udl

In this episode, we learn from K.C. Knudson, an experienced educator and senior consultant with Novak Education. MTSS is a popular topic, and an effective tool for meeting student needs. But what is it, really? And how much hold does it have as a 'tiered model.' Explore deeper ideas about MTSS and how it can be viewed as a broader framework for learning in this podcast episode.

Check out: The Opportunity Myth

Welcome to this special Bett 2024 episode of 'Insights with NetSupport'! 

In this interview, Paddy McGrath, Head of Education Strategy (EMEA) at Texthelp talks to NetSupport’s Head of Education, Mark Anderson, about how accessibility technology can help elevate learning for the students who need it - and the importance of Universal Design for Learning (UDL). 

 
00:00 – Introduction  

00:40 – Accessibility: essential for some, useful for all 

02:29 – Human flourishing, accessibility and inclusion 

04:37 – UDL and how it provides equity of access 

08:11 – Resources to learn more about UDL 

10:41 – Round-up 

Connect with Paddy 

X: @TH_PatrickM 

LinkedIn: https://www.linkedin.com/in/pmcgrathedu  

 
Discover more Insights 

For more Insights and many more useful videos, please subscribe to the NetSupport YouTube channel https://www.youtube.com/netsupport or subscribe at: https://www.netsupportsoftware.com/subscribe/  

In June 2023, the 'Think UDL' podcast episode 'Digital ethics in ePortfolios with Kristina Hoeppner and Kevin Kelly' went live. In it, Lillian Nave (Appalachian State University) interviewed Dr Kevin Kelly (San Francisco State University) and Kristina Hoeppner (Catalyst IT) on the AAEEBL Digital Ethics Principles in ePortfolios in relation to the Universal Design for Learning guidelines. This is a re-post of the episode. Many thanks to Lillian for making it happen.

Go to the episode notes for the links to resources, the transcript, and chapter markers.

Connect with Lillian

• Lillian on LinkedIn
• Lillian on X (Twitter)

Connect with Kevin

• Kevin on (X) Twitter
• Kevin on LinkedIn

Connect with Kristina

• Kristina on Mastodon
• Kristina on LinkedIn

Resources

• Original episode on Lillian Nave's podcast 'Think UDL'
• UDL guidelines
• Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL)
• AAEEBL Task Force on Digital Ethics in ePortfolios
• The four principles discussed more deeply 
  • Accessibility
  • Technology and Usability
  • Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD)
  • Data Responsibility
• AAEEBL Digital Ethics Principles in ePortfolios
• Task Force YouTube playlist
• Upcoming AAEEBL events
• Andratesha Fitzgerald's book Antiracism and Universal Design for Learning: Building Expressways to Success
• Kevin Kelly and Todd D. Zakrajsek's book Advancing Online Teaching: Creating Equity-Based Digital Learning Environments

Subscribe to the monthly newsletter about Mahara and portfolios.

Production information
Production: Catalyst IT
Host: Kristina Hoeppner
Artwork: Evonne Cheung
Music: The Mahara tune by Josh Woodward

This week, we are chatting all about station-based learning. This instructional model is frequently used at the elementary level, so our focus for this conversation is how to implement station-based learning in the secondary classroom.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/102**

• There are many different ways to set up stations - by activity, by curriculum strand
• Can be done over a day, several days, or even a week
• Catlin Tucker - Blended Learning in Action book and Balance with Blended Learning book
• Station Rotation Model:
  • Teacher-led, small group work, individual practice, online learning, collaborative stations
  • Doesn't need to be physical locations in your room although this can help your students stay on task!
  • Other ideas for stations: makerspace, research, project-based learning, design & create, virtual field trips, role playing &/or performance, feedback
• Feedback station suggestions:
  • Peer review, teacher led, self assessment
  • Provide sentence starters and/or frameworks to guide peer and self assessment
• Behind the scenes:
  • Lots of upfront work with a big payoff
  • Consider approaching the topic using different modalities
  • Think about those topics that students often struggle with to target for stations
  • Help students learn the model by starting with low stakes stations (getting to know you activities for example)
  • Consider interactions: teacher-student, student-student, student-content
  • Have clear objectives, tasks, instructions
  • Works well with mastery-based learning
  • Mix up the activities you use
  • Look at UDL framework for inspiration
• Logistics in the classroom:
  • Limit the number of students per station
  • Use a timer and project it to keep students on task
  • It's ok not to finish all tasks
  • Consider lesson classifications from Modern Classrooms framework
  • Add in a fun station (curriculum-related board games, etc.)
  • Tech vs no-tech - not all stations need tech!
  • If using tech, consider all aspects - headphones, headphone splitters, chromebooks, adapters
• Expect a learning curve - try, fail, learn!

