Podcasts about udl

Katie Novak is an internationally recognized education consultant, author, and expert in Universal Design for Learning. She teaches at the University of Pennsylvania and leads Novak Education, helping schools and districts disrupt inequitable systems and embrace inclusive practices. Katie is also a mom of four and a passionate advocate for public education.In this episode, Katie explains why UDL should be seen as a mindset rather than a checklist and how it can dismantle systemic inequities. She uses vivid analogies—like camping trips and tax filing—to illustrate flexibility and access in learning environments. Katie also shares her personal journey from being a struggling student to becoming an education leader, thanks to one teacher's high expectations. The conversation explores the nuances of inclusion versus inclusive practice, the importance of systemic support for educators, and why high expectations and hope matter most for students.Complete show notes and transcript: https://mcie.org/think-inclusive/katie-novak-on-why-udl-is-not-the-goal-but-the-tool-for-equity-1315/

Transitions can make or break a station rotation, especially when time is tight and energy is high. In this episode, I respond to a teacher's question about transitions and logistics by unpacking practical strategies for creating clear, consistent routines that students can actually manage. I share why transition systems need to be explicitly taught and practiced, how strategic seating can eliminate the scramble for spots, and the powerful role of a group facilitator in keeping stations running smoothly. These small design moves reduce friction, protect instructional time, and help students build independence. The strategies connect directly to the design principles in The Station Rotation Model and UDL, with a focus on clarity, predictability, and student agency. Related blog: The Station Rotation Model Tip #3: Practice Rotating for Seamless Transitions

In this episode of The Good Life EDU Podcast, Andrew Easton is joined by Kris Hagel, Chief Information Officer of Peninsula School District. Peninsula has been thoughtfully implementing artificial intelligence in K–12 education since early 2023. Now in their fourth year of AI work, Peninsula offers an honest look at what it takes to move beyond one-off trainings and instead build a sustainable, values-driven approach to AI adoption. Chris shares how early collaboration between instructional leaders and technology teams shaped the district's direction, why universal design for learning (UDL) remained non-negotiable, and how teachers—especially in English and social studies—have reimagined assessment by focusing on student process rather than just final products. The conversation also explores practical system-level considerations, including data privacy, vetted tools, local AI models, and the realities districts face when balancing innovation with responsibility. As the episode closes, Andrew and Chris wrestle with one of the most pressing and unresolved questions in education today: students' growing use of AI for companionship, mental health support, and social connection. Whether your district is just beginning its AI journey or refining systems already in place, this episode offers grounded insight, cautionary wisdom, and a reminder that meaningful change takes time, trust, and intentional leadership. To learn more about the tremendous work being done with AI in Peninsula Schools, visit https://psd401.ai/ to access all the resources discussed in this episode.

Politico udnævner statsministeren som nummer to på listen over Europas vigtigste politikere i en uge, hvor Danmarks hårde linje over for immigration fik medvind. Nummer et på samme liste er USA's præsident, Donald Trump, der takker for æren ved at beskrive EU's ledere som svage, fortabte og selvødelæggende.Vært og tilrettelægger: Thomas Lauritzen, Altingets Europa-analytikerMedvært: Rikke Albrechtsen, Altingets EU-redaktørHør også: Udlændinge- og integrationsminister Rasmus Stoklund (S), EU's migrationskommissær Magnus Brunner, Europarådets generalsekretær Alain Berset, og USA's præsident Donald TrumpProducer: Camille Marie Guerry, podcastassistent Hosted on Acast. See acast.com/privacy for more information.

Esben og Jakob ser på, hvordan Venstre og Enhedslisten positionerer sig til det kommende folketingsvalg, og så går de i dybden med Trump-regeringens nye National Security Strategi, der på lange stræk er et kampskrift vendt mod Europa. Ugens emner i #dkpol: Udlændingepolitikken er tilbage(12:14): Troels Lund Poulsen gav forrige weekend et interview i Berlingske, hvor han meldte ud, at han ønsker, at Danmark træder ud af statsborgerretskonventionen, hvis ikke den ændres. Esben og Jakob diskuterer konventionen og, hvordan Troels Lund Poulsens udmelding kan ses som en positionering frem mod folketingsvalget. Pelle Dragsteds uvelkomne gave til SF (25:45): Enhedslistens politiske ordfører, Pelle Dragsted, har meldt ud, at han ikke på nuværende tidspunkt kan pege på Mette Frederiksen som forhandlingsleder. Esben og Jakob benytter lejligheden til at kigge nærmere på den kongelige undersøgers egentlige rolle.Geopolitisk nyt (34:48): Afsnittets sidste talepunkt er den nye trusselsvurdering foretaget af Forsvarets Efterretningstjeneste, hvor USA for første gang, beskrives som en trussel mod Danmark.Løbeklubben er tilbage fredag 9. januar. Turen starter som altid foran Altinget på Ny Kongensgade 10 i København klokken 08.00. Værter: Esben Schjørring, politisk redaktør på Altinget, og Jakob Nielsen, ansvarshavende chefredaktør på AltingetProducer: Kristian Vestergaard, podcastassistentShownotesJakobs anbefaling: The Chair Company på HBO Max, og Ella Hjalmsrud Jørgensens artikel i AltingetEsbens anbefaling: The Light That Failed af Ivan Krastev og Stephen Holmes, og Trump-regeringens National Security Strategy Hosted on Acast. See acast.com/privacy for more information.

