UDL Guidelines-Corona by Molly McCabe https://padlet.com/molly1alex/i73k8cc3b5ab Made with an open mind en-us 2018-04-13 05:26:03 UTC 2023-09-25 03:14:49 UTC hello@padlet.com Executive Functions: https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251680731 Checkpoint 6.1: Guide appropriate goal-setting: Learners should develop skills of effective goal setting. 

*Provide graduated scaffolds for learning to set personal goals that are both challenging and realistic. 

*Provide models or examples of the process.

*Provide guides and checklists for scaffolding goal-setting

*Post goals, objectives, and schedule that can be easily seen.]]> 2018-04-13 18:11:23 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251680731 Sustaining Effort and Persistence https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251681171 Checkpoint 8.1 Heighten salience of goals and objectives: "periodic or present "reminders" of both goal and its value in order for students to sustain effort and concentration

* formulate and restate goals
* create short term objectives
* use prompts or scaffolds for visualizing desired outcomes.


Checkpoint 8.2 Vary Demands and resources to optimize challenge: All learners need to be challenged but not ALL THE SAME WAY
* Differentiate the degree of difficulty
* Alternatives in tools
* vary the degree of freedom

8.3 Foster collaboration and Communication: All learners learn to collaborate effectively in the community
* Keegan Strategies
* Clear expectations 

8.4 Increase Mastery- Orientated Feedback: Guides learners to mastery
*Providing feedback that emphasizes effort, perseverance, improvement, and achievement. 
* Teaching the kids growth mindset 

]]> 2018-04-13 18:12:13 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251681171 Checkpoint 6.2 Support planning and strategy development https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251681459 -Strategy planning
-Tools used for researching goal
-A variety of options needed such as prompts, scaffolds, checklists and guides.

]]> 2018-04-13 18:12:48 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251681459 Checkpoint 6.4 Enhance capacity for monitoring progress https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251685062  Learning cannot happen without feedback, and that means learners need a clear picture of the progress that are (or are not) making. 

 
  • Ask questions to guide self-monitoring and reflection
  • Show representations of progress (e.g., before and after photos, graphs and charts showing progress over time, process portfolios)
  • Prompt learners to identify the type of feedback or advice that they are seeking
  • Use templates that guide self-reflection on quality and completeness
  • Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback)
  • Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples 


]]> 2018-04-13 18:20:49 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251685062 Checkpoint 6.3: Facilitate managing information and resources https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251686647 Key Considerations

  • How does this help learners meet the goal?
They are able to pick a link that helps them design the activity of how they learn best.
  • How does this account for the variability of all learners?
Students have preferred strategies of learning.
  • Are learners being helped in managing their learning? 
Yes. they are provided links to design their own access to learning.

http://coe.jmu.edu/learningtoolbox/index.html
http://www.studygs.net/mapping/
http://www.teachervision.fen.com/graphic-organizers/printable/6293.html?detoured=1
]]> 2018-04-13 18:24:20 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251686647 Engagement Overview https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251686663
  • Motivation
  • Capacity
  • Self regulation skills
  • Contextual interference: Any info the interferes with being tuned into the learning presently taking place.
    • The end game is to build self-regulation and self-determination in students.
    • 8.1 Students need to remember the goal of their learning and the rewards of engaging in the process of learning
    • How do we help kids remember the goal,of their learning?
      • Use periodic reminders 
      • Make reminders of the goal persistent
      • Remind them of the value attaining the goal has for them
    8.2 Vary the complexity of the activity
    • Provide degrees of freedom for acceptable performance 
    • Emphasize process effort & improvement
    ]]>     2018-04-13 18:24:22 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251686663     Physical Action https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251689483 4.1Vary the methods for response and navigation
    *Sentence frames/starters
    *Cloze reading
    *Graphic organizer
    *Verbal response as an alternative to a written response
    *Matching
    *Task analyze

    4.2 Optimize access to tools and assistive technology
    *Use of IPAD
    *Game based learning
    *Kahoot
    *Starfall
    *EDMARK
    *Unique learning
    *Videos
    *Math Antics
    *Cool math games


    ]]>     2018-04-13 18:30:25 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251689483     Provide Options for Perception https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251692100 Information should be accessible to all learners; without requiring maximum effort from student.
    Teachers need to provide information in different modalities that is adjustable to the learner.
    1.1 - Customize display of Information
    Emphasize Print
    size of text
    contrast 
    color
    volume
    layout
    pop outs
    font
    1.2 Offer alternatives for auditory information
    1.3 Offer alternatives for visual information]]>     2018-04-13 18:35:33 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251692100     Sustaining effort and persistence https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251692861  
    Collaboration and communication 

    ·       Collaboration fosters a community of learners 
    ·       Peer cooperation sustains student engagement 
    ·       Design leaning groups with clear goals and roles 
    ·       Positive behavior support with differentiated objectives 
    ·       Provided guidance communicating with peers for help 
    ·       Guide opportunities for peer interactions and support 
    ·       Construct communities with common interests 
    ·       Provide expectations for group work (rubrics) 

    Increase mastery-oriented feedback 
    ·       Provide encouraging positive feedback that drives self-awareness 

    ·       Feedback focuses on effort and improvement 

    ·       Feedback is frequent and specific 

    ·       Feedback is not comparative or competitive 

    ·       Feedback models evaluation of errors with focus on future success 

    ]]>     2018-04-13 18:37:11 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251692861     Expression & Communication ronimacdonald https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251693425 This Lino It provides insight into activities and uses to provide choice in expression & communication of learning and ideas (it is a work in progress).]]> 2018-04-13 18:38:27 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251693425 dbaron15_1 https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251697968 2018-04-13 18:50:26 UTC https://padlet.com/molly1alex/i73k8cc3b5ab/wish/251697968