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1. Start with the "Goal" and provide visuals for students so they have the big picture.
2. Provide the "How" they will achieve this .  Making sure to use auditory,  visual and written instructions and then I love following up with modeling and have the students complete a Learning Activity to cement info.
3. Use Assessments that are relevant to the goal and the how.

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I plan on continuing to structure my class to be student centered by utilizing choice boards, hyperlinked documents and also helping my students set goals and facilitate student self reflection/assessment as we move through topics.

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Create playlists or choice boards with different areas of emphasis for revising written work - this way students can reflect on what aspects of their writing might need improvement in order to make their draft the best it can be.

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-Giving students at least 2 different options for them to display their ability to master a skill
-Asking students to check-in and receive feedback at several points throughout the project

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I can't wait to continue to build lessons that utilize UDL in order to support student engagement. I'd like to use the Canvas Mastery Paths to better help support students at their entry level of understanding.

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Authentic Choice: The idea that those ready for lecture can dive into a recorded lecture or ted talk; while those interested in reading can reflect on an article or short read, while others who want to practice or self assess can go where they want to go with no barrier to what the instructor wants to or can do on any particular day.

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Incorporate speaking, writing, listening and reading in the lessons. Make lessons fun and interesting by allowing collaboration and playing games.

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Try something.  Just try a new idea.

Work with PLC to see what they have tried or made or could utilize.

Gather the resources and then organize how to share it with students. (Mastery Quiz on Canvas or Student Choice Matrix).

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Explicitly stating the what and the why on the agenda each to promote engagement. Also, work on a choice board for each unit this term.

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Choices choices choices!

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Choices on how to demonstrate learning
Resources on how to use certain materials
Utilizing Mastery Paths to focus on certain leadership styles

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I plan on working to offer multiple opportunities and ways for world languages students to demonstrate language learning and production.

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In Journalism each year, I have students write a profile piece of each other as their first assignment. This year, I want to include the option of creating a podcast or a video highlighting the personality of their partner to incorporate variety in how students show what they know.

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Being the learning support specialist, connecting with the other teachers about access to slides or videos from that day to help support that student. Making myself available to their needs

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Ask for student input and choice of music they work on.

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give the students a simple measurement task , but add a creative "why"
Have student groups discuss ways to accomplish the task.
Then discuss the class results.  Analyze why results vary, and how it would be possible to get greater consistency.
Redo with a common improved procedure.

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Giving students the option with how they will engage with content on a daily basis. Direct instruction, flipped lecture, stations,etc.

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Media: Careful selection of example pictures and videos for cultural relevance.  Wide open choice of subject matter for photos and videos they choose to film/photograph to show their mastery and understanding. 

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Media: Careful selection of example pictures and videos for cultural relevance.  Wide open choice of subject matter for photos and videos they choose to film/photograph to show their mastery and understanding. 

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- Include audio, visuals, and written elements in every lesson to engage and support students
- Closed-captioning
- Listen to students and ask for feedback

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Projects are a great way to allow students to flex their creative muscles. Trying to incorporate projects that demonstrate mastery over an extended period of time, can make day to day tasks and miss-steps seem less scary and detrimental

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Ideas

1. I like the idea of explaining to students expert learning. I think it is really important to quantify it for students.

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Use of tech to present ideas via FlipGrid, Jamboards, etc.

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Offer audiobooks if they struggle with reading independently. Then challenge them to read a little more each day without using the audiobook, if possible.

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Give students multiple ways to find and express the content specific vocabulary of game design across different modalities.

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Give students multiple ways to find and express the content specific vocabulary of game design across different modalities.

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In student's digital art portfolios on Slides, I will give students choice of how they will record their reflections, typed, written, video, etc....

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Teach students a dance combination through demonstration. Give them the choice to practice individually or in small groups. Have students take the steps from the combination and put them together in an order of their choice. Have students then take their new combination and put it to music of their choice.

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Since some students may not see themselves as book lovers, I could offer the choice to brainstorm other media they've loved - film/TV/music (this can be used to guide them to a book recommendation eventually)

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Learning Types of Reactions?  Lots of Choices - Work alone or in partners to create a Graphic organizer; Explain on Flipgrid; Make a poster; Create a slide for each type showing it visually; Write something about it; Do a worksheet; Read and do quiz on CK-12....Got a Better idea?  Let me know!

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-Using a choice board to learn a specific skill on a graphic design program.
-Giving options on the choice board to show that they have learned that skill with a choice of assessment.
-Using a scrum board to track student progress on a certain assignment/project. Building in individual student check-in during the design process to check on students and what their needs are.

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Students identify subject matter that important to them, and they determine how they are going to demonstrate learning of the subject matter.

Self evaluation of learning process and outcome.

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Students explore and design a safe yet thrilling bungee jump for their doll. In order to reduce barriers:
- demo how to tie the knots, have a video that can be referenced throughout the class (QR code), diagram showing the setup

reducing the math barriers:
- example conversions
- talking about WHY we need to convert units

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For a lab report, multiple ways of demonstrating mastery of the content. Lab report, a C-E-R whiteboard, poster, slide or video presentation.