This edWeb podcast is sponsored by Robolink, creators of CoDrone EDU.The edLeader Panel recording can be accessed here.What happens when you combine inclusive design with emerging educational technology?CAST's Take Flight study explored that question, and now YOU can get first access to the study's impact with actionable recommendations to help any school transform STEM learning.Across 11 states, more than 1,100 middle school students learned to code and fly drones through UDL-aligned lessons (Universal Design for Learning) that significantly increased their STEM interest, skills, and sense of belonging. Plus, with Take Flight's curriculum-based professional learning (CBPL), teachers reported a 40% boost in confidence and strong intent to continue the program.In this edWeb podcast, moderated by CAST's Dr. Amanda Bastoni, Dr. Jessica Hall (CAST Senior Research Scientist), Chris Hesselbein (Director of Oregon's Northwest STEM Hub), Laurie Prewandowski (Digital Learning Specialist and DoD STEM Ambassador), and Adrienne White (Robolink Director of Marketing) share data-driven strategies that educators in rural communities and beyond can use to expand STEM pathways through UDL and drones. Learning objectives include:Discover data-backed strategies to meet district priorities for STEM, CTE, and computer science standardsAlign drone lessons with career-connected learning goals, emphasizing local and industry-relevant applicationsCenter CBPL that sustains teacher growth and instructional equityWhether you're in a rural community or an urban one, the free Take Flight curriculum offers a replicable model to help all students see themselves in STEM—and soar. This edWeb podcast is of interest to grades 5–12 teachers, librarians, school leaders, district leaders, and education technology leaders.RobolinkRobolink creates robotics and edtech solutions that equip students with skills for STEM careers.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

This Feed Drop from ThinkUDL features Dr. Kavita Rao from the University of Hawai'i. Dr. Rao discusses the UDL design cycle and the evolving state of Universal Design for Learning research in higher education. Learn how to implement intentional, inclusive design from the outset, understand learner variability, and explore exciting research opportunities across disciplines. Discover practical guidance for conducting your own UDL research and contributing to this growing field.

Welcome to Episode 152 of the Think UDL podcast: OER Resources with Carolee Clyne from UDL in 15 minutes. This episode features Carolee Clyne from BCcampus in British Columbia. She shares her passion for Open Education Resources and how they connect with UDL. This episode is a feed drop of another UDL podcast called UDL in 15 minutes, hosted by Loui Lord Nelson, a scholar, author, and UDL advocate and consultant, and also my friend and a fabulously generous person! When I broke my ankle in 2023, she sent me a surprise care package with all the things I needed in my recovery since she had gone through the same thing!  Funny story, Loui and I started our podcasts within a week of one another in 2018 and have been fans of each other's work since then. Loui's podcast focuses mainly on UDL in the K-12 setting, while Think UDL focusses on UDL in Higher Ed and beyond. I interviewed her for my podcast (checkout Episode 116, the UDL gears with Loui Lord Nelson, after you listen to this one!) and she has hosted me on her podcast, Episode 126 of UDL in 15 minutes: Using UDL to Design Campus Policies and Procedures. The reason for this feed drop is to make our listeners aware of the quality UDL work going on all over the world on behalf of learners of all ages. Check out the UDL in 15 minutes website to see many more episodes that intersect with UDL in higher Education, mostly in the teacher education area in colleges and universities, but there are a few other gems that are directly related to higher education, too. We want you to gain inspiration, build on the ideas you hear, identify new connections, and increase accessibility, equity and inclusion for all learners. Thank you for listening to the Think UDL podcast.

What makes a learning experience stick long after the course ends? We pull back the curtain on the “secret sauce” of Learning Experience Design, also known as LXD, and break it into five essential ingredients—empathy, storytelling, interactivity, accessibility, and feedback—that you can apply right away to elevate any course, workshop, or training program.In this episode, you'll get practical reflection prompts, examples you can copy, and a focused action step to build momentum this week. Along the way, we highlight related episodes on UDL and accessibility for deeper dives, and we end with a reminder inspired by Maya Angelou: people remember how you made them feel. If this conversation helps you design with more heart and impact, follow the show, share it with a colleague, and leave a short review—what ingredient will you tackle first?

Today, Lori speaks with Dr. Katie Novak, Founder and CEO of Novak Educational Consulting. Katie is an experienced educator, bestselling author, adjunct instructor at the University of Pennsylvania, global keynote speaker, and one of the leading voices in Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS).Known for her clarity, courage, and contagious energy, Katie has helped schools around the world rethink how they design systems, lessons, and professional learning so every student — and every teacher — can thrive. In this conversation, she shares what UDL really means, why Tier 1 instruction is where inclusion begins, and how schools can move from good intentions to truly accessible, equitable practice.ConnectWebsite: Novak EducationLinkedIn: Novak Educational ConsultingBook Recommendation: SubtractBlog: How to Support, Challenge, and Engage Gifted and Twice Exceptional Students in Your ClassroomSlides that include a prompt to create a rubric that goes to mastery and beyondEvidence-Based Intervention ResourcesIn ESSA for Evidence, find evidence-rated programs in reading, math, SEL, and attendance. Filter by grade band, setting, and subgroup to build a shortlist of programs to explore!“Evidence-based” at Tier 2 means that the intervention program has been demonstrated through rigorous research to have a positive impact on target outcomes for students at risk, when delivered with fidelity. Learn more about the tools and strategies with this evidence below.Academic Intervention Tools Chart Behavioral Intervention Tools Chart “Evidence-based” at Tier 3 means that the interventionist is following the data-based individualization (DBI) process with fidelity, making iterative adaptations as needed to an intervention platform, using their clinical judgment and expertise based on analysis of student data. Learn more about this in one of the links below.Literacy Strategies to Support Intensifying InterventionsMathematics Strategies to Support Intensifying InterventionsBehavior Strategies to Support Intensifying Interventions

Most training looks polished yet forgettable; this one shows how to make learning unforgettable by design. This episode breaks down five practical strategies that turn passive content into active skill-building: set laser-clear objectives, transform quizzes into decision practice with rich feedback, build shallow but meaningful branching scenarios, introduce lightweight simulations that let learners try again without fear, and bake accessibility and UDL into every step so engagement is equitable, not exclusive.Ready to design with love and deliver with purpose? Subscribe, share this episode with a colleague, and leave a quick review so more instructional designers can find the show. Your feedback shapes future topics—what would you like us to tackle next?

Get AI Literate - FAAF 239In this 239th episode, I share my daily reflection posted on BlueSky, TwiX @bryoncar and YouTube shorts @FreshAirAtFiver, from November 10-14, 2025. Check out the WHOLE SPOTIFY PLAYLIST I put together with all the listens mentioned below:>>> https://bit.ly/E239FreshAirAtFivePlaylist

Udlændingedebatten er tilbage i toppen af den politiske dagsorden. Dansk Folkepartis udspil om remigration har genantændt debatten. Og i en sådan grad, at DFs formand, Morten Messerschmidt, har hevet Radikale Venstres politiske leder, Martin Lidegaard, i retten for injurier. Men hvor langt er DFs forslag egentlig fra den politik, vi i årevis har ført i Danmark? Medvirkende: Bent Winther, Berlingskes politiske kommentator Vært: Anne Sofie AllarpSee omnystudio.com/listener for privacy information.

