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Access the Cards

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Ideas

Resources/Insights

Successes

Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas: What are you hoping to learn today?
What are you hoping to share today?

Resources/Insights

Successes: What successes have you and/or your learners had related to this topic?

Challenges: What challenges have you and/or your learners encountered related to this topic?

Equity: What are some challenges and potential solutions related to diversity, equity, and inclusion as it relates to this topic?

Reflections  Is there a new tool or resource you want to explore? Or an idea you want to share with a colleague?

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Get the conversation started:

Who’s in the room?
(Ask participants to introduce themselves)

Why did you pick this topic?

What are you hoping to learn/share today?

What are some challenges or successes you have experienced related to this topic?

How does this topic intersect with issues of equity?

What resources, tools, or insight may help others dealing with this topic?

What additional questions do you have about this topic?

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C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Make sure all voices are heard in the conversation.

Be mindful of your own unconscious biases in communicating.

Give ample wait time for people to respond to a question or comment.

Remind participants to stay muted when they are not speaking.

Use the chat feature or reactions (like a thumbs up icon) to share quick responses with the group.

The Edcamp Community are dedicated to a harassment-free experience for everyone. The Edcamp Community’s Anti-Harassment Policy can be found below:

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Each has step by step instructions for students to follow in order to add to their digital portfolios

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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Great person to reach out to for gaming in education!

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Zaretta Hammond's work and relevant to other content areas

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Resources and guidance to support Black, LatinX, and Multilingual students to thrive in grades 6-8 A Pathway to Equitable Math Instruction is an integrated approach to mathematics that centers Black, Latinx, and Multilingual students in grades 6-8, addresses barriers to math equity, and aligns instruction to grade-level priority standards.

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I have three kids ranging from older elementary to high school. Each one of them is handling distance learning differently. My daughter, who is also the youngest, initially felt overwhelmed at the list of assignments that popped up each Monday and the scheduled meetings twice a week. However, once we walked her through the process of breaking down tasks and estimating work time, she was able to create a weekly schedule for herself. I even taught her about the planning fallacy and why we should take our initial estimation of time and multiply it by 1.5 to get a more accurate sense of how long things will take. My middle son decided to do as much of his work on Monday and Tuesday as possible to free up time later in the week. Meanwhile, my oldest son has chosen to go the "deep work" approach by focusing on one subject each day.

Their favorite parts of school have varied as well. My daughter loves her virtual meetings. My middle son prefers working asynchronously and enjoys it when teachers create tutorial videos and let students jump ahead if need be. Meanwhile, my oldest is working his hardest in his engineering class where they are doing a PBL unit based on a design challenge. Here, he is working on his computer while he has FaceTime open for hours as he talks with his friend.

Seeing distance learning through the lens of my own children is a reminder that each child is different. There is no single right way to do distance learning - an idea I explore in this video:
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While there is no instruction manual for distance learning, there are some universal ideas that can guide us as we design distance learning experience. One of these core ideas is student voice and choice. One of the best things we can offer students in this time of social distancing is a sense of autonomy and control over their learning. If you look at the following diagram, there is a progression in student agency where they move through compliance to engagement to empowerment as they have greater choice and control over their learning.

Note that too much choice can be a problem. Students can feel overwhelmed when things are too loose. Children need expectations, which is why agency and compliance still have a place. Moreover, choice can be overwhelming. As Barry Schwartz wrote in the classic Paradox of Choice, "Learning to choose is hard. Learning to choose well is harder. And learning to choose well in a world of unlimited possibilities is harder still, perhaps too hard." We do a disservice when we provide "unlimited possibilities" because it is simply too much choice for our brains. For this reason, it can help to create structures for student choice. One option is through the design of a choice menu.

Listen to the Podcast

If you enjoy this blog but you'd like to listen to it on the go, just click on the audio below or subscribe via iTunes/Apple Podcasts (ideal for iOS users) or Google Play and Stitcher (ideal for Android users).

https://spencerauthor.com/wp-content/uploads/2020/05/Choice-Menus.mp3

Four Approaches to Choice Menus

Choice menus have been around for years with different names, including "choice boards" and "learning menus." Regardless of the terminology, the idea is the same. Create structures that provide choices for students in their learning tasks. However, as mentioned before, choice often exists on a spectrum from teacher-directed (less autonomy) to student-directed (more autonomy). The following graphic is a continuum of choice menus with four different levels.

