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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.
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. Sustaining Effort and Persistence.
I teamed up with Dr. Katie Novak to write a follow-up to our book UDL and Blended Learning. In our second book, UDL and Blended Learning 2: Shifting to Sustainable Student-led Workflows (coming out in spring 2022), we tackle 10 unsustainable teacher-led workflows. Want to learn more about blended learning and UDL?
Recently, I had the privilege of meeting with a group of international educators in Dubai grappling with these challenges. 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.
Katie Novak and I wrote UDL and Blended Learning: Thriving in Flexible Learning Landscapes to support teachers in developing a mindset, skill set, and toolset nimble enough to traverse any teaching and learning landscape with confidence. learner variability and flexible groupings). Module 1: Introduction to UDL.
At a recent workshop, a teacher posed a compelling question about the effectiveness of small-group versus whole-group instruction. This inquiry always prompts me to reflect: How many educators gather pre-assessment data before crafting their lesson plans?
Instead, they can spend more time facilitating learning and working directly with small groups of students. It can be an online station in a station rotation , on-demand video content in a playlist , or a self-paced online activity in a whole group rotation. “But, I don’t want to send videos home with students.”
As educators, we have the challenge and honor to teach a dynamic and unique group of students each time a class period begins. Teachers can break the class into groups and ask students to start at a particular station and allow them to transition to the next station when they are ready.
It entails individualized education plans (IEPs), differentiated instruction, and universal design for learning (UDL) to meet diverse needs. Regular assessment, flexibility, and a culture of respect for diversity contribute to successful inclusion, ensuring that all students have the opportunity to thrive.
That means they need to be able to flex their metacognitive muscles by setting goals, tracking and monitoring their progress, reflecting on their learning, and assessing their own work. As Katie Novak and I write in UDL and Blended Learning: Thriving in Flexible Learning Landscapes (coming out May 29!),
Universal Design for Learning (UDL) is thought to be the solution to the above problem. Every classroom is made up of a very diverse group of individuals, yet the curriculum is the same for everyone. UDL provides multiple means of representation. UDL provides multiple means of action and expression.
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. They can embed audio or video.
While coaching teachers this month, several expressed a desire to include review and practice activities in their station rotation lessons to help students prepare for end-of-the-semester assessments. Blended learning tip: This is ideal for a small group collaborative activity as part of a station rotation or whole group rotation lesson.
I thought I had a pretty good handle on universal design for learning (UDL), but after chatting with Katie Novak , Ed.D., Novak, author of UDL Now! Q: What exactly is UDL, and why does it matter? When I was young, we were tracked, starting in first grade, into “high” or “low” reading groups, gifted, etc.
PLCs group teachers into learning teams that pursue their professional learning through a lens of interest. As a group, they identify an area of focus and craft a question to frame and focus their work together. This phase of the 5Es allows the group to share their learning and learn from one another. Looking for a summer read?
Teachers are freed from orchestrating a lesson and able to conference with learners about their progress, provide feedback on work in progress, or conduct side-by-side assessments. As students prepare for an assessment, create a board with activities that target key vocabulary, concepts, and skills. Designing Choice Boards.
Instead of collecting homework or practice activities and grading that work for accuracy, teachers can encourage pairs or small groups of students to spend time assessing their work using an answer key or exemplar and rubric.
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. This way, teachers can observe the evolution of students’ contributions even if they work in pairs or groups. Explain Everything.
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.”.
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.”.
Students are grouped based on their skill or ability levels and rotate through all the stations. Teacher 1: Provides targeted instruction tailored to each group’s needs, abilities, and skill levels. Teacher 2: Delivers the same instructional content or activity to all groups, regardless of their skill levels.
Despite my optimism about the benefits of AI in education, the buzz online is focused on the exciting new AI-powered education tools and not on the transformative impact those tools could have on how we design and facilitate learning experiences to meet the needs of diverse groups of students.
That way, they can sit alongside individual and small groups of learners supporting them. The teacher also has time to work alongside individuals or small groups of students who need additional support. However, the payoff for this investment of time is that students are more likely to engage in the learning experiences.
” Our classrooms are composed of diverse groups of students with different skills, abilities, preferences, language proficiencies, and academic needs. Differentiated Learning Needs: In a class with diverse skill levels, a teacher uses assessment data to identify critical areas where individual students need extra support.