Dr. Catlin Tucker, bestselling author and blended learning expert, joins Vicki Davis to talk about how teachers can design better lessons with AI—without losing their essential human touch. From universal design for learning (UDL) to creating meaningful student choice, Dr. Tucker explains how AI can elevate lesson planning when used with intentionality and creativity. They discuss the limits of "AI lesson generators," what true differentiation looks like, and why great teaching still depends on relationships, empathy, and design thinking. Sponsor: This episode is sponsored by Clixo, an award-winning magnetic play system that inspires creativity in classrooms and makerspaces. These flexible magnetic pieces let students design, build, and explore endless 3D creations—perfect for STEAM labs, centers, or travel. Learn more at https://www.clixo.com/pages/target  Listen and explore: How to use AI for meaningful lesson planning What teachers should not automate Building lessons that honor every learner's strengths The enduring value of teachers in an AI-driven world Show notes: https://www.coolcatteacher.com/e918 

Welcome to Episode 151 of the Think UDL podcast: Conversational Quizzes with Meghan Donnelly. Dr. Meghan Donnelly is an Assistant Professor of Anthropology at Austin College in Sherman, Texas. I had the good fortune to meet her in a UDL course for higher Ed educators and her final project dazzled me and left me wanting to know more about her use of conversational quizzes in her course. I also wanted to get the word out to others who may see this as a useful tool in their teaching toolbox. Of course this works in particular contexts such as in-person, small to medium enrollment courses, but it may be something that sparks a similar type of creative and collaborative assessment in your area. Meghan has also put together a fantastic resource document with instructions on how to replicate what she has done in her class, and you can find that on the Think UDL. org website. This conversation was so fun and creative and I think you'll enjoy it

Åbent samråd i Udlændinge- og Integrationsudvalget om konkrete sager om udvisning og udsendelse og Danmarks internationale forpligtelser 1) Åbent samråd i Udlændinge- og Integrationsudvalget om konkrete sager om udvisning og udsendelse og Danmarks internationale forpligtelserÅbent samråd med udlændinge- og integrationsministeren om konkrete sager om udvisning og udsendelse og Danmarks internationale forpligtelser.

Lukas Fehlings and Stewart Campbell share their plans to build a thriving UDL community in German-speaking countries. Hear their strategies for breaking language barriers, creating accessible resources, and connecting educators across borders. Whether you're building your own network or seeking collaboration ideas, this episode offers invaluable insights into grassroots movement-building that's transforming education in Germany, Switzerland, and Austria.

Åbent samråd i Udlændinge- og Integrationsudvalget om udvisning af terrordømt IS-sympatisør som er frakendt statsborgerskab m.v. 1) Åbent samråd i Udlændinge- og Integrationsudvalget om udvisning af terrordømt IS-sympatisør som er frakendt statsborgerskabÅbent samråd med justitsministeren og udlændinge- og integrationsministeren om udvisning af terrordømt IS-sympatisør som er frakendt statsborgerskab.2) Åbent samråd i Udlændinge- og Integrationsudvalget om tilstrømningen af udenlandske studerendeÅbent samråd med udlændinge- og integrationsministeren om tilstrømningen af udenlandske studerende.

The Teaching Forward podcast kicks off with a practical, no-fluff tour of artificial intelligence (AI) in K-12 education: tools and tips that give teachers time back without replacing what matters most. Keep Indiana Learning Innovation Coaches Karisa Schwanekamp and Tim Arnold share classroom-tested stories, UDL-aligned planning, faster feedback loops for students, and smarter family communication - plus clear guidance for safety and ethics. Think of AI as a thought partner, not an answer machine. Start small, collaborate, and move teaching into the future! Click below for a list of resources and more details about this episode.https://drive.google.com/file/d/1h0WAXrCyF1KRRxIE-1sj8srRSyot0bfC/view?usp=sharing

In this episode, Gordon shares his journey from being intimidated by curriculum to becoming an expert, and reveals how he reimagined UDL guidelines as learning principles applicable to assessment policy, student leadership, and school-wide practices. Learn how to find flexibility in standards and make UDL work in your context.

Welcome to Episode 150 of the Think UDL podcast: Programmatic UDL in Professional Studies with Erin Lewis. Dr. Erin Lewis is the Director of Professional Studies at Appalachian State University and a trusted colleague on our newly opened Hickory campus. She is also one of the only women I actually feel short around since she and I are right around 6 feet tall and she can still rock the high heels that i gave up on in my youth! For that, and for many other ways she is a dynamo on our campus and for our university, she has attained hero status in my eyes. The professional Studies major is available to all students (traditional and non-traditional, in-person and online) at App State in Boone, Hickory and online. In this episode we will discuss the ways that this major and program have adopted many UDL design aspects to lower barriers for students both on the macro level to degree completion, and in the micro level in some of the courses that comprise the major. It is a discussion of how a university can lower barriers to learning without reducing rigor and by providing a path for learner agency to degree completion and student success. I think you'll really enjoy listening to the success stories at the end of our discussion as well!

Welcome to Episode 149 of the Think UDL podcast: Advancing Learning with Nicole Parsons. Dr. Nicole Parsons is an Associate Professor and the Co-Director of the Program for Advancement of Learning or PAL at Curry College in Milton, Massachusetts. I was impressed by the PAL program when I heard about it at a recent conference and also the important UDL research they are doing to advance learning for their students. If you want to learn more about UDL interventions in statistics classes, listen to episode 148 of this podcast: Students Tell Us What Works in Statistics with Jen McNally and Laura Callis. In today's episode, Nicole Parsons and I discuss the program for advancement of learning (PAL) in general and how this brings down barriers for students at Curry College.

