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Like many, this teacher felt intense pressure to teach the standards and wasn’t sure how to embrace Universal Design for Learning (UDL) and blended learning. There is often a tension created by the pressure put on teachers to cover content with the student-centered approach to learning described by UDL and blended learning.
In my new book with Dr. Katie Novak, UDL and Blended Learning , I share a story about working with an architect to design a new home after my family lost our house in the Tubbs Fire in 2017. How do they enjoy engaging with information? In much the same way, teachers must get to know their students. Identify and Remove Barriers.
Universal Design for Learning (UDL) is a framework that is based on a scientific understanding of how people learn. The goal of UDL is to design “barrier-free, instructionally rich learning environments and lessons that provide access to all students” (Nelson, 2). Engagement.
Today, we offer one more: Universal Design for Learning (UDL) What is UDL Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences that can accommodate individual learning differences. UDL at its core is simply good teaching.
In my last blog, I focused on the Universal Design for Learning (UDL) principle of engagement. In this post, I want to explore the principle of representation, which is focused on providing students with access to multiple ways of experiencing or receiving information. All learners must be able to perceive important information.
How do teachers ensure that instruction and facilitation of learning are accessible, inclusive, and equitable? As I facilitated these sessions, I became increasingly excited about the potential of Universal Design for Learning (UDL), blended learning, and social-emotional learning (SEL) to foster deeper learning outcomes.
In my last blog, I focused on the Universal Design for Learning (UDL) principle of representation. I described how blended and online learning can help educators provide opportunities for students to perceived and engage with information presented in multiple modalities. Physical Action. Executive Functions.
Throw out Learning Styles and Replace it with UDL. Kathleen: No, not everyone is doing something different in the classroom, but the learner’s actually having some choice in what they do and how they accessinformation. Well, here’s what they represent: Access means how a learner would access and process information.
If this is how the makerspace is set up in your school, then your kids may not have access to the resources, materials, and tools when they need them, especially for STEM or STEAM. Universal Design for Learning® (UDL). UDL was designed to reduce the barriers to the curriculum and maximize learning.
I overwhelmed and bored my students with way too much information instead of focusing on getting to know them. For more information on grouping strategies, check out this blog. Post separate assignments for each online station, so students can access all of the resources and digital documents they need to complete the assignments.
Video puts the student in control of the pace at which they consume and process new information. Students have more control over the way information is presented in a video. Instead, students have a repository of on-demand videos they can access any time from anywhere. They can pause, rewind, and rewatch a video.
It entails individualized education plans (IEPs), differentiated instruction, and universal design for learning (UDL) to meet diverse needs. Accessible facilities, ongoing professional development, and family involvement are vital components. She was seen accessing evidence on her iPad for individual learners based on their IEP.
” — Dr. Katie Novak & Dr. Catlin Tucke r , UDL and Blended Learning The Appeal of Maintaining Control The second reason teachers tend to rely on the whole group lesson is the desire to maintain control. Will they retain the information? The emphasis frequently falls on disseminating information and instructing students.
This, after all, is the concept of Universal Design for Learning (UDL), a framework that aids curriculum designers and educators in ensuring that all learners receive the accommodations that are needed to help them excel in school. UDL was an offshoot of a movement that promoted universal design in architecture and product development.
Many educators know it as the building blocks behind Universal Design for Learning, or UDL. Developed by CAST , UDL is comprised of three guiding principles that seek to increase engagement and accessibility: Providing learners with multiple means of engagement; representation; and action and expression. It’s just an ed thing.
The Universal Design for Learning (also known by its abbreviation UDL and occasionally just “universal learning”) is an educational framework designed by CAST, an educational research organization located in Boston. At the core of the UDL framework is providing students with the individualized support they need to succeed.
Differentiating the content, or how students access knowledge, understanding, and skills. Consuming new information (e.g., You can learn more about universally designing blended learning to give students more agency in my book UDL and Blended Learning or by taking my online, self-paced courses.
For me, this means embedding Universal Design for Learning (UDL) into my learning experiences and asking questions while I am designing: Is this accessible? Reshma also emphasized how generative artificial intelligence (AI) will help level the playing field IF everyone has access to it. It’s been here awhile.
However, as more and more research has gone into what methods work better for the individual learner, there is so much information out there to divulge, particularly with new techniques popping up as a result of improving technology. But how does the concept of Universal Design Learning (UDL) fit into all this?
Colleges have long had offices designed to support students who have learning disabilities and to encourage broader accessibility in the classroom and beyond. On the latest installment of our monthly online discussion forum, EdSurge Live , we explored accessibility in this unusual era of emergency remote teaching.
Universal Design for Learning (UDL) is thought to be the solution to the above problem. There are three basic principles to UDL , and before we go on to the part about how to apply it in the classroom, these principles need to be highlighted. UDL provides multiple means of representation. This answers the WHAT of learning.
It has disabled our education system, creating challenges to educational access, barriers to student academic progress and strains on teachers’ and students’ physical and emotional well-being. Simultaneously, educators needed to identify what content students needed, how to organize it and how to help students access it.