I want to point out that these do not to be sequential or linear. You don't have to start at a Level 1 and then move to a Level 4. But there is this idea that you may want to start at a more teacher-centered approach to get students used to the idea of choice and then move toward a Level 3 or 4 over time.

Level 1: Embedded Choice
Choice Level:
Mostly Teacher-Directed
Description:
With this first level, students all work on the same main assignment or project. Here, every student is working on the same learning targets and tasks for the majority of the assignment. The entire class has common grouping (individual, partners, or small groups) and generally works at the same pace. However, within this assignment, the teacher provides options on a sub-task.

So, in a language arts class, students might all do the same reading and answer similar questions but they have a menu of options for how they present their answers. They might record a podcast, make a slideshow, do a sketchnote, film a video, or write a blog post. Another variation of this might be that every student is writing a blog post but they have a list of topics they can select. So, they don't have a choice in the final product but they do have a choice in the topic.

In a math class, students might have the same set of word problems but they select from the menu. Or they might work on the same word problem but have a menu of options for how they solve the problems. For linear equations, this might include graphing, creating a table, or using an algorithm. Another time, they might all solve the same problem but they have a choice in how they share their answers with classmates.

The core idea is that most of the assignment is the same but there is one element where a choice menu is embedded. This is ideal when you first introduce a concept or skill and you want to make sure every student has the background knowledge they need before moving on. It can also function as a way to introduce choice to students without overwhelming them. Later, they'll move toward higher levels of choice and autonomy until they end up with something like a Genius Hour.

Level 2: Simple Choice Menu
Choice Level:
Somewhat Student-Directed
Description:
This builds on the last idea with a key variation. Instead of having a common assignment and embedded choices, students have a common objective but a choice in assignments. This might include choices in grouping, choices in topics, and choices in the products they create. So, students might do independent reading with whatever novels they choose to read. Afterward, they can select any number of book report prompts that the teacher provides. If you're interested in trying these out, I have partnered with Presto Plans to create a set of alternatives to book reports. Each one has a sketch video and a set of handouts. They've already been optimized for online and distance learning classroom.

The simple choice menu is ideal for a classroom where students are all mastering the same standard. If the standard is is skill-based but topic-neutral, students have leeway in choosing their own topics (or choosing from a list of topics) but less freedom in the skills they practice. For example, with Wonder Day, every student engages in research, reading, and writing. Other times, the standard might be topic-based and conceptual but there is more freedom in the skills students master and the products they create. Here, students might learn about World War II but the simple choice menu could include making a comic book, creating a virtual museum, or doing a diary of a soldier.

If you want to create this type of chart, I would recommend putting this onto a Google Document and using the icons from Flat Icon. You can hyperlink the icon and use the same hyperlink under each icon. Using the internal Bookmarks and link functions, you can have one single document that has each of the assignment options below it. You can then submit this an attachment on the common assignment in Google Classroom. Another variation of this is the Tic-Tac-Toe option which Catlin Tucker and Kasey Bell have both done a great job demonstrating. Here, students select an assignment in each row to get a "Tic-Tac-Toe" for a completed assignment.

The key idea is that there is a common learning target but freedom in everything else.

Level 3: Advanced Choice Menu
Choice Level:
Mostly Student-Directed
Description:
Advanced choice menus take the last idea another step forward by having students self-select the standards or learning targets. The following is an example of an advanced choice menu. Students begin by selecting their grouping (partners, small group, or independent). Next, they select the specific learning targets. This is ideal for students who need additional review of certain content. It functions as a built-in intervention. After deciding on the learning target, students find related resources that they explore connected to the learning target. These might be tutorials, examples, articles, podcasts, or videos. Finally, students select from options in how they will present their learning. You can find out more about it here. Here's a table that spells out how it works:

In a math class, you might have a student choose to work with a partner. Both partners decide to work on dividing fractions. When they look at the list of curated resources, one partner chooses to watch a tutorial video while another partner chooses to read an online tutorial. Next, they complete a task where they are dividing fractions and then they select the video option where they show how they solved the problems together. Although they are working miles away from each other, they are able to share their videos with one another and with the teacher on Flipgrid.

While the table works well for this option, a more advanced variation would be to do it as a Google Form, with students selecting an option that leads to a new set of options. So, in science they might choose a learning target on adaptations. When they click submit, it takes them to the specific resources on adaptations. Once they select their resource to learn about adaptations, they click submit again and go to the form with the options for how they will share what they learned.

