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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 our book UDL and Blended Learning , Dr. Katie Novak and I encourage teachers to work toward firm, often standards-aligned, goals. When we build student agency into a task or an assessment, students may produce various artifacts to demonstrate their learning. The learning objectives are what we want to assess progress toward.
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.
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. Module 1: Introduction to UDL. Module 7: The Power of Authentic Assessment in UDL and BL.
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. UDL, blended learning, and SEL can be harnessed together to create rich and meaningful learning opportunities for all students.
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?
How can formative assessment data help students to develop their metacognitive skills? Formative assessments are ongoing assessments embedded throughout the learning process. These informal assessments provide information to the teacher about students’ understanding of the material being covered and the skills being introduced.
This inquiry always prompts me to reflect: How many educators gather pre-assessment data before crafting their lesson plans? 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.
2 – Designing Online Assessments As you assess learning online, you’ll want to use the research-based best practices for online assessments. Feedback using your formative and summative assessment tools is also essential. Check out Designing Online Assessments for Students — a course that can help you in this area.
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.
Screencastify allows you to insert multiple-choice questions to check for understanding and collective formative assessment. 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.
This works particularly well for a series of stations designed to help students review key vocabulary, concepts, or skills before an assessment. Teachers may also use formative assessment data to identify a “must-do” station for each student and ask them to start the rotation at their “must-do” station.
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!),
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.
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.
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.
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? The UDL framework starts with the belief that every student is different and that’s the norm. Q: Can you give me an example?
Utilizing the AiiCE tenets , which recommend taking approaches that are responsive to student identities (Alliance for Identity-Inclusive Computing Education, 2023) we will suggest steps towards inclusive education pedagogy with Universal Design for Learning (UDL) and generative AI thought partners. UDL and the learning brain.
assess success at completion. You can watch the video, rewatch, submit assignments and assessments when you’re ready. All classes follow an easy-to-use course design: establish goals–what students will learn by the end of the class. provide a clear module-based learning path culminating in a ready to use action plan.
UDL and Opportunity Youth. Universal Design for Learning (UDL) is “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” ( CAST ). UDL’s guiding principles are: All people learn differently; The emotion behind learning is as important as the learning; and.
Teachers will want to use pre-assessments, diagnostics, and/or assess prior knowledge to identify where each student is in relation to the content at the heart of the playlist. In addition to using data to design the playlist, it is essential to build mechanisms into the playlist to collect formative assessment data.
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.”.
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. Read more: Applying Universal Design for Learning in remote classrooms. 5 Digital tools for an inclusive virtual classroom. 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.”.
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.
Evaluate: Assess the Effectiveness. Check out my newest book UDL and Blended Learning: Thriving in Flexible Learning Landscapes ! They will all experiment with a specific teaching technique, strategy, or instructional model to see how well it addresses the issue at the heart of their inquiry cycle. Looking for a summer read?
More from Edmentum If you're looking for more personalized learning programs, check out Edmentum's full suite of K-12 evidence-based assessments and digital curriculum and see why almost a million educators in the U.S. partner with us. 6) Webinar—Blended Learning: Which Model Works For You?
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. Helping students review for an exam often takes the form of a study guide or review game.
” 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. I am excited to announce the launch of a new video series on YouTube called “Virtual Coaching.”
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. Preparation for an Assessment: To prepare for upcoming tests or assessments, must-do stations provide practice and support in areas where data shows students struggle.
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?
Not only will this save teachers time, but it will engage students in the valuable process of looking through their notes and materials to identify important concepts, strategies, processes, and skills they believe they will need to know to perform successfully on an assessment.
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.
One of the key elements of the curriculum-design approach known as Universal Design for Learning (UDL) is student engagement — creating opportunities for students to become engaged and stay motivated, to believe that what they’re learning is important, and to feel capable in their learning. Among the many action points in UDL Now!
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.
They demonstrate the efficiency and simplicity with which these tools generate lists of questions, create quick assessments, and plan lessons or entire units. Scrolling through Instagram or TikTok, I see endless videos of teachers sharing AI-powered tools. I can appreciate the excitement since lesson planning is a time-consuming endeavor.
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? The impact of this approach, grounded in UDL, is significant.
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.
The concerns you have about assessing creative work seem to reflect an important (I would even say necessary) ethic you are attempting to live up to in your teaching. Corinne Gressang, assistant professor of history at Erskine College, had similar concerns about assessing student work in her history course.
Then they can provide students with time in class to work on their own, with a partner, or as part of a group to engage in this self-assessment. Instead of dragging stacks of literal or digital practice and review home to grade, teachers can give students an answer key or a strong exemplar with a simple rubric. What did they do well?
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. Defined Learning makes using project-based content easy to bring into any subject. Each project is organized around real-world examples making it relevant.
As we look to the how of this seemingly daunting task, we should consider the Universal Design for Learning (UDL) framework, which provides a blueprint for creating instructional goals, methods, materials and assessments. . UDL Framework from CAST. UDL can help meet the needs of the widest range of student variability.
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.
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