Welcome back to Season 8! Dr. Catlin Tucker is back on the show, talking with us about how we can leverage AI to be a thought partner. How can we thoughtfully design learning pathways, lean into AI for the pieces that have traditionally taken up our time, and be more available for human connection? Tune in as we discuss UDL, sustainable practices, elevating our teaching, and always, always, ensuring our students leave the classroom with agency and motivation!@Catlin_Tucker@SuzannahEvans2@drshanesaeedElevating Educational Design with AIThe Shift to Student-LedCatlinTucker.com  

Welcome to Episode 148 of the Think UDL podcast: Students Tell Us What Works in Statistics with Jen McNally and Laura Callis. Jen McNally is a Professor and the Math Area Coordinator in the Department of Science and Mathematics at Curry College. Laura Callis is an Associate Professor in the Department of Science and Mathematics. Jen is the PI, or Principal Investigator, and Laura is the Co-PI of the DISCUS-IS (Discourse to Improve Student Conceptual Understanding of Statistics in Inclusive Settings) project which we will be exploring today. Jen and Laura have found that students are often the best collaborators to understand what UDL interventions and applications work best in their particular settings. Their project is particularly focussed in statistics and today's conversation will explore how to help students learn and even have a little fun in statistics classes using UDL. From flipping pennies to dolphin tricks, this episode has it all. You can also find the resources associated with today's conversation on the thinkUDL.org website and thank you for listening to the Think UDL podcast.

Discover how Wisconsin transformed UDL implementation statewide through a powerful mentor-driven approach. Join Loui Lord Nelson as she speaks with CAST 2025 UDL Innovative Practice Award winners Jo Miller and Michelle Ring-Hanson about their groundbreaking Implementation Trials Mentor Toolkit. Learn how this systematic, teacher-led process supported over 17,000 classroom observations, dramatically increased student engagement, and built collective efficacy across districts. Access their comprehensive toolkit and revolutionize UDL implementation in your school.

What do gluten-free chips, high-protein bagels, and Universal Design for Learning (UDL) have in common? They're all about meeting everyone's needs, and that's exactly what former middle school teacher turned tech coach Kyle Niemis is passionate about. In this episode, we break down the real classroom implementation of UDL, point out the differences between UDL and differentiation, and talk practical grading strategies that won't break your brain. Plus, we take a tasty detour into food metaphors, BBQ negotiations, and the ultimate tortilla debate. (Team corn, for the win!) This episode will leave you full of fresh ideas and hungry for more. Buen provecho! Connect With Gabriel Carrillo EdTech Bites Website: https://edtechbites.com EdTech Bites On Bluesky: https://bsky.app/profile/edtechbites.bsky.social EdTech Bites Instagram: https://instagram.com/edtechbites EdTech Bites X: https://twitter.com/edtechbites EdTech Bites Facebook Page: https://facebook.com/edtechbites EdTech Bites On TikTok: https://www.tiktok.com/@edtechbites EdTech Bites YouTube Channel: https://www.youtube.com/@edtechbites About Kyle Niemis Kyle Niemis is the Head of Community at Wayground, formerly Quizizz, where he leads programs that connect and inspire educators worldwide. He spent 13 years as a middle school science teacher and 3 years as a technology coach, experiences that give him a deep understanding of both classroom realities and instructional innovation. Kyle has also co-founded two edtech companies and is known for his authentic connection with teachers and his ability to turn ideas into engaging community experiences. He brings a unique perspective on how technology can transform both teaching and learning. Connect With Kyle Niemis and Wayground Wayground Website: https://www.wayground.com Kyle Niemis On X: https://x.com/KyleNiemis  

What does real engagement look like in a math classroom—and how do we build it without losing rigor or pace? We sit down with North Penn's secondary math coaches, Melinda Lyon and Rebecca Rousseau, to unpack practical strategies that put student voice, collaboration, and authentic problem solving at the center of learning. We dive into the balancing act of agency and accountability, exploring how to honor standards and state tests while still offering choice and relevance. You'll hear how UDL-informed structures let students select pathways based on quick self-assessments, how station rotations can blend mini-lessons with targeted practice, and why building a “toolbox” of routines equips teachers to respond to the class they actually have that day. If you're ready to make math feel alive, this conversation offers concrete steps you can try tomorrow. Subscribe, share with a colleague, and tell us: what's one strategy you'll test in your next lesson?

TR is joined by Catlin Tucker to talk about the Station Rotation model of blended learning Show Notes Catlin Tucker (https://catlintucker.com/) NotebookLM (https://notebooklm.google) "The Station Rotation Model and UDL," by Catlin Tucker (https://www.amazon.com/Station-Rotation-Model-UDL-Instruction/dp/194833481X/) Study Guide for The Station Rotation Model and UDL (https://catlintucker.com/2025/09/study-guide-station-rotation-model-udl/) Universal Design for Learning (https://udlguidelines.cast.org/) The Four C's (https://pz.harvard.edu/sites/default/files/The%204%20Cs_1.pdf) "The Shift to Student Led," by Catlin Tucker (https://www.amazon.com/Shift-Student-Led-Reimagining-Classroom-Workflows/dp/1948334526/) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Listen to this podcast on Youtube (https://www.youtube.com/playlist?list=PL1SQEZ54ptj1ZQ3bV5tEcULSyPttnifZV) Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/)

Der har været ministerrokade på Christiansborg, og Mette Frederiksen har sat Rasmus Stoklund i spidsen for Udlændingeministeriet. Nu skal Socialdemokratiet virkelig til at markere sig på udlændingeområdet. Din vært er Ditte Okman og i panelet sidder Jonas Kuld Rathje, Søs Marie Serup og Morten Crone Sejersbøl. Og så har vi besøg af Peter Ernstved Rasmussen, der opdaterer os på en uge, hvor mystiske droner har skabt kaos og dramatik. Er det russerne, eller er det Ukraine? Er Danmark på vej i krig? Og kan vi overhovedet forsvare os selv?Følg Det, vi taler om i appen og lyt til nye episoder hver fredag.Følg Det, vi taler om på Facebook og @ditteokman på Instagram.Vært: Ditte OkmanProducer: Sarah Bech Podimo-ansvarlig: Mette SøndergaardVideo: Sofus Chammon og Frederik SchultzKAPITLER 00:00 VELKOMMEN 02:00 MINISTER-ROKADE12:00 DRONER OVER DANMARK29:00 METTES RETORIK 36:30 KIMMEL ER TILBAGE 38:30 TILGIVELSE OG HAD I USA44:00 JOACHIM BLIVER LIDT LÆNGERE I USASee omnystudio.com/listener for privacy information.

