InstaGrok | A new way to learn. Top Ten Things I Wish I Had Known When I Started Teaching. Home. Maryland Learning Links. Today’s diverse classrooms are comprised of students with a wide range of abilities, learning preferences and interests. Educators are responsible for providing high quality instruction that enables all students to achieve high standards with curricula that may present unintentional roadblocks to instruction. So the question is this: How do you build and implement a curriculum that helps all students learn and achieve to the best of their abilities? For many educators, applying Universal Design for Learning (UDL) principles is viewed as a philosophical approach for designing curriculum, shaping instruction, selecting instructional materials/technology, and developing assessments that provide greater access to learning for all students.
Designing curriculum and instruction for diverse learners using the principles of UDL at the outset enhances the classroom environment and requires less retrofitting and adaptation by classroom teachers. What is UDL and how can it help you? Universal Design for Learning in HCPSS. Universal Design for Learning. Universal Design in Learning (UDL) "Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all. " from the Center for Applied Special Technology - UDL tools help teachers and students quickly adapt instructional media to match each student's needs.
The flexibility of these tools give students multiple means of representation, expression, and engagement. The resources below provide extensive information on UDL. Teaching Every Student in the Digital Age - an online book on UDL by David Rose and Anne Meyer. The North Star Stories and resources to help teachers and students find their personal North Star. Communication Digital Text Memory Tools Graphics / Videos Internet Based Tools Virtual Meetings. BC UDL Project Wiki / Scaffolding Student Access to Printed and Digital Text. Provide Both Scaffolding and Continued Reading Instruction Printed text is a curriculum barrier for many students. There are very few modifications you can make to a printed textbook. The same textbook in digital form is much more flexible. However, the digital text may create difficulties of its own. There are many ways to scaffold access to printed text, but this scaffolding does not eliminate the need for continued reading instruction, even in the higher grades.
The best scaffolds are ones that also continue to teach reading skills. Student is Reluctant to Read Student has perceptual or physical access issues (Talk to your SET-BC consultant...it's what we do!) Student has trouble focusing or is easily distracted Student can comprehend but can't decode at grade level.
Teachers sometimes read entire books aloud with their class in order to scaffold access to printed text. Listening is not the same as reading...whether it's a human or a machine reading. Student needs support for vocabulary. Sigms - UDL&ATWebinar.