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Universal Design for Learning Guides, Part 1: Principles of Universal Design

Universal Design for Learning Guides, Part 1: Principles of Universal Design

Universal Design for Learning Guides, Part 2: Scaffolding Texts and Providing Explicit Strategy Instruction Universal Design for Learning guides HOW students will learn. As local districts implement the state curriculum, they make choices regarding instructional resources, materials, and methods. By focusing on multiple means of representation, multiple means of action and expression, and multiple means of engagement during district-wide, school-wide, or grade-level decision making, local teachers and administrators can collaboratively collect and/or create a wide variety of resources that classroom teachers can utilize to differentiate in their individual classrooms in order to meet the needs of ALL students regardless of whether they are gifted and talented, students with disabilities, English language learners, or the child next door. These materials are for nonprofit educational purposes only.

UDL: The Three Principles Three primary principles, which are based on neuroscience research, guide UDL and provide the underlying framework for the Guidelines: Principle I: Provide Multiple Means of Representation (the “what” of learning) Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Principle II: Provide Multiple Means of Action and Expression (the “how” of learning) Learners differ in the ways that they can navigate a learning environment and express what they know. Principle III: Provide Multiple Means of Engagement (the “why” of learning) Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. Learn more about UDL Guidelines 2.0:

151 Leading Sites for Elementary Educators » Elementary Education Degree Today’s elementary school kids grew up in the digital age, and they love computer-based activities and learn from them easily. Learning and sharing online isn’t just for students though. There are hundreds of fantastic sites online to help elementary educators do their jobs as well. From educational videos to interactive games and even e-book publishers, classroom management advice, and teachable moments from teachers who blog, a driven elementary educator can find just about anything he or she needs among these 151 leading sites. The sites here aren’t listed in ranking order, as they all have different strengths and will meet different readers’ needs. Many sites on elementary education do a good job of pulling together info from every class subject or just sharing advice on how teachers can work with the education system to provide the best learning experience to their youngsters. Edutopia Edutopia helps Identify trends in education and what methods are currently working.

Why Suicide Has Become an Epidemic--and What We Can Do to Help WHEN THOMAS Joiner was 25 years old, his father—whose name was also Thomas Joiner and who could do anything—disappeared from the family’s home. At the time, Joiner was a graduate student at the University of Texas, studying clinical psychology. His focus was depression, and it was obvious to him that his father was depressed. Six weeks earlier, on a family trip to the Georgia coast, the gregarious 56-year-old—the kind of guy who was forever talking and laughing and bending people his way—was sullen and withdrawn, spending days in bed, not sick or hungover, not really sleeping. Joiner knew enough not to worry. What makes some people, such as Vincent van Gogh, desire death in the first place? Try Newsweek for only $1.25 per week But Dad had left an unmade bed in a spare room, and an empty spot where his van usually went. The investigators found slash marks on his father’s wrists and a note on a yellow sticky pad by the driver’s seat. Writer David Foster Wallace (d. Artist Mark Rothko (d.

The Costs of Overemphasizing Achievement SCHOOL ADMINISTRATOR November 1999 The Costs of Overemphasizing Achievement By Alfie Kohn Only extraordinary education is concerned with learning; most is concerned with achieving: and for young minds, these two are very nearly opposite. -- Marilyn French I. Part of the problem is that we shy away from asking the right questions and from following the data where they lead. From another perspective, though, the real problem isn’t grade inflation--it’s grades, which by their very nature undermine learning. First, students tend to lose interest in whatever they’re learning. The data to support these findings are available to anyone who cares to look, and the practical problems of eliminating grades--including the challenge of helping parents understand the benefit to their children of doing so--are solvable for anyone who is committed to the task. All of these features represent the very opposite of meaningful assessment. In fact, researchers could tell you this, too. Why? II. 1. 2. 3. 4. 5.

Social-Emotional Needs Entwined with Students' Learning, Security UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /ew/articles/2013/01/10/16environment.h32.html ) = NO Internal request ( ) = NO Open House ( 2014-04-27 21:34:33 ) = NO Site Licence : ( ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( dd343d2d-87d4-1ac0-8865-19ca2d84923e : 3 / 3 ) = NO 0: /ew/articles/2012/09/12/03newell.h32.html 1: /edweek/DigitalEducation/2010/12/panelists_from_the_white_house.html 2: /edweek/inside-school-research/2012/09/study_young_children_explore_a.html Access denied ( -1 ) = NO

International: The lottery of life Warren Buffett, probably the world’s most successful investor, has said that anything good that happened to him could be traced back to the fact that he was born in the right country, the United States, at the right time (1930). A quarter of a century ago, when The World in 1988 light-heartedly ranked 50 countries according to where would be the best place to be born in 1988, America indeed came top. But which country will be the best for a baby born in 2013? To answer this, the Economist Intelligence Unit (EIU), a sister company of The Economist, has this time turned deadly serious. A forward-looking element comes into play, too. Despite the global economic crisis, times have in certain respects never been so good. Where to be born in 1988 What does all this, and likely developments in the years to come, mean for where a baby might be luckiest to be born in 2013? Boring is best Quibblers will, of course, find more holes in all this than there are in a chunk of Swiss cheese.