# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Great secondary leadership or all school book club

# data[].attributes.subject
Great secondary leadership or all school book club

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
The End of Average!? Disrupting the green of education!

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
cena.johanna@gmail.com

@johannacena

# data[].attributes.headline
Connect Extend Challenge Thinking Routine

# data[].attributes.subject
Connect Extend Challenge Thinking Routine

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
Generative AI can make educational content and instruction more accessible, helping teachers meet a breadth of student needs.

Stuart Kinlough / Ikon Images

Universal Design for Learning (UDL), an essential framework for enhancing accessibility, helps teachers design inclusive instruction. The framework supports students' accessing content in varied formats, expressing understanding using multiple modalities, and engaging with high-interest content-all of which enhance equity.

Artificial intelligence (AI) is an emerging technology that can help educators create a more UDL-friendly environment. Though many teachers are skeptical about students' use of generative AI, instead of viewing it as a quick answer generator, we can teach students about ethical use by helping them view it as a research assistant, brainstorming collaborator, and tutor. Student- and teacher-facing AI tools can enhance engagement, representation, and expression in the classroom. Below, I showcase two such tools and how I use them with students in my English classes, though many others are rapidly evolving.

Using AI for UDL

SchoolAI is one such tool that enables students to access information in a variety of ways and allows teachers to customize AI chatbots (called spaces) for specific learning opportunities. For example, using the historical chatbot generator, teachers can ask students to interact with a chatbot that assumes the role of an author or historical figure available, and teachers can also create their own.

Instructionally, when students interact with a chatbot, they not only acquire information but also learn how to engage in effective conversations with AI. Asking and refining probing questions is a future-forward skill.

My students choose how they synthesize the information they learn from AI; some employ a note-taking method, others use graphic organizers. Every student's chat is unique and yields different outcomes that make for compelling collaborative conversations among peers. Post-chat, I guide students to fact-check and examine information for biases before drawing conclusions from AI interactions. This step is essential for building capacity as students learn how to utilize AI responsibly, and there are helpful frameworks for students working to evaluate the information they glean.

Enhancing Individualized Learning

Equitable, personalized learning is the ultimate goal of UDL. SchoolAI is UDL-friendly, because it has an embedded text-to-speech function that allows students to hear AI conversations read aloud. Additionally, an embedded speech-to-text tool enables students to respond verbally instead of in writing. This multimodality means every student is able to participate, even those for whom reading or writing is challenging, which facilitates inclusive learning and deepens engagement.

Though SchoolAI offers different types of chatbot-based spaces to customize, perhaps the most exciting for UDL is the Sidekick-a personalized tutor that you can tailor for specific content or processes. When my students are writing narratives, I create a Sidekick that can assist them in the writing process by offering concrete suggestions and clarifying concepts (such as figurative language or how to write dialogue correctly). I also limit the type of assistance that my Sidekick will provide, such as prohibiting it from helping students "too much." That way, the AI is not allowed to write for students and can only give them concrete examples that are unrelated to the plot of the narrative they were crafting.

Leveraging Teacher-Facing AI Tools

MagicSchool is a teacher-facing platform that includes more than 60 AI tools created specifically for educators. One essential aspect of UDL is ensuring that students can easily understand instructions and success criteria. To do this, I use MagicSchool to generate clearer, more concise directions for tasks, as well as exemplars and non-exemplars.

A UDL environment also offers more than one pathway through which students can access content. To fulfill this goal, I use MagicSchool to generate multiple explanations for concepts, to generate questions in response to YouTube videos, and to level text so I can provide students the opportunity to read "just right" material no matter their current grade level. These uses are especially beneficial for accommodating students with specialized instructional needs, as well as students for whom English is a second language.

To increase engagement, I also use AI to convert traditional content into other formats. For example, when teaching the myth of Hades and Persephone, I used MagicSchool to generate several other versions of the text, including a rap battle and breaking news brief. Students choose which representation they want to read, and everyone discusses the theme and showcases their understanding.

To help brainstorm varied modalities for student expression, I utilized the MagicSchool choice board generator to come up with ideas to populate my favorite choice board template. MagicSchool's group work generator was also useful for brainstorming collaborative activities, because some of the most effective UDL-friendly classrooms allow students to choose how they like to learn and create. Students who prefer to work with others are able to gravitate toward team tasks, while students who prefer to work alone are able to select an independent option.