In this episode of Art Ed Radio, Tim sits down with Liz Byron-Loya—art teacher, author, and advocate for Universal Design for Learning (UDL)—to explore how UDL transforms the visual arts classroom. Together, they break down the core principles of UDL, strategies for removing barriers to learning, and ways to better engage every student. Liz also shares insights from the newly released second edition of her book Art for All, featuring updates on culturally sustaining pedagogy and the role of AI in education. Listen as the discussion touches on the nature of teaching, the power of student feedback, and why sustainable, inclusive practices are essential for education. Resources and Links Join the Art of Ed Community Listen to Liz's previous Art Ed Radio appearance Find Liz's book on Amazon and the CAST website Check out LudiA, the AI-powered chatbot for UDL

In this episode of The Balance, I dig into why the teacher-led station is the heart of the Station Rotation Model. I share how I use this time with small groups for differentiated direct instruction, modeling sessions, and need-based instruction driven by real-time data. I also discuss how I facilitate rich discussions using Webb's Depth of Knowledge questions and incorporate the feedback process into the classroom through formative feedback on work in progress. With concrete examples from math, reading, history, science, and writing, I show how the teacher-led station makes personalized learning and UDL feel doable and sustainable for teachers. The Station Rotation Model & UDL: Elevate Tier 1 Instruction & Cultivate Learner Agency

Looking for a fresh perspective on Universal Design for Learning? Join principal Juan Gallardo as he reveals the connections he discovered between UDL and the ancient Greek concepts of logos, pathos, and ethos. Hear how the hero's journey mirrors student learning and why UDL isn't something we design—it's something we discover within ourselves as humans.

Welcome to the Inclusion Spotlight Series on the SENIA Happy Hour Podcast. In this series, we showcase SENIA member schools and their inclusive practices—sharing successes, challenges, and strategies with MTSS, UDL, and student support. Our aim is to celebrate schools, build collective knowledge, and inspire inclusion at every stage of the journey.Today's guest is **Laura Austin**, Head of Inclusion at Osaka YMCA International School in Japan. With over 30 years of experience in education across four continents, Laura brings a global perspective to creating inclusive schools. At her small IB school in Osaka, she leads efforts to ensure every student has equal access to learning—using Universal Design for Learning, multi-tiered systems of support, and creative small-school solutions.Connect:Website: Osaka YMCA International SchoolLaura's LinkedInResources From Today's Show:Virtually ConnectEdInternational Diagnostic Solutions

In this episode, Ryan Steuer of Magnify Learning details a five-year implementation plan for launching a Project-Based Learning (PBL) movement in a large district, specifically focusing on 13 middle schools. While the example is niche, the process is designed to be customizable and scalable for districts of any size. The episode emphasizes the importance of systematic, structural change, starting with district leadership, and leveraging the "innovation curve" to ensure widespread adoption and sustainability. Key Takeaways & Implementation Steps: Magnify Learning & PBL Networks Magnify Learning has over a decade of experience in PBL, stemming from a grassroots collaboration among educators. We are launching free PBL Networks in October to provide a safe space for educators to process ideas, collaborate, and share best practices across different PBL niches (e.g., PBL and CTE, PBL and STEM, PBL and Maker Spaces, PBL and SEL, PBL and UDL). Find more at pblnetworks.com. Collaboration is key: You should never do PBL alone. Foundation: District Leadership & Goals The implementation must start with district leadership, not a top-down mandate. Involve both secondary and elementary leaders from the outset to align mindsets and processes. Clearly define the goals of PBL for the district and individual middle schools, aligning them with the district's mission, vision, and "profile of a graduate". District leaders must model student-centered practices; principal meetings should be collaborative, not "sit and get". If district leadership isn't ready to collaborate, the initiative needs to pause and address that foundational work. Building the District PBL Team & Plan Establish a district PBL design team of 6-10 central office members. Dedicate two-day design sessions to develop the comprehensive 5-year implementation plan. Go "beyond the why" to articulate the district's collective purpose for this work. Leveraging the Innovation Curve Identify innovators: Map all 13 middle schools onto an innovation curve to identify which are "innovators," "early majority," and "late majority". This is crucial for guiding the timeline. Focus on "crossing the chasm": The biggest challenge is bridging the gap between early adopters/innovators and the early majority. This is why a 5-year plan is essential. Define roles for innovators: The initial 1-2 innovator schools will implement PBL first, transparently, and are tasked with creating resources (like group contracts, planning forms) for subsequent cohorts. This empowers them and provides tangible tools for others. Customized Implementation: While the process is systematic, each school's implementation will be customized based on their readiness (e.g., starting with a specific grade level, subject, or wall-to-wall). The "best way" is what the school's leadership and teachers are most ready for. Planned Supports & Training (Before Launch) Leadership Training: Innovator school leaders will receive training similar to the central office team, focusing on creating school-level leadership teams, structures, and processes for PBL sustainability. Teacher Training: Multi-day training, including coaching, to build a PBL mindset and culture, not just mechanics. This includes: Leadership: Design Days, Deeper Practice, Sustainability Days (over 3 years). Teachers: PBL Jump Start (theoretical unit creation), PBL Advanced (reflection, curriculum mapping), and PBL Certification (by end of Year 3 for sustainability). Pre-planning is paramount: All training, coaching, and support pathways must be planned out before the official launch to avoid "shooting from the hip" and to assure the early/late majority there's a clear plan. The 5-Year Implementation Timeline (Example for 13 Middle Schools): Year 1: District: Share vision and 5-year timeline with building leaders, have 1-on-1 conversations with innovators. Explain the "why" behind the phased approach. Cohort 1 (Innovators - e.g., 2 schools): Establish school leadership teams, build 3-year building-level plans, launch initial PBL units, and make work public through "exposes" (showcases) to invite other schools. Staff attends a PBL "jump start" over the summer. Year 2: District: Form a PBL advisory team, identify "bright spots," train principals on key leadership needs, and begin reviewing administrator evaluations and aspiring leadership pathways to align with PBL. Cohort 1: Leadership teams conduct "roses, buds, thorns" reflections, addressing teacher needs (e.g., schedule, PD, evaluations). Teachers continue public showcases and create district-wide tools (rubrics, contracts). Teachers attend "PBL Advanced" over the summer. Cohort 2 (Early Majority - e.g., 8 schools): Begin with leadership team design days and teacher "jump start" training, then implement and showcase work. Year 3: District: Invest in the PBL advisory team, train principals on evolving needs, continually share the vision, and introduce refined administrative evaluations and aspiring leadership pathways. Cohort 1: Leadership teams focus on "sustainability days" to ensure processes outlive individuals. Teachers collect data, share artifacts, publicize work through news and district channels, and achieve PBL Certification over the summer to train new hires. Cohort 2: In their second year of implementation. Cohort 3 (Late Majority - e.g., 3 schools): Begin with leadership team design days and teacher "jump start" training, having observed 10 other schools and gained insights. Year 4: District: Plan for sustaining the work beyond year five, including establishing PBL district coaches (ideally two for mentorship and continuity). Cohort 1: Lead and collaborate with other schools. Cohort 2: In their final year, getting PBL certified. Cohort 3: In their second year (PBL Advanced). Year 5 (Final Year of Initial Rollout): District: Administrative evaluations and aspiring leadership pathways are fully established. New "normals" are in place. All Middle Schools: Every middle school has a leadership team and PBL certified teachers, ensuring sustainable structures and processes. Schedules, evaluations, and PLCs are synergistic with PBL. Leaders: Continuously invest in their people and lead, rather than just manage. Community Partners: Integrated as a normal part of school, helping shape the school's positive narrative. Outcome: Middle schools become models of innovation, inspiring PBL adoption in elementary and high schools. Overarching Philosophy of Change "Go slow to go fast": Rushing implementation leads to foundational problems. Innovation starts at the top and must be modeled. Leaders must "cross the chasm" by meeting the early majority on their terms, providing clear plans and supports. This is a long game to fundamentally change mindsets, structures, and redefine educational norms, ultimately growing people and systems to achieve desired outcomes for learners. It is challenging but doable and totally worth it. Resources and links: pblnetworks.com

