RESOURCES

Here are my top 5 teacher friendly websites that support UDL:

1. http://www.CAST.org
This is the first place one should go when becoming familiar with UDL. It offers all the background knowledge on UDL such as the brain research and pedagogical theory. There are also professional development opportunities and online courses available.
Here is the UDL Professional Learning Newsletter:

DL Professional Learning Newsletter

dAre you interested in getting the most up-to-date information on how UDL can transform teaching and learning?

Sign up to receive our quarterly e-newsletter as well as occasional email updates about free UDL webinars and resources, CAST research, upcoming professional learning offerings, the learning sciences, and other issues related to improving educational outcomes for all students.

Check out our past newsletters:

• December 2013
• September 2013
• June 2013

2. http://www.cast.org/teachingeverystudent/

The biggest difference between this site and the www.CAST.org site is that teaching every student offers activities based on UDL principles and guidelines. Also, there are case studies, curriculum checks, and barrier finds to assist teachers in identifying barriers in their existing curriculum. There are also model UDL lesson plans that teachers can build into their own UDL framework. You can watch a video as seen below to see different explanations of specific topics.

atch a Video

• Diversity of Learners
• Universal Design and Universal Design for Learning

• The Brain Research
• Principles of Universal Design for Learning

3. http://www.udlcenter.org/aboutudl/udlguidelines

UDL Guideline-Version 2.0

I call this the meat and potatoes of Universal Design for Learning. This is where teachers will want to go after they have a thorough understanding of UDL and its 3 major networks. Each network is broken down into checkpoints. The checkpoints are further broken down into actual instructional strategies with concrete examples. This is the site where I would spend the most time.

UDL Guidelines - Version 2.0: Examples and Resources

Checkpoint 4.1: Vary the methods for response and navigation

II. Provide Multiple Means of Action and Expression

Physical Action

• Checkpoint 4.1
• Checkpoint 4.2

Key Considerations

• How does this help learners meet the goal?
• How does this account for the variability of all learners?
• Can the learner navigate their physical environment?

Can you think of other examples/resources that illustrate this checkpoint?Tell us!

Search these examples and resources on Diigo!

Example/Resource		Why UDL?
	Camera Mouse Camera Mouse is a free program that enables you to control the mouse pointer on your computer screen just by moving your head. Be sure to check out the informational video on the website! Age Group: All ages Content Area: All areas Cost: Free Technology Involved: Windows 7, Vista, or XP computer and a webcam	Why UDL? Controlling the mouse pointer with your head instead of your hand is a perfect example of providing options for physical response. See also: 4.2: Optimize access to tools and assistive technologies
	Paralyzed Graffiti Artist Draws With His Eyes Watch this video to see how Los Angeles-based graffiti artist Tony Quan uses a tool called "The Eye Writer" to create art using his eyes rather than his hands. Age Group: All ages Content Area: All areas Cost: Free to view video; Eye Writer estimated to be sold for around $50 once development is completed Technology Involved: Internet connection	Why UDL? Creating art with eye movements is a great example of providing

4. http:www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk id=21

(PAL) Planning for All Learners

The PAL toolkit provides planning steps, guidance, mentoring, model lessons, tools, templates, resources, and links to other educators using the PAL model. I honestly don't see myself using this particular site myself, however I believe other teachers will find this site easy to navigate and useful. 

What Can I Do Here?

• Learn about UDL and PAL concepts
• Practice applying PAL with templates, tutorials and tools
• Find UDL/PAL resources to use in the classroom or in a teacher workshop
• See how others have applied PAL in the classroom

What Does The Toolkit Include?

• Procedures
  The steps and key UDL-based concepts of this toolkit. They tell you what to do and how to do it.
• Examples
  Classroom applications of the toolkit and guidance in applying UDL in your classroom. Examples may include case stories, model instructional units, and/or model lessons.
• Resources
  Further information, tools, templates, and related materials via online links and downloads.
• Share
  Connects you with others engaged in related work.

5. http://www.udlcenter.org/implementation/examples

UDL Guidelines-Version 2.0 Examples and Resources

This is an extension of http://www.udlcenter.org/aboutudl/udlguidelines. The site offers examples and resources that illustrate each of the UDL checkpoints. This site gives teachers more ideas of ways to implement UDL in their classrooms. The resources illustrate each of the UDL checkpoints.

ample/Resource		Why UDL?
	Goal Setting Worksheets Find templates for goal-setting worksheets to use with your students to support their organizational skills. Age Group: Elementary, Middle Content Area: All Areas Cost: Free Technology Involved: Internet connection to access; can also choose to download and print out	Why UDL? These organizational worksheets are great examples of strategies that guide students' goal-setting. See also:9.1: Promote expectations and beliefs that optimize motivation
	Exploring Language Exploring Language provides leveled support for learning about language and setting goals. See how students and artists explore and express their thoughts through poetry and song.  Age Group: K-12 Content Area: English, poetry, songwriting Cost: Free Technology Involved: Internet connection	Why UDL? Exploring Language offers students models and tips as to how to set goals that make the writing process more effective.  See also:8.2: Vary demands and resources to optimize challenge
	Helping My Students Set Goals the Smart Way Elona Hartjes shares the insights, resources, and practical classroom strategies that have earned her A Teacher of Distinction Award. Age Group: K-12 Content Area: All areas Cost: Free Technology Involved: Internet connection	Why UDL? Elona's post "Helping my students set goals the smart way" offers ideas on effective goal-setting.