Enhancing Inclusivity

An inclusive classroom is full of choice, allowing students to self-select instructional materials and options to demonstrate mastery. With so few hours in the day and so many considerations involved in planning, leveraging AI tools can optimize teacher workflows and provide focused assistance.

Whether adapting existing lessons to be more UDL-friendly or crafting an entirely new unit, AI places truly personalized learning within greater reach than ever before.

# data[].attributes.attachment_link.title
Using AI to Enhance Universal Design for Learning

# data[].attributes.attachment_link.description
Generative AI can make educational content and instruction more accessible, helping teachers meet a breadth of student needs.

# data[].attributes.attachment_link.title
MagicSchool.ai - AI for teachers - lesson planning and more!

# data[].attributes.attachment_link.description
Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

# data[].attributes.attachment_link.title
AI for UDL: Leveraging ChatGPT for Universal Design Learning — Aaron Lanou

# data[].attributes.attachment_link.description
Discover how to use ChatGPT to enhance your lesson planning with Universal Design for Learning (UDL) strategies. Explore practical ways AI can help teachers create inclusive, engaging, and accessible learning experiences. Learn how to generate student-friendly definitions, design innovative activiti

# data[].attributes.attachment_link.title
How to Apply UDL 3.0 with AI: Real Tools, Lessons & Time-Saving Tips

# data[].attributes.attachment_link.description
Discover practical ways to bring UDL 3.0 to life with AI tools. Learn how educators are using Brisk, Ludia, and Noodle Factory to save time, personalise learning, and boost engagement—plus get your free UDL checklist!

# data[].attributes.attachment_link.description
AI and Universal Design for Learning (UDL) offer powerful opportunities to enhance education by making learning more accessible, inclusive, and personalized.

# data[].attributes.attachment_link.title
Zooming in to Scaffolding for MLs _ YCIS August 2025

# data[].attributes.attachment_link.readable_text
Graphic Organizers - Practices

(Spanish Versions Below)

Asking Questions - Google Draw or PDF
Developing and Using Models - Google Draw or PDF
Planning and Carrying Out Investigations - Google Draw or PDF
Analyzing & Interpreting Data - Google Draw or PDF
Using Mathematics & Computational Thinking - Google Draw or PDF
Constructing Explanations - Google Draw or PDF
Engaging in Argument from Evidence - Google Draw or PDF

Graphic Organizers - Concepts

Cause and Effect - Google Draw or PDF
Cause and Effect (version 2) - Google Draw or PDFPatterns - Google Draw or PDF
Systems and System Models - Google Draw or PDF
Structure and Function - Google Draw or PDF
Structure and Environment - Google Draw or PDF
Energy and Matter - Google Draw or PDF
Scale, Proportion, and Quantity - Google Draw or PDF
Stability and Change - Google Draw or PDF

# data[].attributes.attachment_link.title
Graphics and Tools - The Wonder of Science

# data[].attributes.attachment_link.description
(Spanish Versions Below) Asking Questions - Google Draw or PDF Developing and Using Models - Google Draw or PDF Planning and Carrying Out Investigations - Google Draw or PDF Analyzing & Interpreting Data - Google Draw or PDF Using Mathematics & Computational Thinking - Google Draw or PDF Constructing Explanations

# data[].attributes.attachment_link.title
The Orange County Department of Education explains Multi-Tiered System of Supports, or MTSS

# data[].attributes.attachment_link.title
2 Quick & Easy Places to Start Lessons | Building Thinking Classrooms

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal learning opportunities by setting firm goals, maintaining high expectations, and ensuring that students have access to multiple means of engagement and representation along with various methods of action and expression. However, implementing UDL in world language classes presents unique obstacles.

Although voice and choice are critical, shifting to student-led instruction while maintaining 90 percent target language usage and ensuring comprehension is challenging. Fortunately, barriers can be minimized in the world language classroom by setting firm goals and offering flexible means within the UDL framework.

5 Ways to Integrate UDL into World Language Classes

1. Articulate a firm language goal. The key to making each unit successful is establishing a firm daily language objective using the National Council of State Supervisors for Languages and ACTFL's "can-do" or "students will be able to" statements.

Ensuring a specific, measurable can-do every day helps determine if students can meet the objective, allowing them to demonstrate understanding through partner discussions, drawings, or sticky notes (e.g., "I can express a sincere apology in the target language"). This approach ensures that students will have completed at least 180 tasks by the end of the year.

