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There is no "average student". Not really. It's our job to create lessons/activities that are not one size fits all so that students are able to learn and engage with the material at their level.

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Everyone is unique. There shouldn't be a mold in which we are all expected to fit.

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Everyone is unique. There shouldn't be a mold in which we are all expected to fit.

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Universal = accessible/understandable by everyone

Design = flexible layout, accommodating student needs, implementing student choice

Learning = knowledge, skills, and enthusiasm created by engaging content

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If you design a lesson for the "average" student. you design it for no one.

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Allow Ss to show their learning in different ways.

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Allow Ss to show their learning in different ways.

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a framework to improve and optimize teaching and learning for all people.

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a framework to improve and optimize teaching and learning for all people.

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It doesn't seem effective to expect students to think outside the box when we ourselves keep putting them all in the exact same kind of box - the box created for the "average" student.

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Provide opportunities to students that hit all learners, offers flexibility, and ways to show what they know in different ways. 

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Provide opportunities to students that hit all learners, offers flexibility, and ways to show what they know in different ways. 

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Ron Mace from N. Carolina State University

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Ron Mace from N. Carolina State University

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Ron Mace, North Carolina State University, envisioned universal design as a means to promote the design of products and environments that would appeal to all people, yet meet the requirements of the Americans with Disabilities Act (ADA) to provide access for individuals with disabilities.

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On the road to reaching goals, students need paths that are best suited for them. They will be different paths, but they all (hopefully) lead to reaching the intended goal.

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Ron Mace, North Carolina State University, envisioned universal design as a means to promote the design of products and environments that would appeal to all people, yet meet the requirements of the Americans with Disabilities Act (ADA) to provide access for individuals with disabilities.

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The supports are needed for the students that are far below the average and above the average. These supports will also help the average students too!

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The supports are needed for the students that are far below the average and above the average. These supports will also help the average students too!

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Learning that is designed so that the individual can choose a path that suits them.

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Learning that is designed so that the individual can choose a path that suits them.

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An approach that emphasizes EQUITY in learning. 

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An approach that emphasizes EQUITY in learning. 

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Equity versus equality in education! What a brilliant idea. Different students, different humans, different needs, different solutions.

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It was developed out of the need to find a way to connect with all learners with the "what, how, and why" of learning.

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In the bowling video, the two hardest pins to hit are compared to our precious kiddos who need challenges and our kiddos who need support. Oftentimes, we try to teach to those who fall in the middle of the two and then do our best with our two "hard groups". If we aim for those groups FIRST (when structuring our lessons), we're actually able to accommodate for even more learning to occur.

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But be open to other ways. Allow students to navigate their learning and provide options that really show what they know and understand.

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The average learner actually has a unique learning style- as unique as our fingerprints.

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Representation>Keep it Interesting, try a variety of approaches.
Action and Expression>Choices and options.
Engagement>What do they like?

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I loved the video with the dinner party analogy. I definitely feel like a short order cook from time to time! 

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I loved the video with the dinner party analogy. I definitely feel like a short order cook from time to time! 

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Learner-centric classrooms are meant to embody all that UDL represents. We build lessons for our content that reach all of our students while giving them room to choose how they want to learn with supports that best suit them.

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...and they are the reason this former social worker loves to teach! If you are diversifying your lessons with the goal of making sure your sidepins will engage with and understand it, then you're casting a wide enough net for all of your students to engage with and understand the lesson. And as a bonus, in my mind, you're also creating more opportunities for ALL of your pins to feel connected to and engaged with each other.

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UDL connects to the LTISD Learner Centric Model in providing choices and multiples way to access the curriculum allows for greater success with all of our students.

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Both the Universal Design and LCM adress the diverse needs of all learners.

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Both the Universal Design and LCM adress the diverse needs of all learners.

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How can we create quality choices for students that don't come across as the same worksheet in xyz different formats?

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How can we create quality choices for students that don't come across as the same worksheet in xyz different formats?

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i.e. different projects about the same topic, choices for a variety of hands-on activities, creating opportunities for STEM/STEAM, etc.

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By reaching our most challenging students, we will  provide a way that will also reach all students.

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By reaching our most challenging students, we will  provide a way that will also reach all students.

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We strive to meet the needs of all here at LT. UDL is a way to do this.

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We strive to meet the needs of all here at LT. UDL is a way to do this.

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That varying the level of novelty or risk in a classroom is a huge part of UDL.  

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That varying the level of novelty or risk in a classroom is a huge part of UDL.  

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What could this look like for ELA time --- specifically for essays?

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What could this look like for ELA time --- specifically for essays?

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4th grade is a heavy expository writing grade due to STAAR and I hate that some kiddos start to burnout on writing after countless prompts.

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For me, I made this connection. Starting with the curriculum goals and then figuring out a way to engage a learner to master that goal is something I've always done when tutoring reluctant learners. I made the connection today that I can apply this in a way to whole class teaching.

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I like the idea of picking one thing (area of study) to try the UDL approach. Baby steps. :)

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I like the idea of picking one thing (area of study) to try the UDL approach. Baby steps. :)

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I really liked the analogy in the "No 'Average' Student" video. If the goal is for your learners to master making a cake and you require everyone to show this by making a strawberry cake, then you risk "losing" the learners who don't like strawberry cake, are allergic, or have never had it before. Learner Centric approach invites learners to take ownership of the learning challenge, which makes them more likely to absorb the knowledge.