Lesson Assessment

Pre/Post Lesson Assessment:

After taking the curriculum barrier tutorial and completing the UDL Guideline Educator Worksheet I can better reflect on my teaching practices thus far. I must say that I do take into account learner differences as I plan my curriculum. Although my specific curriculum doesn't specify how to accommodate various learning styles, programs like GO MATH do offer differentiated instructional strategies and materials that support UDL guidelines.

I think I am very strong in most of the first network which is Provide Multiple Means of Representation. I had examples of checkpoint 1.1, 1.2, and 1.3. I used Venn Diagrams, video clips, a word wall, a collage, and graphic organizers. However, I do need to do more in providing options for comprehension. I fell short in those areas.

My greatest obstacle I can foresee is actually having the technology available for me when I need it (such as laptops for each student). Also, I am not very tech savvy so I would have to familiarize myself with various websites and programs. I think this is a curriculum barrier as well. This may become very time consuming. However, it is my goal to implement at least 1 digital support for my struggling student.

Curriculum Barriers: Case Study

Charlie (not his real name) is a student in my second grade classroom. He repeated the first grade and is reading on level. Charlie struggles in math and writing. His writing is large and illegible. He writes many of his letters and numbers backwards. He also wears glasses but often losses them. He often misses school and has no parental help at home. His dad is currently in jail.

I suspect Charlie has a learning disability. However, he has not been diagnosed. the biggest barriers to learning are with the math curriculum. He often mistakes numbers and their order and has difficulty lining up algorithms. Additionally, when writing his ideas get lost in the mechanics. He struggles to make the pencil do what he wants it to do. This often frustrates him and he gives up, leaving his assignments incomplete and incoherent.

I try to motivate Charlie because his confidence is lost. I give him praise and attention. I keep an extra set of glasses for him at school so he can see the board. I also allow him to do his homework at school during recess and hand it in late without being penalized. Charlie sits close to my desk as he is easily distracted and needs constant redirection. Using UDL checkpoint 5.2 which addresses using multiple tools for construction and composition, I can allow Charlie the opportunity to type his writing on a word processor in lieu of him hand writing it.

http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstutorial.cfm

So You Think You Can Dance....

Teaching Every Student:

I recently had a nutrition lesson with my second grade students that included a live theatre group. My kids loved it! I was amazed at how engaged and focused they were during the performance. After the show, they were able to recall so much information than I had ever seen previously. Wow was I impressed!

UDL guidelines are organized according to the 3 main principles that address representation, expression, and engagement. Embedded into these principles are specific checkpoints that offer practical suggestions for implementation. The checkpoint which I found most relevant to my population of students was Checkpoint 2.4: Promoting understanding across languages. I found the resources to be very helpful as I find that all students respond to music. I found the following video to be quite impressive.

http://www.cast.org/teachingeverystudent/

Music and Dance Drive Academic Achievement Watch this video to see an example of arts integration to promote academic achievement. Opening Minds Through the Arts (OMA) is a student-achievement program that uses music, dance, and visual arts to teach skills used in reading, writing, math, science, and other subjects. Age Group: All ages Content Area: All Cost: Free Technology Involved: Internet connection to access video; many of the strategies modeled require no technology.

Why UDL? Pay special attention to how the integration of the arts benefits English Language Learners. Linking to content that crosses language barriers, while taking steps to develop vocabulary and build communication skills are effective examples of promoting cross-linguistic understanding! See also: 2.5: Illustrate through multiple media

No Red Hair Please!!!!

Imagine going to get your hair done and your hairdresser told you that from now on you have to be a redhead. Quite naturally you will ask the question, "But Why?" She will then tell you how red is the new "it"color that was mandated in every hair salon in the state. You might think to yourself how foolish you will look walking around with red hair. You try to express your dislike for the color but it falls on deaf ears. Unfortunately, if you want your hair done anywhere it must be red!

Well, this is how some students may feel when they come to school. They must get an education, but under whose terms? Does the same formula apply to each and every student? Does every person look good as a redhead? I would think the answer is no to both questions.

These are the three strategic networks and connections to instruction:

on Networks

The "what" of learning

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Present information and content in different ways

More ways to provide
Multiple Means of Representation

Strategic Networks

The "how" of learning

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Differentiate the ways that students can express what they know

More ways to provide
Multiple Means of Action and Expression

Affective Networks

The "why" of learning

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

Stimulate interest and motivation for learning

More ways to provide
Multiple Means of Engagement

UDL gives us the tools to meet as many needs and learning styles as we possibly can. 
  http://www.cast.org/udl/index.html

UDL - Universal Design for Learning

What is UDL?

What does it mean to be an expert learner?  According to the principles and guidelines of UDL, all students should be working towards this goal. As a teacher, we sometimes fall short. How do we make sure every student becomes an expert learner? How do we allow students to express and act upon what they know? Today's classroom often resembles a 3-ring circus and the teacher acts as the ringmaster.


There are multiple activities and multiple stages of learning taking place at the same time. Sometimes there are several adults in the room. This is not your parents classroom! UDL principles teaches us how to activate learning for each student and to make sure that every student is learning. This can be done regardless of any barriers or disabilities.


Source: http://udltechtoolkit.wikispaces.com