Universal design for learning (UDL) promotes achievement among diverse student bodies by giving each student access to resources and environments that help them learn. Accessibility goes far beyond ADA compliance, and schools are recognizing this through the application of UDL across the learning experience.
Despite my familiarity with all of the ISTE Standards, I have found that I am thinking much more deeply about the ISTE Standards for Educators as I go through this process with my cohort (which I appreciate)… One of our activities asked us to reflect on the Universal Design for Learning (UDL) guidelines.
Just as our fixed-menu dining scenario highlights the limitations of a one-size-fits-all approach, traditional classroom settings often mimic this model with lectures or mini-lessons where a teacher presents information in a uniform way to all students.
Such preliminary insights, whether through pre-assessments, diagnostics, or activities aimed at accessing prior knowledge, can illuminate the diverse range of skills, abilities, and needs within a classroom. This inquiry always prompts me to reflect: How many educators gather pre-assessment data before crafting their lesson plans?
Gaps between young people of privilege and Opportunity Youth in rates of learning needs diagnosis, college access and completion, suspension, and incarceration make a critical learning differences story that must be heard. UDL and Opportunity Youth. Redesign physical spaces in schools and classrooms to reflect the UDL framework.
It’s important to vet edtech tools to verify that they promote access for a wide range of learners. For me, vetting edtech products for accessibility is my profession and my passion. . My excitement about making learning accessible for every student is also very personal. Tips to vet edtech tools for accessibility .
For this to occur, online education has to follow the Universal Design for Learning (UDL) standards, addressing learning barriers while providing multiple modes of engagement. The platform offers a wide space for collaboration and active participation where students can explore, create and share information in an inclusive environment.
For EALA, this is a clear signal that we, as an education community, must commit to the principles of Universal Design for Learning (UDL) for the benefit of all learners. A vocal proponent of UDL, Meeks reflects on her approach to student engagement: “How do I create a content lesson so that it is engaging for all learners? [W]hen
These informal assessments provide information to the teacher about students’ understanding of the material being covered and the skills being introduced. Teachers collect informal data that helps them design effective lessons and differentiate to meet students’ specific needs.
Inclusive educators often use Universal Design for Learning (UDL) to provide students with consistent access to engaging content and effective paths for achieving educational goals in classrooms where they experience a greater sense of belonging. The first principle of UDL invites teachers to use “multiple means of representation.”.
Propping up her vigorous routine are the poles of Universal Design for Learning (UDL) and the perfect blend of education technology, ensuring that everything keeps spinning along at the right pace and momentum. EdSurge: How do you bring the principles of UDL into your classroom—with or without the help of technology?
Inclusive educators often use Universal Design for Learning (UDL) to provide students with consistent access to engaging content and effective paths for achieving educational goals in classrooms where they experience a greater sense of belonging. The first principle of UDL invites teachers to use “multiple means of representation.”.
They conducted research, investigated topics, and accessed online texts, resources, and tools. I agree that repeating the same information the same way for all students, whether in a whole group or a small group dynamic, is not a great use of our time. It helped me learn three important lessons that still inform my work in this space.
From a UDL perspective, student agency also creates opportunities for diverse groups of learners to decide how they want to learn, engage with information, or demonstrate their learning. #8 The more agency and autonomy students enjoy, the more likely they are to be motivated. 8 Projects can turn the world into our curriculum.
At the Los Angeles Unified School District (LAUSD) , one of the largest and most diverse school districts in the United States, we constantly plan new educational programs, prioritizing equitable access and ensuring students graduate prepared for success in college, career and life.
Universal Design for Learning (UDL) draws its inspiration from the broader concept of Universal Design (UD), initially pioneered in architecture. UD aims for inclusive access to architectural spaces for all users. Our focus in this post is on Universal Design for Learning, popularly known by the acronym UDL.
The UDL framework can help teachers shape inclusive learning environments and can support K-12 leaders in implementing new programs. UDL is not another program that teachers have to shoehorn into their already-crammed day–rather, it is a process and framework to help educators ensure they are reaching all learners.
With the advent of generative AI tools now accessible to the general public, educators have an incredible opportunity to bring personalized learning with AI to life in every classroom. This process, which once seemed daunting, is now accessible and quick, thanks to user-friendly AI tools. What is personalized learning?
It also explores current teaching practices and frameworks such as Universal Design for Learning (UDL), offering actionable tips to help schools support neurodiverse students and prioritize inclusive strategies and practices. Include neurodiversity in curriculum materials at an early age.
Universal Design Learning (UDL) is a way of teaching that fits with e-learning to gain new perspectives and engage in group problem-solving. But why is this pairing of e-learning and UDL so important? What is UDL? What does UDL through e-learning look like? How to address the digital access gap? Lets dive in.
Oftentimes, the professional development provided leaves us full of binders and information that will basically patch up a perceived problem. The most useful information and guidance in my instructional practices has come from EduProtocols. Crowdsourcing the information created collaboration among students. .
A video can also make instruction more accessible. Instead of following along from the back of the classroom where it might be challenging to see what is projected on the front board, students have the information close up. They can pause, rewind, and rewatch a recorded explanation or model.
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