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Growth mindset requires "effort" of the student side...still waiting to see that.

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I love what I am seeing today!  Thanks everyone!!!!

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UDL provides equity by reducing barriers to learning for all students through multiple ways to represent, express, and engage in the content/curriculum.  Growth mindset provides the framework needed for students to be able to engage fully in the learning process by knowing that they can achieve success through persistence and motivation.  This is the foundation of UDL.

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UDL is for all students, which is what equity means.  If curriculum is for all students, it assumes we think they all can learn, which is growth mindset.

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We all have different starting points and barriers on our path in learning, faith, and many other aspects of life in general. What creates equity among all peoples is the opportunity afforded us through a firm belief in growth. We can all move forward, we can all support others in moving forward. It is when we stop this belief that inequity becomes our focus.

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I think we need to believe all students can learn and then design lessons that will lead them all to learning.  I'm still waiting to tackle the equity piece.  I think that extends to things outside of school and systemic racism in Milwaukee.  A much bigger problem to tackle but one we should begin to focus on.

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you can have equity with UDL bc you are aligning your lessons for all leanerers

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Growth Mindset and UDL go hand in hand. Students need to have a growth mindset in order to truly participate in achieving whatever UDL goal there is.

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UDL creates equity not just for learning, but in opportunity as well in case some students can't/won't ask for help. If the goals are already accessible, they don't even need to ask.

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Universal design for learning allows for an equitable chance for learning - growth mindset enhances the ability for all to learn as much if not more than they or others thought was possible.

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As professionals, in teaching and in life, it is important to have that growth mindset... it doesn't matter what route we take to get to our goal in the classroom or in life- but the important factor is that we are open to taking any route to get there.

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whoops!

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lol

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wow!  who posted that great question about the clarinet up there?

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I felt bad that Jim was the only honest poster...

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yes.  I would say that counts

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There's a "best" way to play clarinet and only one characteristic sound a clarinet should make.  I try to provide different strategies for students to think about, practice, refine, and produce that sound.  Is that UDL?

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There is also the accountability factor- again, it doesn't matter how a student shows proficiency in an objective/standard, however, if a skill is being addressed/taught, how do you hold them accountable for learning the skill (something that they may need to navigate the roads)?

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Teachers can be architects for learning.

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Project based learnng lends itself to UDL.  Teachers need to be flexible enough to see that it doesn't matter what road a student takes (as long as it is an ethical road) to complete the objective, as long as the objective is met.  However, the problem is more with the students who have specific learning plans/exceptional needs- when those needs aren't being communicated to the instructors, the students are the ones who keep hitting dead ends.

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Has anyone ever asked a class how they would like to show proficiency on a certain objective?  If so, how did that go over?

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UDL is good for all students within our classrooms.  It is not just specific for our students with exceptional needs!

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We'd need time to collaborate and work with others.

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"EAs have better things to do" rubbed our table the wrong way.  We want to be able to collaborate and work with others to support and meet the needs of our students.  We need help to do this.

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I wonder how many metaphorical tater-chuckers I am missing in class...

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Not all students learn the same. We have to provide a variety in our learning.

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Allow for individual choices.

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I want a baked potato now...

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We have a common end goal and there are different ways to get there.

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I know the meaning of the acronym of UDL.

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Without a Growth Mindset, UDL makes no sense. How could it be that everyone can learn (and choose their mode of assessment/ project) if we don’t feel like we can all grow?

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I would like to know how to get students to buy into a lesson at their level, and not just have them all do the minimum requirement only.

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option  1... maybe  option 3. depends on if I have enough coffee.

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I can explain the connection between UDL, Growth Mindset, and Equity:)

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I know the meaning of UDL, option 1

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I choose Option 3

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I just climbed a 5.11 at Adventure Rock!

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God has been do good to me in his plan.  I cannot wait to see what God has planned for me.  :)

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I'll tell you about my day for some Oreos, and I'm a little past 14...

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My son gets Oreos when I feel he’s told me enough about his day. I suspect this won’t work when he’s 14.

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Happy Lonely Persons Awareness Day!

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Welcome to the MHS feedback forum! A place to share our thinking and learn from one another during our time together today.