Frequently Asked Questions - HelloSlide - 0 views
YouTube - UDL At A Glance - 0 views
udtechtoolkit - home - 0 views
http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_v2%200-Organizer_0.pdf - 0 views
SpeEdChange: Looking for Universal Design (The View from Here, Part 2) - 0 views
Curriculum Barriers Mentor - 0 views
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This model shows how a teacher might examine planned curriculum materials and methods for a 3rd grade science unit on plants. Each method or material, listed at left, is aligned with student qualities. The third column highlights barriers created by the interaction between materials, methods, and student weaknesses and points out missed opportunities created in the intersection between materials, methods, and student strengths or interests.
Ira David Socol on Teach for America, KIPP Schools, and Reforming Education - 0 views
Best Practices in Teaching - The Center for Teaching and Faculty Development - 0 views
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Why Implement Universal Design for Learning?
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Think-Aloud to Teach Problem Solving
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...And Captions For All
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SpeEdChange: Toolbelt Theory for Everyone - 0 views
Universal Design and Disability Rights - 0 views
Principle III. Provide Multiple Means of Engagement | National Center On Universal Desi... - 0 views
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Offering learners choices can develop self-determination, pride in accomplishment, and increase the degree to which they feel connected to their learning. However, it is important to note that individuals differ in how much and what kind of choices they prefer to have. It is therefore not enough to simply provide choice. The right kind of choice and level of independence must be optimized to ensure engagement.
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In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance, of learning and to demonstrate that relevance through authentic, meaningful activities. It is a mistake, of course, to assume that all learners will find the same activities or information equally relevant or valuable to their goals. To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.
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Vary activities and sources of information so that they can be: Personalized and contextualized to learners’ lives Culturally relevant and responsive Socially relevant Age and ability appropriate Appropriate for different racial, cultural, ethnic, and gender groups
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SpeEdChange: Transactional Disability and the Classroom - 0 views
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