Using UDL to Support Every Student's Learning. By David H. Rose, Anne Meyer, Nicole Strangman and Gabrielle Rappolt A high school teacher stands at the blackboard, about to assign a chapter on the American Revolution from the district-required textbook. As she looks out over the class, she can predict which of her students will master the material and how each of them will perform on the test at the end of the chapter.
She feels pessimistic about her ability to improve the achievement of her low-performing students. Considering the time and resources she has available, providing adequate support and differentiating it appropriately to individual needs, while at the same time teaching the content in a way that will stimulate her most prepared students, seems an insurmountable challenge. Successful learning experiences challenge and support each learner appropriately andadjust as the learner changes over time. In our discussion of standards, we noted that tasks can be classified according to the brain network they most engage.
Fact Sheet: Universal Design for Learning | Teaching Excellence in Adult Literacy (TEAL) UDL Toolkits: Teaching Every Student. In my last blog post, I talked about how closely the principles of UDL are connected to the three main domains of the brain! This discovery was wonderful, since it is the brain that we use to help us think and learn! In this blog post, I am going to be introducing you to the PAL toolkit and how it can help a teacher when planning a UDL lesson! The purpose of Planning for All Learners or (PAL) is to help educators apply UDL to their daily lessons to help promote engagement and learning. The PAL Toolkit provides "specific planning steps, guidance, mentoring, model lessons, tools, templates, resources, and links to other educators using the PAL Model" (CAST).
The PAL Toolkit includes: Procedures: This section provides the teacher with the steps to designing a UDL lesson. CAST. "How does teaching with UDL impact you?" 100 Helpful Web Tools for Every Kind of Learner. For those unfamiliar with the term, a learning style is a way in which an individual approaches learning. Many people understand material much better when it is presented in one format, for example a lab experiment, than when it is presented in another, like an audio presentation. Determining how you best learn and using materials that cater to this style can be a great way to make school and the entire process of acquiring new information easier and much more intuitive. Here are some great tools that you can use to <a href=">cater to your individual learning style, no matter what that is.
Visual Learners Visual learners learn through seeing and retain more information when it's presented in the form of pictures, diagrams, visual presentations, textbooks, handouts and videos. Auditory Learners Auditory learners do best in classes where listening is a main concern. Kinesthetic Learners Kinesthetic learners do best when they interact and touch things. UDLStrategies - home. How do you teach? Teaching with UDL. To further my understanding of teaching with UDL (Universal Design for Learning), I chose to create a lesson using the CAST Lesson Builder within the CAST UDL Exchange. CAST (Center for Applied Special Technology) seeks to guide educators to incorporate UDL into their curriculum to provide students with greater opportunities to learn in an environment that is more flexible and accommodating for all learners.
Below are screenshots of the project I created using the CAST Lesson Builder that I posted to the CAST UDL Exchange. I'm currently teaching a unit on war and society so I wanted to create something that I could implement in the classroom. Here is the link to the project in the CAST UDL Exchange, but you'll need to create an account to view it. Common Core Standards were built into the lesson builder. Here is the link to the NPR story on Just War Doctrine since the project is presented as screenshots.
Teaching Every Student. Differentiated Instruction with UDL. By Tracey Hall, Nicole Strangman, and Anne Meyer Note: Updated on 11/2/09; 1/14/11; Please visit the AIM Center home page. Introduction Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. This report on differentiated instruction and UDL begins with an introduction to differentiated instruction in which we provide the definition, a sampling of considerations and curriculum applications, and research evidence for effectiveness.
The literature review in this paper is also available as a stand alone document, with annotated references. Top Definition To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Figure 1. Identifying Components/Features Content Process Flexible grouping is consistently used.
Products Figure 2.