Note that this option works best with secondary students who have a solid background knowledge of their topics or a solid understanding of the skills. This type of choice menu can easily overwhelm students, which is why I would recommend using one of the first two options before moving to this one.

Level 4: Independent Project
Choice Level:
Entirely Student-Directed
Description:
Independent projects require a shift from choice to freedom. Instead of relying on teachers for to provide a menu of options, students select the grouping, decide on the topics, ask their own questions, engage in their own research, find their own resources (rather than selecting from a curation), and ultimately create their own products.

One option is a Genius Hour project. Based on Google concept of 20% Time, the goal is to provide students with 20% of their class time to learn what they want. They choose the content while also mastering skills and hitting the academic standards.
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With Genius Hour, students own the entire journey. They choose the topics based upon their own geeky interests. It doesn't have to be a traditionally academic area. They might like fashion or food or sports or Legos or Minecraft or deep sea creatures. They can then match these topics with topic-neutral standards. Students ask the questions and engage in their own research to find the answers. Along the way, they design their own plan of instruction. They decide on the resources and activities. Each student sets goals and engages in self-assessment. They work at their own pace and set their own deadlines. Students decide on the grouping. Some work alone. Others work in pairs or small groups. In the end, students figure out what they will make and how they will share their learning with the world.

A word of caution: It's not a free-for-all. The best Genius Hour projects have systems and structures that empower students to reach their full potential. I find it helpful to break Genius Hour into phases and have students document it with a Genius Hour Journal. This could be done on a Google Doc or it could be done as a podcast or video. I love this quote from Austin Kleon:

In some cases, students might not finish their Genius Hour projects. They might even hit failure. But failed projects are also a learning opportunity:
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Here's a video you can use with your students.
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Another option would be something like a Wonder Day project, where students can choose their grouping, choose their topics, create their own questions, engage in research, and ultimately create either a podcast, video, slideshow, or blog post where they share their findings. Here's a chart you can use to help walk students through the choices.

If you'd like to download the Wonder Day or Wonder Week (a deeper dive) project, you can check them out for free here.

Even so, there will be mistakes. You'll have to experiment.

Ultimately, student choice is a long journey. We are in the midst of social distancing and experimenting as we go. Some students might be at a place where they can only handle the first or second levels of choice menus - and that's okay. The important thing is that they are seeing how much you are honoring their autonomy and agency. In the end, when we provide students with choice, they are empowered to be be self-directed learners, engaging in creativity and critical thinking. In other words, they own the learning.

This next week, I'll be running a webinar taking a deeper dive into this subject. Together, we will explore four different choice menus you can do in your online classroom. I'll walk you step-by-step through each type of choice menu so that you can craft a practical choice menu for your students. You can sign up here.

Distance Learning Toolkit

If you want to learn more about distance learning, please check out the toolkit and eBook below.

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4 Ways to Craft Choice Menus in Distance Learning Classes

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I have three kids ranging from older elementary to high school. Each one of them is handling distance learning differently. My daughter, who is also the youngest, initially felt overwhelmed at the list of assignments

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Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools: Singleton, Glenn E.: 9781483383743: Amazon.com: Books

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Courageous Conversation - Providing Training, Coaching and Consulting for Millions of Racial Equity Leaders Around the World

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Founded in 1992 by Glenn E. Singleton, Pacific Educational Group provides services to help you facilitate courageous conversations about race in your organization, community or city.

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Identity for adult learners is huge... Girls can't do math, etc.... we bring scripts. When we want to achieve goals, we need to be motivators and help dispel myths.

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Multifaceted work: Who is the learner? What is the background? Gender,? Ethnicity? Language? Thye play heavily in what they bring to the classroom.

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Active engagement does not necessarily mean that all students are speaking or raising their hands.  Some students can be actively engaged just by providing eye contact, or if you speak to them one on one.

Student engagement  - how can students tap into their passion if they do not have that exposure.

Students to to have individuals invested in them. They need that motivating factor.

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Gender, race, language, culture, etc are incredibly important.

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Jamie - I am constantly trying to connect content & put it in historical context. I find it hard to get students to engage when they are unsure of where the content fits in their history learning background.

Jamie - exposure to information & content is critical, but all kids are at different points of knowledge

Student passions and students interests are important to student engagement.

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Share :   Thursday, reading "Small teachings"  students who practice using extended responses learn better than multiple choice background.
In Jamaica you had to prove your learning all the time. It was pages... so for me, learning was deep.l

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Choice boards and digital portfolios for student engagements

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Sometimes students learned that they were "multiple choice" type people... when they can learn deeply.

