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Principle I. Provide Multiple Means of Representation

Principle I. Provide Multiple Means of Representation
Click to Get the Guidelines! 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. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential. Guideline 1: Provide options for perception Checkpoint 1.1 Offer ways of customizing the display of information In print materials, the display of information is fixed and permanent. Tell Me More! Suggested citation

Universal Design for Learning (UDL) Guidelines - Version 1.0 Available Downloads: Table of Contents: Introduction The goal of education in the 21st century is not simply the mastery of knowledge. Universal Design for Learning (UDL) is an approach that addresses and redresses the primary barrier to making expert learners of all students: inflexible, one-size-fits-all curricula that raise unintentional barriers to learning. Diversity is the norm, not the exception, wherever individuals are gathered, including schools. Universal Design for Learning helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet these varied needs. Three primary principles guide UDL—and provide structure for these Guidelines: Principle I. At CAST (the Center for Applied Special Technology), we began working nearly 25 years ago to develop ways to help students with disabilities gain access to the general education curriculum. What are expert learners? What are expert learners? Principle I.

Principle II. Provide Multiple Means of Action and Expression Click to Get the Guidelines! Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential. Guideline 4: Provide options for physical action Checkpoint 4.1 Vary the methods for response and navigation Tell Me More! Checkpoint 4.1: View examples and resources CAST (2011).

Guidelines and Principles : About UDL : Universal Design For Learning About Universal Design for Learning (UDL) Examples of UDL in Practice Guidelines and Principles of UDL The goal of education in the 21st century is not simply the mastery of knowledge. Diversity is the norm, not the exception, wherever individuals are gathered, including schools. Three Principles Organize the UDL Guidelines The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. Like UDL itself, these Guidelines are flexible and should be mixed and matched into the curriculum as appropriate. As a way of utilizing the principle of multiple means of representation we present the graphic left. Download a 1-page graphic of these UDL guidelines, provided courtesy of 2008 CAST. Principle 1: Multiple Means of Representation Students differ in the ways that they perceive and comprehend information that is presented to them. Guideline 1: Provide Options for Perception Examples of Options for Perception in the Classroom:

Iris | Differentiated Instruction: Maximizing the Learning of All Students This Module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning profile—that influence learning. Work through the sections of this Module in the order presented in the STAR graphic above. View Module Outline If you want to learn more about how to navigate an IRIS Module, please view our Navigating an IRIS STAR Legacy Module video. In-depth information about the adult learning theory on which our Modules are based is available on the IRIS & Adult Learning Theory page. Copyright 2016 Vanderbilt University.

Principle III. Provide Multiple Means of Engagement Click to Get the Guidelines! Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential. Guideline 7: Provide options for recruiting interest Information that is not attended to, that does not engage learners’ cognition, is in fact inaccessible. Checkpoint 7.1 Optimize individual choice and autonomy Tell Me More!

UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start. The UDL Guidelines, an articulation of the UDL framework, can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. Learn more about the UDL Guidelines: Three primary principles guide UDL—and provide structure for the Guidelines:

Online Video Editing for Schools (K-12) | WeVideo At Richland Two, our 30,000 students and educators have access to a collaborative video creation platform, allowing them to engage from home or school without the need to install any software. Donna Teuber, Technology Integration Coordinator, Richland School District Two in Columbia, SC WeVideo enables engaged learning Online video projects are a great way to encourage student creativity and storytelling, as well as increase student involvement. Media engages today’s digital native. Super Thoughts Video Contest Personal Digital Narrative ISTE 2013 testimonials Video Projects and Common Core Standards WeVideo enable student collaboration on video projects to build multimedia presentations and thereby addressing Common Core standards. 21st Century Skills Creativity, Critical thinking, Communication and Collaboration are the 4 C's of 21st century skills. Integrate mobile into the learning process Adaptive and inclusive learning environment Private and secure "Walled Garden" No hardware. Great Value!

IEP Goal Bank This IEP GOAL BANK is the place where you can "deposit" your own IEP goals/objectives and "withdraw" the goals/objectives contributed by others. Few things cause more angst in our profession than writing IEP goals/objectives! One way to simplify the process is to use the template below. If all sections of this template are filled in, then your goal/objective is measurable. IEP Goal/Objective Template: From a baseline of ___, the student will.... perform a specific skill a specified number of times under specified conditions at a specified level of achievement for a specific length of time. For example: From a baseline of 55% at the single word level, Joey will... correctly produce an /s/ in the initial position of 25 words from his classroom curriculum after highlighting those sounds as a visual reminder in 8 of 10 trials (80% accuracy) for three consecutive therapy sessions. IMPORTANT NOTE: You will likely NOT be able to use these goals/objectives "as is." 3. 4. Fluency Goals: I. II.

Tic Tac Tell One of the advantages of doing what I do is the chance to meet and talk with lots of great social studies teachers. Whether it’s traveling around doing on-site trainings or leading workshops in ESSDACK’s own facility, the opportunities to brainstorm ideas and learn new things are abundant. Earlier this week, I spent the day working with a small group of middle school teachers. Titled Tic Tac Tell, the strategy is very simple to implement but it has a lot of potential for adapting to different grade levels, content, and complexity. But I think you could also use this to introduce, review, and assess a wide variety of concepts, ideas, people, places, or events. So. The Basics: Create a tic-tac-toe grid with nine spaces. Beyond the Basics: Have kids work in small groups, then whole group.You could have students do a Think/Pair/Share one day.Facilitate a whole group exercise during which you select three words and ask small groups to quickly create a sentence using each of those three words.

Institute for the Family Director: Martha Edwards, PhD The Center received, in partnership with Kingsbridge Heights Community Center, a grant of $140,000 from the Office of Head Start. The grant will enable the Center to bring Bright Beginnings and Personal Best, the parenting curricula developed by the Center’s Director, Martha Edwards, and Associate Director, Judy Grossman, to Kingsbridge’s Early Head Start. Not only will staff be trained to offer Bright Beginnings (for parents with their infants and toddlers) and Personal Best (an adult development curricula for parents only) to the 40 families in their “Baby School” program, Center faculty Yolanda Martinez and Barbara Russek will provide intensive on-site coaching to all staff to bring the principles of these curricula into home visits with families and to staff in 16 family day care programs serving 100 families. The major initiatives include: Community based prevention programs for at risk families: Parent education presentations and discussion groups:

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.

Early Learning for Every Child Today Download print version (PDF). A framework for Ontario early childhood settings Best Start Expert Panel on Early Learning January 2007 Foreword Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings describes how young children learn and develop, and provides a guide for curriculum in Ontario’s early childhood settings, including child care centres, regulated home child care, nursery schools, kindergarten, Ontario Early Years Centres, family resource programs, parenting centres, readiness centres, family literacy, child development programs in Community Action Program for Children, Healthy Babies Healthy Children and early intervention services. It is intended to complement, not replace, the Ontario Day Nurseries Act, Ontario Early Years Centre guidelines and the Kindergarten Program. Best Start is a long-term strategy to design a coherent system for young children. Best Start Expert Panel on Early Learning Table of Contents Early Learning for Every Child Today

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