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are chatting about providing options for comprehension in the classroom. Using the UDL (Universal Design for Learning) framework and representation pillar, we're going to share some different strategies on how we can help students make information accessible, but also how to transform that into knowledge they can use.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/129**

• CAST.org - Universal Design for Learning (UDL) framework
• Representation pillar - Comprehension guideline
• It's all about teaching learners HOW to transform accessible information into useable knowledge
• Why Don't Student's Like School? by Daniel Willingham
• Checkpoint #1: Activate or supply background knowledge
  • Value prior knowledge
  • Get to know your learners and their background knowledge
  • Consider using visual imagery, concept anchoring and mastery, KWL chart and other organizers, concept maps (whiteboards), pre-teaching with demos/models, analogies and metaphors, cross-curricular connections
  • Learning That Transfers by Julie Stern et al. (ACT model)
• Checkpoint #2: Highlight patterns, critical features, big ideas, and relationships
  • Difference between experts and novices
  • Use explicit prompts or cues to point to important material
  • Consider using graphic organizers, examples/non-examples (Frayer model), highlight previous skills (conceptual learning can be helpful)
• Checkpoint #3: Guide information processing and visualization
  • Transform information into useable knowledge
  • Consider using explicit prompts for sequential processes, organizational methods (tables), multiple entry points, "chunk" information, progressive release (Modern Classrooms and mastery-based learning), and ditch the distractions!
• Checkpoint #4: Maximize transfer and generalization
  • Generalizing and transferring learning to new contexts
  • Students need multiple representations and differing levels of scaffolding
  • Consider using checklists, organizers, mnemonic devices (decrease cognitive load), explicit review, new ideas in familiar contexts

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are talking about the use of digital portfolios in the classroom. We'll explore why you would want to use portfolios, how to assess or evaluate portfolios, and our best tips and suggestions to make portfolios a success in your classroom.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/74**

• Why Use Portfolios?
  • Fits well with ungrading or mastery-based grading
  • Demonstrates the learning journey by student-selected work
  • Great as a final performance task
  • Works best as a semester or year-long project
  • Focus on reflection, student voice & choice, ownership
  • Any grade, any subject
  • Rachel's blogging assignment
  • UDL - buffet of multimedia options (Katie Novak)
• Curriculum
  • Select work from each strand (ESL)
  • Explaining misconceptions (Science) or lab notebooks
  • Regardless, it develops thinking, metacognition, problem solving skills
• Useful EdTech Tools
  • Google Sites
  • Google Slides (Templates from Slides Mania)
  • Book Creator
  • Wakelet
  • LMS (Brightspace portfolio tool)
  • Notion
  • Screencasting/Curation tools (Screencastify) - see E068 for curation ideas
  • Audio tools (Mote, Vocaroo, Google Read&Write) - see E050 for other audio ideas
• Tips/Strategies for Implementation
  • Limit the number of pieces of work to highlight (adds creative constraints)
  • Include a list of possible reflection prompts
  • Include conferences/interviews at regular intervals
  • Focus on the process not on the product
  • Grade it only when needed (midterm, final)
  • Conferencing prep example - Evidence Journals from the Human Restoration Project

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are chatting about how to help students to make the most sense of language and symbols in the classroom. Using the UDL (Universal Design for Learning) framework and representation pillar, we are exploring ways to provide support and reduce barriers to language and symbols.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/126**

