To reach all, we must reach each
Diversity in our classrooms is an asset that educators can leverage when we ensure our instruction is tailored to the strengths and needs of each student. That’s where Universal Design for Learning (UDL) comes in. UDL ensures all students succeed by enabling educators to remove barriers to learning. The tenets of UDL challenge educators to engage students and sustain their interest, represent instruction in accessible ways, and support students to demonstrate their learning in multiple ways. This guide shows how UDL can serve as a pathway to equitable learning outcomes through
- Practical advice for creating safe, affirming learning environments that encourage belonging
- Demonstration of how to represent content, concepts, and skills in different ways to provide students with multiple modes of expression
- Tables for planning and reflection
- Graphics illustrating multiple means of expression
Author(s): Lee Ann Jung
Publisher: Corwin
Year: 2023
Language: English
Pages: 207
City: Thousand Oaks
Cover
Half Title Page
Dedication Page
Title Page
Copyright Page
Contents Page
Foreword Page
About the Author Page
Acknowledgments Page
Introduction
Why Do We Succeed?
Chapter One. Planning for Variability
Everything is a Spectrum
Support Driven by Dichotomies and Labels
Two Cornerstone Research Findings
Don't Use Labels as Passports to Support
Use a Multi-Tiered System of Support
Universal Design for Learning
Is UDL Differentiation?
Summary
Chapter Two. Emotionally Safe Environments
The Feeling of Exclusion
Being Intentionally Inviting
Relationships That Value Diversity
Stereotype Threat
Valuing Diversity in Ability
Supporting Variation in Gender and Sexual Orientation
Valuing People and Perspectives of Varied Racial Backgrounds
Intentionally Teach Inclusion and Equity
Protect Each Student's Voice
Teach Self-Regulation
Managing Stress
Summary
Chapter Three. Options for Expression
Making Choices About Priorities
Skills and Understandings Versus Tasks
Measuring What We Intend to Measure
Confounding Variables
Choosing Options for Expression
Does Choice Stifle Growth?
Summary
Chapter Four. Engaging Classrooms
Why Engagement Matters
Removing Barriers to Engagement
The “Hook”: Securing Interest
Balancing Novelty With Routine
Provide Relevance
The “Grip”: Maintaining Engagement
Give Clarity in Outcomes
Give Choice
Hear Each Student's Voice
Summary
Chapter Five. Developing Expert Learners
No Learner Is Average
Multiple Modes for Accessibility
Verbal Accessibility
Other Sound Accessibility
Text Accessibility
Other Visual Accessibility
Language Accessibility
Learning to Learn
Metacognitive Strategies
Visual Organization Tools
Strategies to Enhance Memory and Retrieval
Mnemonics
Peer-Assisted Learning
Supplying Prerequisite Knowledge
Summarize and Outline
Scaffolding
Understanding Nonverbal Communication
Planning for More Significant Learning or Language Needs
Layered and Parallel Success Criteria
Layered Success Criteria
Parallel Success Criteria
Summary
Chapter Six. Flexible Support and Intervention
Multi-Tiered System of Support
Intervention Defined
What Is Not an Intervention
What Is an Intervention?
Who Gets Intervention or Support?
Where Do Students Receive Intervention or Support?
The Spaces in the Building
How Do We Decide When to Provide Additional Support?
The Schedule Quandary
Coordinated Small-Group Learning
Summary
Chapter Seven. Mastery Assessment and Grading
A GPS for Learning
Destination: Where Am I Going?
Turn-by-Turn Directions: How Do I Get There?
Location: Where Am I Now?
Grading as a Barrier
Averaging Grades
Percentage Grades
Zeros
Combining Compliance Grades With Learning Grades
Assessment for Learning
Scales of progress
Assessment of Learning
Summary
Chapter Eight. Looking Forward
Do
Can
Know
Believe
Identify
Lead
Summary
References
Index
AD Page