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Feel free to choose File | Make a copy to have access to this Google Slide

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Shernette: look for people who are shy, coming from different places... smart in subject areas but don't know how to teach.

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Teach them *how* to teach our students (lots of minority) no matter what your background is.

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Lots of group interactions, modeling!!!! In PD ... have outside providers but brief them on the population and how to treat them.

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HOw do they respond?  Sometimes folks who are older and in instutiion longer, can be resistant.  However, it's what the commander wants :)  So they have to follow 90% of the time.
As a result of lots of BLM demonstrations, institutions including ours are pushing everybody on board with DEI, even if you weren't really for it.

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She is Caribbean; people assume she is African American ... but what you don't know yhou don't know. Growing up in Sousth Florida ... you know a lot of different people; now in Colorado it's very different.

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You can "see color" as part of their person, not as a category.

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-Class Dojo
-Remind
-Parent Square
-Bloomz

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Boundaries are important- Set office hours

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Boundaries are important- Set office hours

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"The innocent classroom."   Talks about racial bias ... imagines that he sets this out is matter-of-fact... no accusations, just the facts.
Becaues of all the history and biases, students of color carry a lot of presumed guilt ... Teachers can take that weight offtheir shoulders...

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Joshua - I think engagement atmosphere is built over time.  I get student engagement in steps.  Right now we are doing Question of the Day where students answer a question for daily roster
Shana - I loved this comment, and I certainly believe that student engagement atmosphere is built over time. Students need to feel comfortable and welcomed. That will boost their confidence and motivate them to learn.
Brett - Motor skills need to be built up, they need to build that stamina
Brett - Create activities where the brightest students can excel, as well as the lowest student can succeed.

I’d add to what Jamie said I would also like  to see my middle school students to start to own the work and effort they put into their work. I feel like sometimes I am just leading them to the water, but they won’t put the effort in to drink the water.

Lack of motivation to learn - starts at home, but is our daily challenge with some students…

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Digital: See Saw, Google Slides, Adobe Spark,

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Our mission is to promote a wider implementation of educational awareness programs regarding the African slave trade, slavery in America, and the many contributions Africans have made to American society.

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Build relationships, get to know their interests, what helps them learn.

I started doing Easter Egg Challenges last  year when I would give a lesson and required a google form as an exit ticket. I would select at random a multiple choice question that would lead to a silly question or task if they got the question correct,  they earn extra credit if they do the silly thing. My engagement increased because they like finding the silly task/questions.

Similar to Chris, but nowhere near as professional, but give a variety of project options on a given topic - allow them to tap into their creativity. Ex- cell project - slide show teaching to elementary, comic book where all organelles are a character with a flowing story, poster etc.  if someone really dislikes talking in front of class, they can record

Annette - students can record videos of themselves telling a little bit about themselves just to get to know the student.

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Sometimes Shernette "goes rogue" and takes role on as angry woman. Last week, 21 teachers teach for her... FEEDBACK is important. Give students lots of feedback. Get things back. Max 13 ... but the First Year class *matters.* It's not a "study hall."

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- Project based Learning: Skype/Zoom,
-Higher Education institution, Restaurants, business
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About - Digital Promise

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Adolescence brings growth and learning opportunities.

With adolescence, students' Physical Well-being becomes closely linked to their learning as both their bodies and brains go through a period of growth.

Paying close attention to mental health and the amount of Sleep students are getting, in addition to encouraging mindfulness, are key to managing stress.

Students are also gaining greater Social Awareness & Relationship Skills in addition to becoming more interested in the world around them.

Making real-world connections to their interests can keep them motivated in math class and increase their sense of belonging.

Cognitive skills support generalizing mathematical concepts.

Being able to generalize mathematical concepts becomes a key component of success as math becomes increasingly complex.

Working with students using error analysis can deepen their understanding of mathematical concepts, including Algebraic Thinking which focuses on the relationships between numbers.

Students' Reasoning skills are continuing to develop, allowing them to think abstractly, draw inferences, and identify patterns.

Visualizing how ideas fit together using a graphic organizer can help students find patterns, and scaffolds Working Memory by outsourcing some of the memory demands of the task.

Students analyze and represent spatial relationships, a key skill for advanced math.

Geometric Reasoning involves using abstract thinking to analyze and make arguments about shapes and spatial relationships. It can be a gateway to other higher-order math thinking skills such Statistical Reasoning.