• CAST.org - Universal Design for Learning (UDL) framework
• Representation pillar - Language and Symbols guideline
• Avoid single forms of representation
• Checkpoint #1: Clarify vocabulary and symbols
  • Everyday vs academic language
  • Shorthand notation
  • Start a class crowdsourced glossary
  • Beware of idioms
  • Pre-teach vocabulary and symbols
  • Embed vocabulary and symbols through hyperlinks
  • Practice Sets in Google Classroom
• Checkpoint #2: Clarify syntax & structure
  • Combining symbols and words change context
  • Make it explicit!
• Checkpoint #3: Support decoding of text, mathematical notation, and symbols
  • Text-to-speech
  • Not everyone reads with fluency and comprehension
  • Decoding increases cognitive load, uses working memory
  • Scaffold skills - lab reports
  • Audio paired with text
• Checkpoint #4: Promote understanding across languages
  • Make resources available in other languages
  • Allow the use of first languages
  • Google Translate - doesn't always translate 100% but is useful for key concepts
  • Multi-lingual glossaries - use pre-made or make one with your class
  • Multiple modalities
• Checkpoint #5: Illustrate through multiple media
  • Text is not always the best - use alternatives to support
  • Images, simulations, video, graphs, etc
  • Very useful for complex concepts
• Key Takeaway: Don't just use text, include multiple representations to best support learners

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

Thanks as always to our sponsor, Top Youth Speakers. Check out the vetted list of top-tier speakers and PD leaders here:

Top Youth Speakers

If you want to connect with your host, Chase Mielke, find me via:

• Instagram @chasemielke
• Twitter @chasemielke
• Facebook @chasemielkespeaker

About Our Guest

Follow Mickey on social media @themickeyrowe. Then check out all these resources to learn more about Mickey (and bring him to your next school event!)

Mickey speaking: https://topyouthspeakers.com/speakers-topics/mickey-rowe

Mickey's memoir: Fearlessly Different: An Autistic Actor's Journey to Broadway's Biggest Stage

Mickey's website: https://mickeyrowe.com/

References from This Week's Episode

9 Free UDL Resources Every Teacher Should Know About

A Brief History of the Disability Rights Movement

Our Sponsor

Thanks as always to our sponsor, TYS Speakers. Check out the vetted list of top-tier speakers and PD leaders here:

TYS Speakers

Connect with Your Educator Happy Hour Hosts:

Chase Mielke

• Instagram @chasemielke
• Twitter @chasemielke
• Email: chase@chasemielke.com

Ming Shelby

• Instagram @MingShelby
• Twitter @_MingShelby_

This week, we are chatting about how to boost student perception using multiple modalities. Using the UDL (Universal Design for Learning) framework and representation pillar, we are exploring ways to provide options for perception in the classroom.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/120**

• CAST.org - Universal Design for Learning (UDL) framework
• Perception = how students access information (i.e. providing multiple modalities)
• UDL = planning ahead for barriers vs. differentiation = reactionary to student needs
• Representation - allows for different ways that learners learn; there is not one single way that is optimal for all learners!
• Lots of connection to our book study - "Why Don't Students Like School?" by Daniel Willingham
• Perception - adjustability (EdTech tools) and multiple modalities (see, hear, touch)

Checkpoint 1: Offering ways of customizing the display of information

• Check the adjustability of your EdTech tools (videos, text, etc)
• YouTube - great tool for adjustability (speed, auto-generated closed captioning - all languages, volume, etc)
• Screencastify is also great, with easy export to YouTube
• Size of text, images, graphs, etc as well as contrast (low vision, colour-blindness)
• Add words to go along with any colour-coding (red = must do)
• Fonts! Digital vs print, avoid cursive or "pretty" fonts, Poppins is great

Checkpoint 2: Offer alternatives for auditory information

• Closed captions - enable in Google Slides for live presentations, use with videos
• If giving oral instructions, pair it with written
• Lots of text, visuals to go along with the auditory
• Use emoticons
• Mote is a great tool for auditory comments in Google Docs
• Read & Write 

Checkpoint 3: Offer alternatives for visual information

• Provide text to go along with all images, graphs etc
• Instructional videos - annotate along with images, CC in YouTube
• Add audio instructions in Google Slides using Mote
• Read & Write is also a great tool to use for text-to-speech
• Text is a special case of visual information!

