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:
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.
Universal Design for Learning Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.[1] Recognizing that the way individuals learn can be unique, the UDL framework, first defined by the Center for Applied Special Technology(CAST) in the 1990s,[2] calls for creating curriculum from the outset that provides: Multiple means of representation to give learners various ways of acquiring information and knowledge,Multiple means of expression to provide learners alternatives for demonstrating what they know, andMultiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn.[3][4] Origins[edit] The concept and language of Universal Design for Learning was inspired by the universal design movement in architecture and product development, originally formulated by Ronald L.
12 Principles Of Mobile Learning 12 Principles Of Mobile Learning by Terry Heick Ed note: This post has been updated and republished from a 2012 post Mobile Learning is about self-actuated personalization. As learning practices and technology tools change, mobile learning itself will continue to evolve. It is only within these communities that the native context of each learner can be fully understood. 1. A mobile learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. 2. As mobile learning is a blend of the digital and physical, diverse metrics (i.e., measures) of understanding and “performance of knowledge” will be available. 3. The cloud is the enabler of “smart” mobility. 4. Transparency is the natural byproduct of connectivity, mobility, and collaboration. 5. Play is one of the primary characteristics of authentic, progressive learning, both a cause and effect of an engaged mind. 6. 7. 8. With mobility comes diversity. 9. 10.
UDL in the Higher Education Opportunity Act of 2008 Summary of Selected Provisions (a) Additional Definitions. (23) UNIVERSAL DESIGN.The term "universal design" has the meaning given the term in section 3 of the Assistive Technology Act of 1998 (29 U.S.C. 3002) [which is: "The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies."] (24) UNIVERSAL DESIGN FOR LEARNING.The term "universal design for learning" means a scientifically valid framework for guiding educational practice that- d) Partnership Grants for Pre-Baccalaureate Preparation of Teachers. (A) IN GENERAL. (i) preparing- (a) Eligible Partnership Evaluation. (G) as applicable, the percentage of teachers trained-- (1) REPORT CARD. (F) USE OF TECHNOLOGY. 1) IN GENERAL.
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
Gridjumper's Blog | Collaborative 3D Environments for Teaching and Learning TRAL Tejiendo Redes de Aprendizaje en Línea (TRAL) es una exploración práctica de diversos elementos que permiten reconocer y enriquecer las redes sociales de las cuales hacemos parte. Este proceso se compone de: Reconocer y analizar las redes personalesDefinir estrategias de fortalecimiento y ampliación de las redes personalesReconocer y analizar las redes profesionales de las que se hace parteDefinir estrategias de fortalecimiento y ampliación de las redes profesionales Lo anterior se complementa con la propuesta de estrategias de intervención orientadas a enriquecer y potenciar las diversas redes. TRAL es una experiencia de carácter práctico, que abre la puerta para futuras exploraciones conceptuales mediante la construcción de un lenguaje común para abordar las diferencias entre grupos, redes y comunidades. El taller tiene una duración de nueve semanas y se ofrece en formato abierto. TRAL fue ofrecido por primera vez en 2011 por la Universidad del Valle y facilitado por Diego Leal.
Common Core Standards FAQs UDL and Common Core FAQs This fact sheet is intended to help parents, educators and administrators learn more about how UDL and the Common Core Standards align with each other. Download the Accessible PDF Is UDL included in the common core? UDL is included in the section of the Common Core Standards called “application to students with disabilities”. Although this is the only specific mention of UDL, there are many concepts embedded throughout the Common Core Standards that are aligned with the UDL framework. What aligns with UDL? There are many ways in which the Common Core Standards align to the UDL framework. UDL emphasizes that an effective goal must be flexible enough to allow learners multiple ways to successfully meet it. What might not align with UDL? For example: "Tell and write time in hours and half-hours using analog and digital clocks" (Common Core State Standards for Mathematics, Grade 1, Measurement and Data, 1.MD, item 3, p.16). Where can I find more information?
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.
INFOGRAPHIC: Gaming in the Classroom: Why Bring Electronic Games into the Classroom? Gaming, wikis, blogs, social media, interactive polls and QR codes: just some of the technologies that teachers are bringing into the classroom. The dizzying pace of tech evolutions offers some challenges as teachers and administrators race to keep up with the latest tools. The research discussed here shows the payoff for schools that become "friends" with educational gaming. Experiments show how technology supports learning, with the potential to increase student engagement and motivation, even for students enrolled in college online. Games target all kinds of subjects and age groups, with different types of gaming from strategy to simulations to hard-core curriculum topics. Still, the U.S. government reports a lack of nationwide studies on the use of tech tools and gaming in education. Sources: National Education Technology Plan – Executive Summary, Ed.gov, For a complete list of sources, please view the Infographic.
Open Courses for Free | Open Learning Initiative At Harvard Extension School, free and open learning is hardly a new concept. In fact, the Extension School was founded with this mission in mind: to create an affordable way for any motivated student to take courses at Harvard. We stay true to this mission today, offering several free courses and nearly 800 for-credit courses at reasonable tuition rates. Explore our series of free or low-cost courses below. In addition, you can also browse Harvard University's Digital Learning Portal, which features online learning content from across the University, both free and fee-based options. Video accessibility. Abstract Algebra In these free videotaped lectures, Professor Gross presents an array of algebraic concepts. The Ancient Greek Hero American Poetry from the Mayflower through Emerson Discover how the United States developed its own national literature with Elisa New, Powell M. Watch a video, in which Elisa New discusses the design of the HarvardX course and the topics covered. Bits China
Resource Library Welcome to the Resource Library at the National Center on Universal Design for Learning. This library offers rich resources in a variety of media to improve understanding of UDL and support its implementation. Featured Books View all books A Practical Reader in Universal Design for Learning In this first UDL Reader, Anne Meyer and David H. Buy the book. UDL in the Classroom: Practical Applications CAST's Tracey Hall and colleagues show how to apply UDL across all subject areas and grade levels in clear language filled with examples. Buy the book. Technology Tools for Students with Autism This book by Bowser, Goodwin, & Wayland offers an in-depth tour of technologies that support learners with autism, including a chapter that discusses UDL planning for students with autism. Buy the book. Design and Deliver Are you looking for how to get started with applying UDL to your classroom practice? Buy the book. Featured ArticlesView all articles Policy Foundations of Universal Design for Learning