” I have the privilege of working with thousands of educators every year who are expanding their teaching toolboxes to include blended learning models , UDL , and student-led instructional strategies. ” It’s a great question many teachers have when shifting from whole-group, teacher-led lessons to the station rotation model.
It provides teachers with invaluable formative assessment data, allowing them to informally assess student understanding and identify misconceptions, gaps, and areas that need additional instruction and support. What are some different methods for assessing my students’ understanding of in grade?
As I’ve embraced blended learning, I have transformed many of my whole group, teacher-led lessons into student-centered, student-paced learning experiences using different blended learning models. From Whole Group to The Playlist Model. In the past, I guided students through this sequence of activities as a whole group.
But now that so many students are taking courses remotely, in improvised environments that may not be especially conducive to learning, it may take some extra effort to redesign instruction, assignments and assessments to address everyone’s needs. And most of them have been willing to compromise and think about other ways to do assessment.
In my last blog post titled “ Part I: Maximize the Impact of Explicit Teaching with Blended Learning ,” I explored the benefits of shifting from explicit teaching as a whole class experience to a differentiated small group experience. to generate a 5-25 question multiple-choice pre-assessment. to generate. to generate.
Universal Design for Learning (UDL) draws its inspiration from the broader concept of Universal Design (UD), initially pioneered in architecture. Our focus in this post is on Universal Design for Learning, popularly known by the acronym UDL. UD aims for inclusive access to architectural spaces for all users.
These projects are created around Understanding by Design (UbD) principles to emphasize STEM education and have tools to help students customize, evaluate, assess and create portfolios. After you have worked through a project, many projects can be worked in smaller groups or more independently.
As someone who regularly works with teachers on topics like blended learning, Universal Design for Learning (UDL), and student-led learning, one recurring theme I encounter is control. This begs the question: Why don’t we trust our students? With classrooms overloaded with students, this is a recipe for burnout.
UDL: The foundation of personalized learning Universal Design for Learning (UDL) is the backbone of personalized learning, advocating for multiple means of representation to accommodate the diverse ways learners perceive and comprehend information. This approach is essential for inclusivity, recognizing that learners’ needs vary.
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? Lets dive in.
Station Set Up When designing these student-led offline stations, I encourage teachers to arrange the desks and chairs into groups of 4-5. At each table group, place the talking chips at the center of the table in a basket or bag. I recommend providing each group with a list of six to ten related questions.
Aliza Strassman , a second-grade general education teacher, leveraged the educational technology specialist at her school and her knowledge of best practices under Universal Design for Learning (UDL, a framework for designing inclusive classrooms) to create a technology-based approach to creative writing, publishing and peer feedback.
It is the process by which teachers utilize a variety of tools and strategies to meet the needs of their diverse group of students. UDL Framework from CAST. UDL can help meet the needs of the widest range of student variability. These resources offer teachers the opportunity to provide more varied media tools and methods.
Most math curricula are designed for a whole group teacher-led lesson where the teacher is expected to cover a new concept or process every day. It can be challenging, if not impossible, to meet all those needs with a whole group teacher-led lesson. Math is a linear subject, with each concept building on the one before.
You design an assessment to measure this standard. For example, if the 8 pARTS Grammar assignment indicated that there were groups of students struggling with adverbs and adjectives, I could use that information to create a Frayer for each part of speech. Kim incorporates best practices including WICOR, UDL, ELL.
Finally, I had the great opportunity to attend the UDL Summer Institute at Harvard University in 2015. I had the opportunity to hear directly from my mentors Dr. David Rose and Dr. Thomas Hehir ; champions of UDL and inclusive education. But what is UDL and what role does it play in creating access for all students?
Barriers to Student-led Meaning-Making Whole-group instruction often limits students’ opportunities to interact meaningfully with each other and their teacher, reducing the chances for collaborative learning, peer discussions, and immediate feedback, all of which are crucial for making meaning.
They become more adept at assessing their own needs and understanding what works for them as learners. Others may find the experience of working with a group to unpack a text, video, podcast, study, or infographic more engaging and rewarding. Some students will prefer to work alone, moving at their own pace.
Magnetic Reading works seamlessly with i-Ready® Assessment, which provides data-driven insights about each student’s skill level. Built using the Universal Design for Learning (UDL) Guidelines, Magnetic Reading also notably helps all students engage with high-quality, grade-level texts. About Curriculum Associates.
Educators can create this culture through tactics such as group projects or peer tutoring programs. Differentiated instruction Offering tailored teaching methods, materials and assessment strategies can help students to better understand the curriculum.
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