Digital Toolbox:

• Google Slides
• YouTube
• Read & Write
• Mote
• Online Voice Recorder

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are tackling the skill of self-regulation. As the third and final part of the engagement section of the Universal Design for Learning (UDL) framework, self-regulation is an area that doesn't get a lot of focus on in the classroom. We unpack this section of the UDL framework as well as chat about different ways that you can integrate explicit teaching of self-regulation skills in your classroom.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/115**

• CAST.org - Universal Design for Learning (UDL) framework
• Self-regulation = modulating emotional states and reactions to cope with the environment
• Part of learning skills in Ontario report cards
• 3 checkpoints:
  • Promote expectations and beliefs that optimize motivation
  • Facilitate personal coping skills and strategies
  • Develop self-assessment and reflection
• Promoting expectations & beliefs that optimize motivation:
  • setting personal goals, ownership of learning
  • provide prompts, reminders, checklists, etc
  • done well at elementary level, less frequent in secondary
  • self-reflection - daily, weekly
  • big distractor = technology, lots of check-ins or "are we making good choices with our phone?"
  • coaches/mentors for student goal-setting & reflection
  • realistic goals - good question to add to beginning of year surveys (set a goal, brainstorm steps to reach their goals, planning, etc)
  • Atomic Habits by James Clear
  • fostering positive beliefs that goals can be achieved (growth mindset)
• Facilitate personal coping skills and strategies:
  • language matters... the power of YET (growth mindset)
  • fear of failure, not doing well, looking bad in front of peers etc
  • mastery-based learning builds confidence
  • checklists + mastery
  • checklists for personal & social anxieties in classroom
  • behaviour is the result from lack of coping skills or frustration
• Develop self-assessment and reflection:
  • recognizing progress impacts motivation - mastery works!
  • devices to help collect, chart behaviour and progress - progress trackers (both public and individual)
  • build in reflection about distractors, what went well, re-setting their goal, what is going on in my life to impact learning, etc on a weekly basis
  • feedback on progress
  • curriculum vs emotional regulation

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are exploring the sustaining effort and persistence aspect of the Universal Design for Learning (UDL) framework. We'll go over the four key checkpoints within effort and persistence as well as explain how you can start to implement some ideas in your classroom.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/111**

• CAST.org - Universal Design for Learning framework
• How to get students thinking - E110
• Sparking Excitement and Curiosity for Learning - E108
• Four checkpoints:
  • Heighten salience of goals and objectives
  • Vary demands and resources to optimize challenge
  • Foster collaboration and community
  • Increase mastery-oriented feedback
• Goals and Objectives:
  • I can statements are a great start, have students re-state objectives in their own words
  • Big picture to small objectives - what steps can we take?
  • Use planner documents, scaffolds
  • Engage learners in assessment discussions, rubric creation, review of exemplars
• Vary Demands and Resources:
  • Knowing that learners vary in abilities and skills
  • Knowing your learners, background knowledge, learned experiences
  • Differentiation!
  • Implementing Mastery Learning by Thomas Guskey
  • Lots of parallels with mastery-based learning - all students can succeed
  • Lesson classifications - Modern Classrooms Project
• Collaboration & Community:
  • Feeling safe in the classroom = engagement
  • Self-pacing and ungrading helps!
  • Peer interactions and support
  • Provide prompts for asking questions, using ask 3 before me and other structures
  • Group work norms - great 1st week activity
  • School-wide programs that are differentiated?
• Mastery Feedback:
  • Constructive, timely, specific, focus on learning and improvement
  • Focus on the skills you want students to improve on
  • Build strategies for future success
  • Specifications Grading - E107
  • Our Favourite Formative Assessment Tools - E101
  • Descriptive Feedback to Boost Student Learning - E091

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are chatting about learner variability in the context of Universal Design for Learning (UDL). Learner variability is not just simply learning styles; we'll define what learner variability is as well as the various strategies that we can use in the classroom to support all of our learners.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/105**

