs of all learners (CAST, 2018).

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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.

Reenvisioning the UDL Guidelines

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.

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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.

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CAST. (2018). Universal Design for Learning guidelines version 2.2. CAST. https://udlguidelines.cast.org

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the classroom: Practical applications. Guilford Press.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.