Welcome to episode 44 of the Designing with Love podcast, where I discuss what Universal Design for Learning (UDL) is, why it matters to instructional design, three core principles, practical tips so you can start using UDL today, and a real-world example. Accessibility isn't an afterthought; it's the foundation of great instructional design. Have you ever designed a course only to realize not everyone can access it? Or did you receive an accessibility requirement that left you scratching your head? You're not alone. UDL offers a powerful framework that transforms how we approach learning design, and it's simpler than you might think.UDL isn't just for accommodating disabilities; it's about creating multiple pathways to success for every learner. Think of it as designing a building with ramps from the beginning rather than adding them later. We all process information differently, whether we're visual learners, auditory processors, or hands-on practitioners. By incorporating UDL's three core principles: multiple means of engagement, representation, and action/expression, you're creating learning experiences that are both more equitable and more effective.The episode breaks down common myths (no, UDL isn't too complicated to implement) and offers practical, actionable tips you can start using today. You'll hear a real-world example of UDL in action from an onboarding module I designed that transformed the learner experience through simple, thoughtful choices. As Dr. Shelley Moore beautifully puts it, "If we design for the margins, we actually make things better for everyone."Ready to elevate your instructional design practice? Pick one learning experience you're working on and run it through the UDL lens. Check out the CAST guidelines linked in our show notes, complete our interactive microlearning course, and share your UDL journey. Your support means the world; whether you share this episode, leave a review, or contribute financially, you're helping build a more inclusive learning community.

Welcome to Episode 147 of the Think UDL podcast: Nursing Education with John Gilmore and Freda Browne. Dr. John P Gilmore (RGN FHEA) is an Assistant Professor and Head of Subject - Adult General Nursing, and Dr. Freda Browne, is an Assistant Professor and Program Director of the BS General Nursing, University College, Dublin School of Nursing, Midwifery and Health Systems. I met with these lovely scholars in Dublin at a UDL conference and wanted them to share what they are doing to bring Universal Design for Learning in nursing education to Think UDL listeners, as folks still ask me often about UDL in STEM fields. Today we will discuss how John and Freda infuse UDL into their nursing education program including how they incorporate student collaborators throughout their program. You can find resources associated with today's conversation on the thinkUDL.org website.

In Episode 215, we dig into Khanmigo, Khan Academy's free AI toolkit for teachers. Generate lesson hooks, chunk texts, build quizzes, write newsletters (with translation), create Blooket sets, review class snapshots, and adapt materials for UDL—all in one place and connected to your Khan Academy classes.KhanmigoKhan Academy Teacher ToolsMentioned in this episode:Education Podcast NetworkTech Tools for Teachers is part of the Education Podcast Network. https://www.edupodcastnetwork.com/This podcast uses the following third-party services for analysis: Podcorn - https://podcorn.com/privacyPodtrac - https://analytics.podtrac.com/privacy-policy-gdrp