• Learner variability is not the same thing as learning styles!
• Learner variability is holistic and flexible to meet the needs of our students as their needs ebb and flow
• Learner Variability Navigator by Digital Promise
• Four key factors for learner variability: content, cognition, social-emotional learning, and student background
• UDL framework principles:
  • Variability is the rule, not the exception
  • All students can work towards the same firm goals and grade level standards when provided with conditions of nurture and adequate support
  • All learners can become expert learners if barriers are removed
• UDL and CRRP go together! 
• UDL Rising to Equity Initiative
• Factors are all interconnected, research-based, lots of strategies provided with each one
• Advice for getting started:
  • Get to know your students to learn their strengths and needs
  • Focus on one pillar or area of need
  • Try some of the instructional strategies
  • Be flexible - students needs will ebb and flow depending on many other factors
  • Start small, try 1 strategy and see how it goes
  • Focus on developing your mindset

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are chatting all about why UDL (Universal Design For Learning) is a great approach to designing classrooms that make learning accessible for all students. We are focusing on the big picture in this episode by going over what UDL is and isn't, how it's different from choice or differentiation, and strategies/tips to begin thinking about UDL in your lesson design.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/87**

What is UDL?

• Based on the premise that all students are capable of success when we provide pathways and empower them to determine what they need at any given point in time
• Goal of UDL - create expert learners (purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed)
• Different from choice (just a piece of UDL) or differentiation (reactionary)
• Learner variability is the rule - a single explanation or model will not address the range of skills, abilities, language proficiencies, etc in a classroom - variability changes according to context, opportunity, etc.
• Lots of overlap with mastery-based learning, culturally responsive and relevant pedagogy (esp. high academic expectations), ungrading, trauma-informed pedagogy, blended instructional models
• 3 main buckets/pillars:
  • Multiple means of engagement - student choice, lesson relevance, motivation, self-assessment, feedback
  • Multiple means of representation - multiple modalities, scaffolds, visuals, cross-curricular connections, note-taking skills
  • Multiple means of action & expression - EdTech tools, choice for demonstrating learning, feedback, reflection (portfolios, conferencing, entrance/exit tickets)
• It's okay to let go of control in your classroom; focus on de-centring yourself and shifting the focus onto students

Resources:

• UDL Infographic from Katie Novak
• Learner Variability Project - Digital Promise
• Learner Variability Navigator
• Universal Design for Learning (UDL): A teacher's guide 
• UDL Guidelines from CAST
• UDL Progression Rubric from Katie Novak
• Chemix 

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are chatting all about station-based learning. This instructional model is frequently used at the elementary level, so our focus for this conversation is how to implement station-based learning in the secondary classroom. 

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/102**

• There are many different ways to set up stations - by activity, by curriculum strand
• Can be done over a day, several days, or even a week
• Catlin Tucker - Blended Learning in Action book and Balance with Blended Learning book
• Station Rotation Model:
  • Teacher-led, small group work, individual practice, online learning, collaborative stations
  • Doesn't need to be physical locations in your room although this can help your students stay on task!
  • Other ideas for stations: makerspace, research, project-based learning, design & create, virtual field trips, role playing &/or performance, feedback
• Feedback station suggestions:
  • Peer review, teacher led, self assessment
  • Provide sentence starters and/or frameworks to guide peer and self assessment
• Behind the scenes:
  • Lots of upfront work with a big payoff
  • Consider approaching the topic using different modalities
  • Think about those topics that students often struggle with to target for stations
  • Help students learn the model by starting with low stakes stations (getting to know you activities for example)
  • Consider interactions: teacher-student, student-student, student-content
  • Have clear objectives, tasks, instructions
  • Works well with mastery-based learning
  • Mix up the activities you use
  • Look at UDL framework for inspiration
• Logistics in the classroom:
  • Limit the number of students per station
  • Use a timer and project it to keep students on task
  • It's ok not to finish all tasks
  • Consider lesson classifications from Modern Classrooms framework
  • Add in a fun station (curriculum-related board games, etc.)
  • Tech vs no-tech - not all stations need tech!
  • If using tech, consider all aspects - headphones, headphone splitters, chromebooks, adapters
• Expect a learning curve - try, fail, learn!

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we are chatting all about why UDL (Universal Design For Learning) is a great approach to designing classrooms that make learning accessible for all students. We are focusing on the big picture in this episode by going over what UDL is and isn't, how it's different from choice or differentiation, and strategies/tips to begin thinking about UDL in your lesson design.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/87**

What is UDL?

