UDL in 15 Minutes

115: Jana Nicol returns and shares how her roles have influenced her connection to UDL

Jana Nicol returns to UDL in 15 Minutes to share her experiences and growth through the use of the UDL framework. Her roles have changed over the last four years and have directly influenced her interpretation and application of the framework.

114: Business owners talk deeply about our nervous system and how it affects everything we do

The principle of Engagement is entirely rooted in the nervous system. Anne Bishop and Chantill Lopez use their deep knowledge of the nervous system to help educators tap into that critical piece of UDL all while using UDL to develop their own instruction. This is the second podcast of a 2-part series.

113:How these business entrepreneurs use UDL in their business design and their teaching

Anne Bishop and Chantill Lopez share their backgrounds with Universal Design for Learning (UDL) and movement education as well as their experiences of applying UDL to their business, The Embodied Business Institute. By leveraging brain-based learning, motivation science, and the nervous system, they help entrepreneurs and educators create meaningful and sustainable businesses. Stay tuned for Part Two to learn more about their approach.

112: 24 years of collaboration. 64 collective years as high school teachers. Year 1 of UDL. Choice and co-created rubrics brought positive change.

Kelly Ackerman and Lisa Renz have collaboratively taught for 24 years and have taught 31 and 33 years respectively. They are also brand new to UDL. In this episode, share how they brought choice into their English II lessons and co-created rubrics with their learners. They also share their amazing results.

111: A trifecta: students understanding their own learning needs, gaining empathy, and creating inclusive and accountable learning processes.

Kelly shares her experience of guiding students to create “Brain Stories”, which help them understand their own learning needs and the needs of others. She also shares the benefits and challenges of co-creating rubrics with her students, ensuring inclusivity and accountability in the learning process.

110: After 14 years of co-teaching together, UDL changed up how they approached lesson development and instruction

Co-teachers Kyanne Obrock and Carrie McSwain share how they saw a significant increase in student effort and motivation when they started designing lessons that shifted from planning for individual students to planning for learner variability. They created a learning environment where students worked individually, in groups, and checked-in at prescribed time so they could receive individualized feedback.

109: Principal Gayle Hines excites and entices her staff to learn about UDL - and they love it!

Gayle Hines, principal at Matoaca Middle School in Richmond, Virginia, shares how she prepares her staff to learn about UDL and the strategies she uses to make UDL PD effective and enticing to her staff.

108: Beth Stark and Jérémie Rostan introduce us to LUDIA, an AI UDL thought partner

Beth Stark and Jérémie Rostan, the co-creators of the AI tool LUDIA, share how educators can use the process of “tell, tinker, tweak, and transfer” to enhance their journey with Universal Design for Learning. We dispel common myths about AI and listeners will walk away with clear next steps to use LUDIA as part of their toolbox.

107: How Doug Smith and colleagues use UDL to design adaptive PE environments

Doug Smith, an adapted physical education specialist, discusses his journey with Universal Design for Learning (UDL) and how he applies it in his work. During our conversation, he explains that adapted physical education is required by law for students who have difficulty accessing the physical education curriculum. Doug emphasizes the importance of creating an engaging environment, modifying the physical space, and establishing a predictable schedule to support all learners. He also shares his three big E’s as a way he’s introduced UDL to his colleagues.

106: Creating safe, inclusive, power-sharing learning spaces in higher education

Kade Friedman, an adjunct professor at New York University, shares their journey in education and how they use UDL to create inclusive learning spaces for adults. They discuss the importance of using UDL not only in teaching students, but also in designing courses and facilitating meetings. Kade emphasizes the value of sharing power with students and colleagues, providing choices and options, and acknowledging and addressing their emotional needs. They also highlight the benefits of using collective note-taking and assigning roles in meetings and classrooms. Kade encourages educators to consider affinity groups and honor diverse cultures and languages in their teaching and interactions.