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Have students generate their own scientific questions / hypotheses that they are interested in. Then, have the students design experiments to test those questions / hypotheses.

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When students are working towards creating class competition games, providing different models for showing mastery of their creations: Videos, Act it out, slides, scripts etc. Engaging with class discussions, questions etc. Having students strive for engagement creates a sense of engaging others.

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To address the same standard while meeting students where they are, the drill is modified to allow for three levels of progression during the same practice time. Stationary overhand striking, two foot jump with an overhand strike, approach with full overhand skrike.

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- Supporting all staff and students with resources in a variety of formats (print, digital, audio, large print, interactive eBooks, braille, etc...) for student equity and accessibility
- Supporting English Department with culturally responsive reads, companion texts for book club texts, texts supporting windows, mirrors, sliding doors, and prisms for students
-Promoting diverse and inclusive reads for students through book talks, reading challenges, social media, reader's advisory

UDL Guidelines
- provide optiions for perception
- provide options for physical action
- optimize access to tools and assistive technologies

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English teachers are using a culturally responsive curriculum and offering choice embedded throughout the course. IN addition, they are asking students to set their own goals and reflect on their learning.

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English teachers are using a culturally responsive curriculum and offering choice embedded throughout the course. IN addition, they are asking students to set their own goals and reflect on their learning.

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Our leadership teacher has used UDL to bring in a strong sense of relevancy to students' lives - e.g. soundtrack of your life

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Our leadership teacher has used UDL to bring in a strong sense of relevancy to students' lives - e.g. soundtrack of your life

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Science teacers are offering more choice especially in the area of action and expression. 

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Science teacers are offering more choice especially in the area of action and expression. 

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Math teachers are using expert learning as the basis for everything they're doing. They talk about expert learning with kids and ask them to explain their learning in math.

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Math teachers are using expert learning as the basis for everything they're doing. They talk about expert learning with kids and ask them to explain their learning in math.

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Classroom management: giving students choices that are positive so no matter what they choose, they can find success.

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Choice in how they are able to access content and in how they are able to demonstrate their learning has increased student ownership and confidence.

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Present equally viable options to the ensemble and discuss, then program

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Students generate scientific questions that interest them and conduct experiments to answer them

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Incorporating engaging primary sources in a variety of mediums that keeps them entertained - ie: showing an event via photo, video, and then radio broadcast

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Providing students with choice in not only how they learn but how they choose to demonstrate their learning

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Giving student choice on assessments. Making the assessment topics relevant and authentic.

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Providing choice of synchronous or asynchronous learning.
Allowing students to work at their own pace and tackle more challenging optional projects.

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I’ve have learned the value of creating and thinking about the myriad ways that students can demonstrate a skill. For example, with a writing assignment, allowing kids to utilize videos, art, live presentations or even Socratic seminars as a means to demonstrate a skill. This flexibility has given students the opportunity to feel success in ways they haven’t in the past.

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Provide word banks for different tones and emotions

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Physically have students reflect. Process with partners before writing reflection

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Supporting and advocating student needs with the entire team during IEP, SST's, 504 plans, and P/T conferences. Having the student sit in the drivers  seat and voice their needs and what they want in order to be successful.

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get comfortable asking ourselves why we are doing something, what value it has for students, and getting rid of anything that isn't high leverage in learning... being open to be flexible and allowing for way more variability in what students turn in to show their learning

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Choice on which strategies to use and how to demonstrate understanding of strategies to cope with stress.

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Being okay with an activity being open for students to explore and using their explanation knowledge AS the assessment. (Eliminate "test days")

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Provide background information
Provide vocabulary references

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How can we help our students show their skills rather than forcing all students to complete the same task? Ultimately, at the end of the day, how can they demonstrate what they really know?

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Introduce in a variety of ways that will reach different learner.  Visual and audio in order to engage all.

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-providing choice in assessments
-finding ways to create lessons that are relevant to students' interests
-incorporating physical activity/"acting out" the science
-using a padlet as a discussion board as another means of providing collaboration among students

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-always include audio
-always include ability to use speech to text
-know EXACTLY which skills your assessment is testing and make sure students can show their knowledge/skills in ways that work best for them

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-post a video of breaking down the combo/skills
-share an app that slows down the music to practice at home
-find a new song to practice too that works in the same way
-record and post your practice and find one positive and one corrective feed back
*sentence starters for reflection / goal setting
*assessment wrapper;
what did you do to prepare and how did it have an affect on your performance/grade.

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Great discussion about objectives and activities and how they fit together--AWESOME out of the box thinking and collaboration!

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Goal: Actors will be able to strategically use tempo, tone, articulation, and projection to become engaging/authentic storytellers

Barriers: ELLs, lack of knowledge on tone, vocab

ENGAGE with (1) different video examples (sitcoms, speeches, cartoons, live theatre). (2) Have them explore eliminating one of the vocal skills and discussing how it effected the performance

EXPRESS (1) solo performance, (2) create a group commercial, (3) Create a cartoon voice over

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With our goal to alliviate the barrier of social risk we looked at changing a self defense awareness lesson to include a google activity to privitize their answers