Group items tagged

Here is another resource I used for DI in a past class. I like the examples it shared. It got me thinking about what else I could do.

I really liked the answer to Question 8 - How can I provide choice in activities and assignments? It's a quick, simple list of choices students can pick from depending on how they learn best. This really helps target the multiple means of presentation principle of UDL

This is a PDF I found last year and I really enjoyed reading it! Click on the first link on this Google search for the file.

An example of using UDL in sports

Not sure if this is the right link for the title but it was still an interesting read about how the use of video games and other computer based aids can be used to help differentiate instruction for students with special needs. To me having the students achieve similar scores to those without special needs just shows that the learning targets are being met and students are get a equal level of understanding from this way of learning. It doesnt need to be better.

Differentiating Instruction: Meeting Students Where They Are No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group. Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills.

Assessment expert Susan M. Brookhart offers practical advice, strategies, and examples to help teachers understand the following

Potential book for class.

Middle School students learning about cells' structure and function using standards MS-LS1-1 and MS-LS1-2 Meghan McLellan

Article outlining the shift in standards away from rote work to conceptual understanding.

I thought this would be especially interesting for the math and science people. Student feedback is essential in understanding how a teacher's mode of instruction enhances or hinders their learning.

I agree with you Jess. The more data you have in order to better teach the class, the better results you are going to get with your students.

I enjoyed reading this article, particularly the information in table 1, where the students were asked to respond to the class activities by using the Likert Scale.

This site is valuable as an introduction to UDL.

This article is quite lengthy but well worth the read. It's talks about the past, present and future use of technology in education and how teachers can use technology to reach learners 'in the margins' (UDL). If anything, at least read the conclusion!

Wow! I definitely want to take the time to sit down and read the entire article! We so often leave behind those children that are in the margins.

Easy guide to mastering the 3 principles of UDL

I am a big fan of the wheel. It does a great job of providing examples and explaing the three principals in a format that is not too overwhelming. I will be using this as a reference tool.

Traditionally curricula have been planned for an imaginary "average". This has resulted in inflexible curricula that have not met the needs of most students. In this paper, Meo discusses how to integrate Universal Design for Learning (UDL) into the curriculum planning process to include all students from the start.

The video is a great way to show UDL.

I read this article in September and it just made me think about how far creativity in math can go

This article and video was actually interesting to read and watch. I am all about somehow finding a way to express and encourage creativity in any class but especially math class. I however do not see a wrong answer with a good reason behind it as creative. Maybe the reason was creative but then they are taught that they do not really need to know the material as long as they are creative with their explanation. This is a little weird to me. I am all about making mistakes and showing that mistakes and being wrong are NOT bad. However, the mistakes must be used in order to help fix the misunderstanding or else the student is not learning the material. Having a creative mistake and creative reasoning behind that mistake is great and all, but at the end of the day the teacher must find ways to solve this misconception so that the student knows the correct information.

An interesting perspective on UDL, these seminars align with CCSS and UDL!

UDL Q & A's - Covers a lot of basics

This is a great resource for people that may not have heard of UDL before this (like me). It answers the simple questions like what is UDL and gives ideas for using UDL in real classrooms. This is a great resource, thanks!

Offers various videos about UDL as well as having many other tabs to explore about UDL.

An interesting article for teachers to consider.

Information on the history of Bloom's taxonomy, along with it's original and revised versions. Included a section dedicated to why Bloom's taxonomy should be used.

4th grade Geology (Earth Science)