About This EpisodeJoin host Melissa Morriss-Olson for an extraordinary conversation with Dr. Danielle Wilken, President of the University of Bridgeport, as she shares her remarkable journey from a 20-year career at Goodwin University to leading one of higher education's most compelling turnaround stories. This episode offers rare insights into transformational leadership, authentic communication, I don't know which one is this Danielle is 16and the delicate balance of executive leadership and motherhood.About Our GuestDr. Danielle Wilken serves as President of the University of Bridgeport, where she has led a dramatic institutional transformation since 2021. Prior to her presidency, she spent nearly two decades at Goodwin University, risingthrough the ranks to become Provost and developing her expertise in Universal Design for Learning. Her leadership philosophy centers on transparent communication, collaborative decision-making, and the belief that educationserves as a pathway to transforming lives, families, and communities.Key Themes ExploredThe Power of Long-Term Institutional Commitment Danielle discusses her unusual 20-year tenure at Goodwin University and how deep institutional knowledge andrelationship-building prepared her for transformational leadership. She challenges the conventional wisdom of frequent career moves in higher education and explains why mission-driven commitment often creates more effective leaders than title-chasing advancement.Building Trust Through Transparent Communication The conversation explores how Danielle established trust during the complex partnership between GoodwinUniversity and University of Bridgeport, including the challenging bi-weekly town halls during the transition period. She shares specific strategies for maintaining honesty while navigating uncertainty and how transparency became the foundation for cultural transformation.Innovation Through Inclusive Leadership Learn about the "UB Shark Tank" initiative where faculty and staff pitch ideas directly to cabinet leadership, and discover how this approach has generated concrete results including student-ledcompanies, new athletic programs, and revenue-generating academic initiatives. Danielle explains how decentralized innovation creates buy-in and surfacesopportunities that senior leadership might otherwise miss.Universal Design for Learning as Institutional Philosophy Danielle shares her passion for Universal Design for Learning, explaining how this pedagogical approach movesbeyond labeling students to leveraging their individual assets. The discussion reveals how UDL principles have influenced not just curriculum design but institutional culture and decision-making processes.Authentic Leadership and Work-Life Integration In one of the most candid discussions about executive leadership and motherhood, Danielle addresses the myth thatwomen can "have it all" simultaneously. She shares practical insights about managing competing priorities, building goodwill with family members, and using authenticity as a leadership strength rather than vulnerability.The Legacy of Mentorship and Family Influence The episode includes touching reflections on how daily conversations with her father shaped Danielle's leadership approach and decision-making process. She also discusses being mentored by three women leaders at Goodwin and how observing different leadership styles helped her develop her own authentic approach.Leadership LessonsThis conversation offers valuable insights for current and aspiring leaders about the importance of presence over administrative isolation, the power of listening and connecting seemingly unrelated ideas, and the necessity of celebrating wins while navigating ongoing challenges. Danielle's approach demonstrates how vulnerability and authenticity can become leadership superpowers when combined with clear vision and consistent execution.

In this episode of Transformative Principal, host Jethro Jones sits down with K.C. Knudson, MTSS Coordinator at the Northwest Educational Service District, to explore the critical distinction between coaching and evaluation in education. Drawing on research and real-world experience, K.C. shares why 98% of teachers need coaching—not evaluation—and how shifting from a culture of grading to one of growth can transform schools. The conversation covers the pitfalls of traditional evaluation systems, the power of collective efficacy, and practical strategies for principals to foster collaborative, learner-centered environments. Listeners will gain actionable insights on building effective teams, de-privatizing instructional practice, and making professional learning communities truly impactful.Coaching vs. EvaluationPennsylvania training and assistance networkPennsylvania data - 98% of teachers are rated proficientGrow vs. Grade - 98% of your staff want to grow and get better. Gates foundation spent $212 Million to state that teacher evaluations do not provide meaningful growth, retain teachers, or help with student achievementWashington - research-based evaluation - targeted vs. comprehensive evaluationNeed to teach our principals how to coach more effectively. Don't spend a lot of time talking about quality instructionPrecision over profusion - trying to add more seat time is profusionWhat do we need our teachers to be really good at. Instructional floor - Anthony MuhammedWe've got to be good at our craft to get to the student learning part of it. Learner objectives - produce kids that know how to be seen and heard, how to function, how to thrive in the world. The Principal is PrincipleSchools change life trajectoriesCommunity Creates EquityPrincipal as the center of a wagon wheel vs. the principal as a node of a networkSupportive leadership in the service of empowered teachersHow to be a transformative principal? Deprivatize teaching: Sit down for 30 minutes and do a teams audit: When do I have people sitting down and focusing on student learning?About K.C. KnudsonK. C. Knudson is currently the MTSS Coordinator at the Northwest Educational Service District. Prior to this role, he served as a Senior Educational Consultant, where he focused on facilitating the establishment of inclusive classrooms, schools, and districts to effectively cater to the diverse needs of all students. This work is deeply rooted in the strategic utilization of the Universal Design for Learning (UDL) guidelines and the Multi-Tiered System of Supports (MTSS) framework. K. C. has extensive experience in providing professional learning, coaching, and technical assistance specifically aimed at supporting the implementation of inclusive practices using UDL and MTSS. His background in education leadership includes significant roles such as Director of Teaching and Learning, Assistant Superintendent, Executive Director, Principal, Assistant Principal, and Teacher. Join the Transformative Mastermind Today and work on your school, not just in it. Apply today. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Welcome to Think Inclusive. Each week, we bring together families, educators, and disability rights advocates to build a shared understanding of inclusive education—and what inclusion looks like in real schools and communities.Hosted by Tim Villegas, Director of Communications at the Maryland Coalition for Inclusive Education (MCIE), Think Inclusive shares real stories, practical strategies, and honest conversations that help you move inclusion forward where you are. It's also a proud production of MCIE.What you'll hear in this feed:Straight‑talk interviews with educators, advocates, and self‑advocates who are changing systems.Clear, actionable ideas you can use in classrooms, IEP meetings, and leadership teams.Themes we return to often: belonging, presuming competence, UDL, co‑teaching, accessible materials, and shifting mindsets that sustain inclusive schools.Why listen now: Since 2012, Think Inclusive has released over 200 episodes and ranks in the top 2% of podcasts globally—so you'll find a deep, practical archive to learn from.Our regular season runs September through July, with bonus episodes sprinkled in.Hit Follow/Subscribe so you never miss an episode. Want to share how you're using the show with your team or district? Email Tim Villegas at tvillegas@mcie.org—we'd love to hear from you.

Join Maddy Gentry, Learning Support Teacher at Dresden International School, as she shares how UDL transforms co-teaching through critical lesson planning. Discover her breakthrough moment when vocabulary barriers disrupted a math lesson, leading to powerful insights about proactive barrier identification. Learn practical strategies for implementing UDL one step at a time in diverse classrooms.

Elementary librarian Lauren Boop shares how Universal Design for Learning principles transformed her approach to designing a new library space for early childhood through second grade students. From accessible book displays to student-centered learning stations, discover how UDL creates intentional, barrier-free environments that enhance learner agency and outcomes.