Creating their own diagrams and other visual representations can help students develop the skills needed to reason about geometric diagrams and spatial relationships.

Spatial Skills are used to mentally manipulate numbers and objects, underlying much of students' math thinking and their math success.

Representing concepts spatially, including using gestures, can facilitate students' thinking about mathematical ideas and support Geometric Reasoning.

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Math 7-9: Factors | Learner Variability Project

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With adolescence, students' Physical Well-being becomes closely linked to their learning as both their bodies and brains go through a period of growth. Paying close attention to mental health and the amount of Sleep students are getting, in addition to encouraging mindfulness, are key to managing stress.

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Breakout 2: Culturally Relevant Teaching

News and notes that you can use….

Each student is complex and different. Schools are designed differently. Lack of resources are barriers that could prevent Culturally Relevant Teaching from being properly and effectively addressed.

Challenges…..Accountability, Inclusivity, are children aware of the equal access and exposure to what various populations may be getting. Administrations are not providing the resources that they have and can utilize.

Resource:
https://lvp.digitalpromiseglobal.org/content-area/math-7-9/factors
(Resource on teaching the whole child)

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Adolescence brings growth and learning opportunities.

With adolescence, students' Physical Well-being becomes closely linked to their learning as both their bodies and brains go through a period of growth.

Paying close attention to mental health and the amount of Sleep students are getting, in addition to encouraging mindfulness, are key to managing stress.

Students are also gaining greater Social Awareness & Relationship Skills in addition to becoming more interested in the world around them.

Making real-world connections to their interests can keep them motivated in math class and increase their sense of belonging.

Cognitive skills support generalizing mathematical concepts.

Being able to generalize mathematical concepts becomes a key component of success as math becomes increasingly complex.

Working with students using error analysis can deepen their understanding of mathematical concepts, including Algebraic Thinking which focuses on the relationships between numbers.

Students' Reasoning skills are continuing to develop, allowing them to think abstractly, draw inferences, and identify patterns.

Visualizing how ideas fit together using a graphic organizer can help students find patterns, and scaffolds Working Memory by outsourcing some of the memory demands of the task.

Students analyze and represent spatial relationships, a key skill for advanced math.

Geometric Reasoning involves using abstract thinking to analyze and make arguments about shapes and spatial relationships. It can be a gateway to other higher-order math thinking skills such Statistical Reasoning.

Creating their own diagrams and other visual representations can help students develop the skills needed to reason about geometric diagrams and spatial relationships.

Spatial Skills are used to mentally manipulate numbers and objects, underlying much of students' math thinking and their math success.

Representing concepts spatially, including using gestures, can facilitate students' thinking about mathematical ideas and support Geometric Reasoning.

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Math 7-9: Factors | Learner Variability Project

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With adolescence, students' Physical Well-being becomes closely linked to their learning as both their bodies and brains go through a period of growth. Paying close attention to mental health and the amount of Sleep students are getting, in addition to encouraging mindfulness, are key to managing stress.

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Sometimes we need to confront teachers to make sure they are really serving students they are charged to serve.

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Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices. It also leverages the power of digital technology.

Imagine this: Your students are going to write an essay on the stages of butterfly metamorphosis.

Some students have seen butterflies grow through the different stages at a local science museum. These students are excited to share what they know. Other students don't know anything about butterflies and are nervous about writing on this topic. And some students don't like to write - they dread this activity from the moment you say "essay."

In any class, you know there's a wide range of enthusiasm, background, and skills among your students. When you plan with this range in mind, you can approach the lesson in several ways.

You could share a mini-lesson on butterfly metamorphosis and have students use a guided worksheet as they write. Or you could set up stations where students are grouped using flexible grouping around understanding of the topic, language ability, or reading level.

But take a step back. In any lesson or task, you can anticipate this range of variability among your students. There's another approach you can take to plan for this variability in all your lessons : Universal Design for Learning (UDL).

The ultimate goal of UDL is for all learners to become "expert learners." Expert learners are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed about learning.

UDL is a powerful approach because from the very start of your lesson, it helps you anticipate and plan for all your learners. It can help you make sure that the greatest range of students can access and engage in learning - not just certain students.

From the series: Reaching and Teaching All Students With UDL

Discover how to use Universal Design for Learning (UDL) to plan lessons, reduce barriers to learning, and engage all students.

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Articles in this series: Reaching and Teaching All Students With UDL

You don't need specific tools or technologies to follow UDL's principles either. Instead, your students choose from the tools and resources you already have. They might use them in different ways.