• Based on the premise that all students are capable of success when we provide pathways and empower them to determine what they need at any given point in time
• Goal of UDL - create expert learners (purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed)
• Different from choice (just a piece of UDL) or differentiation (reactionary)
• Learner variability is the rule - a single explanation or model will not address the range of skills, abilities, language proficiencies, etc in a classroom - variability changes according to context, opportunity, etc.
• Lots of overlap with mastery-based learning, culturally responsive and relevant pedagogy (esp. high academic expectations), ungrading, trauma-informed pedagogy, blended instructional models
• 3 main buckets/pillars:
  • Multiple means of engagement - student choice, lesson relevance, motivation, self-assessment, feedback
  • Multiple means of representation - multiple modalities, scaffolds, visuals, cross-curricular connections, note-taking skills
  • Multiple means of action & expression - EdTech tools, choice for demonstrating learning, feedback, reflection (portfolios, conferencing, entrance/exit tickets)
• It's okay to let go of control in your classroom; focus on de-centring yourself and shifting the focus onto students

Resources:

• UDL Infographic from Katie Novak
• Learner Variability Project - Digital Promise
• Learner Variability Navigator
• Universal Design for Learning (UDL): A teacher's guide 
• UDL Guidelines from CAST
• UDL Progression Rubric from Katie Novak
• Chemix 

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

 Universal Design for Learning is a framework for designing course instruction, materials and assessment that offers all learners equal opportunities to learn without adaptation or retrofitting.  Today's episode gives parents and educators information about the origins of UDL, along with a basic understanding of the three learning networks of UDL.  You will learn why UDL is especially important for students with disabilities, and how the concepts of UDL can apply to any student at any age.  You will be able to access a free module explaining the concepts of UDL and sharing UDL methods, materials, and assessments.

Center for Applied Special Technology cast.org

Free downloadable UDL Guidelines Graphic Organizer  from Cast

Free UDL module with resources

Free Ebook, “Insights from a Disability Specialist: 9 Critical College Concerns

This week, we are talking about the use of digital portfolios in the classroom. We'll explore why you would want to use portfolios, how to assess or evaluate portfolios, and our best tips and suggestions to make portfolios a success in your classroom.

If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two!

We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!

Featured Content
**For detailed show notes, please visit our website at https://edugals.com/74**

• Why Use Portfolios?
  • Fits well with ungrading or mastery-based grading
  • Demonstrates the learning journey by student-selected work
  • Great as a final performance task
  • Works best as a semester or year-long project
  • Focus on reflection, student voice & choice, ownership
  • Any grade, any subject
  • Rachel's blogging assignment
  • UDL - buffet of multimedia options (Katie Novak)
• Curriculum
  • Select work from each strand (ESL)
  • Explaining misconceptions (Science) or lab notebooks
  • Regardless, it develops thinking, metacognition, problem solving skills
• Useful EdTech Tools
  • Google Sites
  • Google Slides (Templates from Slides Mania)
  • Book Creator
  • Wakelet
  • LMS (Brightspace portfolio tool)
  • Notion
  • Screencasting/Curation tools (Screencastify) - see E068 for curation ideas
  • Audio tools (Mote, Vocaroo, Google Read&Write) - see E050 for other audio ideas
• Tips/Strategies for Implementation
  • Limit the number of pieces of work to highlight (adds creative constraints)
  • Include a list of possible reflection prompts
  • Include conferences/interviews at regular intervals
  • Focus on the process not on the product
  • Grade it only when needed (midterm, final)
  • Conferencing prep example - Evidence Journals from the Human Restoration Project

Connect with EduGals:

• Twitter @EduGals
• Rachel @dr_r_johnson
• Katie @KatieAttwell
• EduGals Website
• Support the show

This week, we begin to explore the topic of inclusion, ensuring that **all** learners are able to access and participate in meaningful learning opportunities in computing. How do we as educators ensure that learners are able to thrive and learn within computing regardless of any special educational needs they have?

Full show notes:
https://helloworld.raspberrypi.org/articles/how-can-you-make-your-computing-classroom-more-accessible-and-inclusive-for