2. Foster self-reflection. After sharing the daily language goal, provide students with opportunities to activate their background knowledge and reflect on what they already know as they work toward the ACTFL World-Readiness Standards.

For example, when aiming for an objective like "Students will be able to compare Costa Rican and U.S. school lunches and describe their ideal lunch," use tools such as a know-wonder-learn (KWL) chart; the task's rubric; a free write; or a products, practices, and perspectives chart to prompt student thinking. This approach helps students build a deeper understanding of cultural context and linguistic concepts, fostering self-awareness and academic growth.

3. Scaffold inputs. To provide multiple means of engagement and representation, input strategies can include visual cues, pictures, total physical response (TPR), body language, target-language equivalents, tangible examples, common associations, and personal connections. For instance, to introduce new vocabulary, a teacher can employ a game called "class vs. teacher."

In this activity, the teacher displays a picture with a word underneath it. When the image matches the word, the class repeats it aloud; if not, they remain silent. Points are awarded to the teacher or the class based on correct responses. This interactive method encourages students to connect words with visual representations. When students are ready to access text, the same images can be shared, allowing students to make familiar connections and rely on visual cues rather than English translations.

4. Scaffold outputs. Comprehensible output scaffolds include providing sentence starters and chat mats, encouraging pair or small group discussions to lower the affective filter, using the "I do, we do, you do" method, and incorporating cognates to support multiple means of action and expression. These strategies, however, can sometimes lead to students reverting to English, such as with the turn-and-talk method. To address this, offer a chart with sentence starters in the target language, such as "If I... could be/had been... famous, older, younger, rich... I would/have..."

Modeling these language structures in context with examples and guiding brainstorming sessions can support the target language. Additionally, structure tasks with clear guidelines, accessibility, and time frames (e.g., one minute, adjusted for proficiency levels), and use timers to maintain focus. During discussions, providing phrases on a "chat mat," such as "It is your turn," "I don't know," "Tell me more," or "Can you clarify?" help further support the use of the target language among students.

5. Provide construct-relevant choice. Offering authentic resource choices in the world language classroom can be challenging according to students' ability to access and understand specific vocabulary and language structures. Instead of allowing students to choose from various resources, provide options for accessing a high-quality resource.

For example, if the goal is for students to describe the main character and three events from a text in the target language, offer different methods, or multiple means of representation, to achieve this. This approach ensures that all students can work toward content and proficiency goals with high-quality inputs, agency, and autonomy.

Leer con una pareja: Read aloud with a partner, taking turns.

Leer en un grupo: Read the story in a small, teacher-assigned group, where students take turns reading.

Leer individualmente: Read the story independently. Students can record themselves reading the chapter aloud using sites such as vocaroo.com. The audio can be shared for others to listen to and review with permission.

Leer con la maestra: Read in a small group with the teacher. The teacher may read aloud or assign reading roles to students in the group.

Similarly, if all students are working toward a speaking goal, they will all have to speak; however, options for action and expression can include demonstrating a spontaneous conversation in a partner presentation or creating a slide presentation with an embedded video showcasing their speaking skills. For writing goals, options could be a free write, a smashdoodle (words and doodles), or a haiku poem (three lines, five-seven-five syllables).

While maintaining language comprehensible for student access, applying the core principles of UDL will help create learning experiences that work for all students and make effective inclusion possible. This means creating multiple pathways for students to learn and demonstrate what they "can do" every day. The key is to elevate both the World-Readiness Standards and language goals and ask, "Is there another way that students could learn or share what they know without sacrificing quality and rigor? If the answer is yes, try it!

# data[].attributes.attachment_link.title
Bringing Universal Design for Learning to the World Language Classroom

# data[].attributes.attachment_link.description
With the right scaffolds in place, implementing UDL in world language classes can be done even in situations with beginning students.

# data[].attributes.attachment_link.title
Conversation self-assessment and goal setting tool

# data[].attributes.attachment_link.readable_text
While I have always sought to give my students a voice in a variety of ways, prior to the pandemic, I had never incorporated choice boards into my classes. The term was unfamiliar to me; however, I was eager to explore the concept of providing a menu of assignment options. While constantly switching from fully remote to hybrid learning, I was longing for a way to spark creativity and engagement while fostering independence among my students.

