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Frequently Asked Questions - HelloSlide - 0 views

www.helloslide.com/faq slide narration voice languages udl presentation
shared by Barbara Lindsey on 08 Mar 12 - No Cached
  • Barbara Lindsey on 08 Mar 12
     
    via @web20classroom
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udtechtoolkit - home - 0 views

udltechtoolkit.wikispaces.com assistive technology universaldesign learning students mafla09 actfl09 UDL
shared by Barbara Lindsey on 19 May 10 - Cached
  • Barbara Lindsey on 19 May 10
     
    Web 2.0 tools with universal design for learning approach
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http://www.udlcenter.org/sites/udlcenter.org/files/udl_Guidelines_v2%200-Organizer_0.pdf - 0 views

www.udlcenter.org/...delines_v2%200-Organizer_0.pdf udl udi guidelines
shared by Barbara Lindsey on 24 Aug 11 - No Cached
  • Barbara Lindsey on 24 Aug 11
     
    fall 2011 syllabus
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Curriculum Barriers Mentor - 0 views

www.cast.org/...barriers_mentor.cfm udl barriers examples resources
shared by Barbara Lindsey on 17 Oct 11 - Cached
  • Barbara Lindsey on 17 Oct 11
     
    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.
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Best Practices in Teaching - The Center for Teaching and Faculty Development - 0 views

ctfd.sfsu.edu/best-practices-in-teaching.htm UDL examples sanfranciscostate teaching faculty
shared by Barbara Lindsey on 17 Oct 11 - No Cached
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Universal Design for Learning Online Training Module - The Center for Teaching and Facu... - 0 views

ctfd.sfsu.edu/ing-online-training-module.htm UDL learning module faculty sfu
shared by Barbara Lindsey on 18 Oct 11 - Cached
  • Audio Versions
    • Barbara Lindsey
      Barbara Lindsey on 18 Oct 11
       
      Multiple representations of the content provided here: audio, vide and text
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Principle III. Provide Multiple Means of Engagement | National Center On Universal Desi... - 0 views

www.udlcenter.org/...principle3 engagement udl
shared by Barbara Lindsey on 26 Oct 11 - No Cached
  • 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.
  • 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.
  • 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
  • ...5 more annotations...
  • The level of perceived challenge The type of rewards or recognition available The context or content used for practicing and assessing skills The tools used for information gathering or production The color, design, or graphics of layouts, etc. The sequence or timing for completion of subcomponents of tasks
  • it is important to build in periodic or persistent “reminders” of both the goal and its value in order for them to sustain effort and concentration in the face of distracters.
  • Prompt or require learners to explicitly formulate or restate goal Display the goal in multiple ways Encourage division of long-term goals into short-term objectives Demonstrate the use of hand-held or computer-based scheduling tools Use prompts or scaffolds for visualizing desired outcome  Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests 
  • Mastery-oriented feedback is the type of feedback that guides learners toward mastery rather than a fixed notion of performance or compliance.
  • Provide feedback that is frequent, timely, and specific Provide feedback that is substantive and informative rather than comparative or competitive
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