It's July which means summer holiday in most of North America. And even though UDL in 15 Minutes is taking a production break, I've made a table of past episodes to make it easy for listeners to find the episode they want to hear for their first time or second, third, or fourth. Happy listening!
Special educator Rebecca Chappell shares how she designed choice into the AIMSweb assessment through UDL. By providing her learners choice, they are more engaged with their writing and by clarifying the goal, they are finding their own motivation.
Karen Keener and Jordan Landis co-teach 8th grade language arts classes together at Crestview Middle School in Ohio. Here, they share how their respect for one another, their use of the UDL framework, their expectations for their students, and their mindset around the ownership of all learners have set them up to produce engaging lessons where all learners gain the skills of expert learners.
Carrie Preston shares a unit she designed for her 12th grade seniors that kept them engaged at the end of the year and how amazed she was with the products they produced, all because she designed the unit using the UDL framework… and got out of their way.
This episode brings together all past episode's blog posts into table. You can choose the blogs you'd like to read based on the linked descriptions provided.
Kate Stanley, a multi-age 3rd and 4th grade teacher from Madison, New Hampshire has been in the classroom for 21 years and firmly believes all learners can and should have more agency in their learning and UDL helps her provide more of it. She shares how she gets her learners started at the beginning of the year as well as the initial steps she took.
Tracy Pendred and Kimberly Spears of City Neighbors Charter School, a public school in Baltimore, MD, share how their formal mentor/mentee relationship grew into a friendship and how that relationship supports their implementation of UDL.
Beth Fornauf and her colleagues at the University of New Hampshire not only teach their graduate students about the UDL framework and ask them to use it to design their rural K-12 learning environments and lessons, they use the framework to improve their Teacher Residency for Rural Education Program through a barrier analysis.
Not every educator works on a staff or even with a team who is focused on Universal Design for Learning (UDL). Shannon’s school is very committed to the academic and social-emotional growth of their students. This helps establish an environment where Shannon’s ideas, which are driven by UDL, to flourish. She and her co-teacher focus on knowing the goal and lowering every barrier possible for their 5th graders.
Diana-Grace Morris, Bonni Ramage, and Catherine Wong are all educators from Wainuiomata, New Zealand who share stories of how teachers at Konini Primary School are embracing UDL to investigate how they can lower barriers for learners and then expanding those ideas to encompass even more learners.