In order to design a choice board, it's essential to consider the goals of the task: What do you want your students to accomplish? What skills should they gain or strengthen? In the context of my own Spanish classes, my goals are consistently content-based and communicative. I typically aim to tap into the four modes of communication: speaking, listening, reading, and writing. I want my students to build upon their communicative skills in the target language and to expand their cultural knowledge in the process.

After solidifying your goals, first and foremost, be sure that all of the choice board options focus on a specific topic or overall theme. Hence, the choice board should ideally be introduced at the middle or end point of a unit. In addition, a choice board can contain anywhere from four to eight assignment options for students, depending on what you want them to do. For example, if you want to have your students select two separate assignments from the choice board to complete, provide six to eight total options; if students are only to choose one assignment, four to six options are more than enough.

Choosing the Right Activities

When brainstorming activity ideas to include on your choice board, consider your students, and strive to provide a variety of options. Some students may want to incorporate visual art. Others might prefer building something, and some students might gravitate to writing. Similarly, do not hesitate to integrate familiar technology tools. During the fully remote learning period, my choice board options needed to be completed digitally; therefore, I relied heavily on tools like Flipgrid, Google Docs, and Edpuzzle, to name a few.

My most recently designed choice board for my Level IV Spanish classes focused on art. After we studied Salvador Dalí's surrealist works, Pablo Picasso's cubist works, and muralism in Mexico, I designed a choice board at the end of the unit. I provided six options in total; students had to select one that focused on presentational speaking and one that focused on either interpersonal or presentational writing.
Presentational Speaking Options
1.Replicate any work of art we studied by Dalí or Picasso that impacted you. Post a picture of your artwork (digitally or on paper) along with a Vocaroo recording in which you orally describe what you created and how the original work inspired you. Your work should be saved on the class's collaborative Google Slides presentation.

2. You are the narrator behind a painting. Choose a work by Dalí or Picasso that we did not review together in class, and tell the story behind it, providing your own analysis and impression of the painting. Record your response in a video via Flipgrid.

3. Select a famous piece of American artwork. Compare and contrast it to a work of art from the Spanish-speaking world, specifically by Picasso, Dalí, or any muralist. Record your response in a video via Flipgrid.
Interpersonal/Presentational Writing Options
1.You are the artist. Create your own original artwork (digitally or on paper) that follows either the surrealist or cubist style. In a detailed paragraph, explain why the artwork you created follows the surrealist or cubist style. Explain what you created and how it's inspired by Dalí or Picasso. Include a picture of your artwork within the document.

2. In a Google Doc or Word document, write a formal email to your favorite artist we have studied: Dalí, Picasso, or any of the muralists. Tell the artist why you are inspired by his work, and ask any questions you have.

3. Select any mural by Diego Rivera, David Alfaro Siqueiros, or José Clemente Orozco. In a detailed paragraph, describe how the mural addresses global challenges, and explain whether or not it is still relevant today with supporting evidence.

All of the choice board options are communication driven and culturally focused while connecting to a common theme. This allowed my students to utilize the target vocabulary we had studied over the course of the unit as well as to apply the knowledge they had gained. The choice board options prompted many of my students to step outside of their comfort zones and try something new. For example, many of my students who did not consider themselves to be artists were intrigued by the choice board activities that required them to create a work of art because they had never had such an opportunity in any other class. In addition, although my choice board options featured here require the use of technology tools, they can be easily adapted to pencil-and-paper tasks or to in-class presentations.

Overall, the most rewarding part of this process was the newfound excitement and engagement of my students. Seeing them truly own their learning was inspiring to witness. Giving them a choice about their assignments ignited their creativity in an amazing way.

# data[].attributes.attachment_link.title
Incorporating Choice Boards in World Language Classes

# data[].attributes.attachment_link.description
Having a say in their assignments leads students to take ownership of their work, and choice boards are a simple way to give them some control.

# data[].attributes.body
Please take a minute to complete this short survey.

# data[].attributes.attachment_link.title
Increase Teacher Efficacy with UDL: How to Inspire, Motivate and Get Results

# data[].attributes.attachment_link.title
Brisk for Schools and Districts Pilot Checklist (1)

# data[].attributes.attachment_link.description
By signing up, I agree to Brisk’s Terms of Use and Privacy Notice.

# data[].attributes.attachment_link.title
Your AI Teaching Assistant - Brisk Teaching