Also, UDL may change how you think about what prevents students from learning. Instead of thinking that something needs to change about the students, UDL looks at the learning environment. The learning environment can include barriers to learning, like the design of the curricular goals, assessments, methods, and materials. In this way, the learning environment itself can be "abled" or "dis-abled."

UDL gives you a framework to follow so you can reduce the barriers to learning. The main way to do this is to prepare a learning environment where students have what they need to flexibly meet learning goals.

Universal design can be found just about anywhere you look - both inside and outside your school. Curb cuts change sidewalks so that they're accessible to the greatest range of users, including people who use wheelchairs and those pushing strollers. Closed captions make television accessible to people who are deaf or who have hearing loss, as well as people at the gym or spouses who can't agree whether or not to keep the TV on at night. No two forms of universal design are the same.

Universal Design for Learning looks different in every classroom. But there are commonalities. To start with, there's always a focus on building expert learning for all. Other common elements of a UDL experience include:

All learners knowing the goal

Intentional, flexible options for all students to use

Student access to resources from the start of a lesson

Students building and internalizing their own learning

In a UDL environment, students rarely do the same task in the same way at the same time. The flexible options will differ across developmental ages. But the framework for having clear goals and flexible options is consistent no matter the grade level or content areas.

UDL describes human variability based on parts of the brain that manage the "why" (affective network), the "what" (recognition network), and the "how" (strategic network) of learning. Watch as CAST co-founder David Rose explains why UDL emphasizes variability instead of disability.

CAST developed UDL guidelines that are based on three main principles that align with these learning networks. The three UDL principles are engagement, representation, and action and expression.

The chart below includes the three UDL principles adapted from CAST. It also gives you some questions to consider and lists some examples of the principles in action. You can print a one-page version of this chart to have on hand while planning a lesson, activity, or routine for your students.

Families may not be familiar with the concept of students being active participants in setting their learning goals. They may have questions about letting students make their own learning choices.

Explain at back-to-school night or in a class that you'll be using Universal Design for Learning. You can even share a family-friendly article about the UDL approach to teaching .

Assure families that you have high expectations for all students to become expert learners in your classroom. And explain that you'll keep working with the students and their families to build the skills and interest to make that happen.

Read these articles to learn how to use UDL with distance learning.

From the series: Reaching and Teaching All Students With UDL

Discover how to use Universal Design for Learning (UDL) to plan lessons, reduce barriers to learning, and engage all students.

Show articles Hide articles

Articles in this series: Reaching and Teaching All Students With UDL

About the Author

About the Author

Allison Posey, MEd, CAST, Inc. is a curriculum and design specialist at CAST.

Reviewed by

Reviewed by

Brittney Newcomer, MS, LSSP is the director of instructional design at Understood for Educators, which she joined after serving in public schools for more than a decade as a teacher, evaluator, and curriculum manager.

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Universal Design for Learning (UDL): A teacher's guide

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Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student.

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UDL - can be a very helpful tool.

Annette - Bio Bucks

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I like this resource for UDL: https://www.understood.org/articles/en/understanding-universal-design-for-learning?utm_source=google-search-nongrant&utm_medium=paid&utm_campaign=evrgrn-may20-edu&gclid=Cj0KCQjwvaeJBhCvARIsABgTDM4VXykj_-nrtTge0cupD2T6OyMLM6z9sIMk7oi4CyREb-zrxfexqcYaAh1YEALw_wcB

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antiracism and universal design for learning by andratesha fritzgerald

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Here is the template for the portfolio https://docs.google.com/presentation/d/1R9XWfOdK4Mm2p8uLWaCHZVTwvX7VSQ2EDIdU2K0F3v4/edit#slide=id.g5300154192_2_19

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https://docs.google.com/drawings/d/1v4ctvIDF6U7y6NG2YwNHpU4_t6DpahAmSa7HDwJnz2k/edit

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Hands on paper based activity packets for kids, teens and adults. Build your own marble run, house, toys and games. Perfect for distance learning lessons, virtual bring your child to work day, online camp activities and distance staff training. Downloadable packets are open-ended and creative

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The Make: Education Forum aims to transform education by focusing on the needs and interests of educators and their students by developing new technical skills and encouraging the process of creative problem-solving. In this two-day virtual event, get ready to explore maker topics, share ideas, exchange tips and tricks and learn from one another.

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I'd love to connect with more wonderful educators! Twitter: @MrsNuble2020