Universal Design for Learning (UDL) is an effective framework for creating flexible learning environments by designing learning experiences that give students choices in how they learn, what materials they use, and how they show their understanding. But can this framework be applied beyond the classroom as an engaging and innovative approach to solving enduring challenges within systems? WestEd's UDL Lab and "UDL Jams” use the principles of the UDL framework to bring people together in real time to collaboratively solve complex problems. Inspired by the improvisational and collaborative nature of jazz, these sessions create a space where participants bring their unique expertise to co-create meaningful, actionable solutions. In this episode of the Leading Voices podcast, host Danny Torres talks with Dr. Zach Smith, Senior Project Director, and Dr. Jose Blackorby, Director of Research and Learner Variability, both from WestEd's Special Education Policy and Practice team. They explain the origins of UDL, how their UDL Jam model works, and why this approach is gaining momentum among educators, system leaders, and innovators across sectors. Their conversation covers the following topics: How UDL framework inspired UDL Jams Sessions The four core questions guiding UDL application in learning and leadership Why jazz serves as a perfect metaphor for inclusive, improvisational collaboration Transcript Additional Resources WestEd's Universal Design for Learning (UDL) Jams Inspires Creative Problem Solving (Blog Post) CAST Universal Design for Learning Framework (Website)

Laura Maly-Schmidt, MYP Coordinator and Deputy Principal at the International School of Dusseldorf, shares her beginner's journey with Universal Design for Learning. Discover how she models UDL principles in leadership meetings, uses AI tools like LUDIA to create accessible materials, and takes practical first steps to support all learners while building an inclusive school culture.

In Episode 149 of PodcastPD, host Chris Nesi flies solo to help educators wrap up the school year with intention and head into summer feeling empowered and inspired. From meaningful end-of-year classroom strategies to practical and rejuvenating summer professional development ideas, this episode is packed with actionable advice for teachers at any grade level.Chris shares seven thoughtful tips for closing out the school year—from celebrating student growth and collecting feedback, to documenting success and preparing your future self for the fall. He also outlines seven summer PD ideas, including books to read, tech tools to explore, conferences to attend, and the importance of simply resting and rediscovering your “why.” Whether you're finishing the school year or planning your summer, this episode has something for every educator.Key Topics Discussed:7 end-of-year classroom wrap-up strategiesCelebrate growth beyond gradesStudent feedback surveysClassroom cleanup and organizationDocumenting student and professional successReflective teaching practicesRecognizing colleagues and collaboratorsWriting a message to your future self7 summer PD ideas to fuel your growthRead a professional or personal development bookTry a new edtech tool (ex: Canva, Padlet, MagicSchool)Attend conferences (ISTE, Edcamp NJ, ASCD, ACTE)Listen to educational podcasts (House of #EdTech, Education Podcast Network)Enroll in a course or earn micro-credentialsRedesign curriculum with UDL or SEL integrationTake time to relax, recharge, and rediscover your "why"Resources & Mentions:Edcamp New Jersey – August 14, 2025 at Monmouth UniversityHouse of #EdTech podcastStart with Why by Simon SinekEducation Podcast NetworkCanva for EducationPadlet Hosted on Acast. See acast.com/privacy for more information.

The Station Rotation Model + UDL = Stronger Tier I Instruction In this episode, I'm announcing the release of my new book, The Station Rotation Model and Universal Design for Learning: Elevating Tier 1 Instruction and Cultivating Learner Agency. I wrote it to help educators tackle a challenge I hear all the time—how do we meet the needs of such diverse learners in a single classroom? When whole-group, teacher-paced instruction falls short, the Station Rotation Model paired with UDL offers a more sustainable, effective approach. Whether you're just getting started or looking to make your rotations more impactful, this book will help you differentiate with confidence, strengthen Tier I instruction, and design more inclusive, student-centered learning experiences. Available now! The Station Rotation Model and Universal Design for Learning: Elevating Tier 1 Instruction and Cultivating Learner Agency Bulk orders of 10+

In this conversation, Dr. Loui Lord Nelson discusses the connections between technical theater and Universal Design for Learning (UDL), emphasizing the importance of intentional design in educational environments. The conversation explores barriers to implementing UDL, the significance of emotional connections in learning, and the necessity of fostering collaboration and community among learners. Dr. Nelson highlights the role of educators in creating inclusive and supportive learning spaces that cater to the diverse needs of all students. In this conversation, Loui Lord Nelson, Ph.D., discusses the principles of Universal Design for Learning (UDL) and how to make learning more accessible and engaging for all students. She emphasizes the importance of context in learning, the use of metaphors like sunsets to explain UDL, and provides practical resources for educators looking to implement UDL strategies. The discussion also touches on the significance of designing for barriers and fostering learner agency, as well as the iterative nature of design in educational settings. Ready to learn more from our guest? https://theudlapproach.com/ Chapters 00:00 The Intersection of Technical Theater and UDL 04:09 Intentional Design in Learning Environments 11:14 Barriers to Implementing UDL 17:44 Emotional Connections in Learning 22:14 Fostering Collaboration and Community 30:33 Accessible Learning Resources 31:33 The Sunset Analogy for UDL 36:10 Starting Points for UDL Implementation 40:31 Understanding UDL Gears 46:42 Designing for Barriers and Agency 52:44 The Design Workflow and Reflection

Welcome to Episode 145 of the Think UDL podcast: Intentional Workshop Design with Tolu Noah. Dr. Tolu Noah is the Instructional Learning Spaces Coordinator at California State University, Long Beach and is a gifted speaker, facilitator and presenter. Every time I get the chance to talk with Tolu I learn something new, inventive, and helpful for my own teaching and presenting. I am very happy to get a chance to talk to her about her upcoming book, Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education. I had the chance to be a pre-reader for the book and am so excited to see this out in the world and help so many of us who teach in so many contexts. It is an incredibly thoughtful and helpful guide. You can find out more about her book and how to pre-order on the resource section for this episode at ThinkUDL.org. And you can pre-order the book June 4-24 before its release date of June 25th. Today's conversation delves into how UDL is such an important part and guiding principle of Tolu's practice and her book and how UDL can help design really fantastic learning opportunities in the workshop format!

The Universal Design for Learning (or UDL) framework is based on research on how students learn. In this episode, Tom Tobin, Lillian Nave, and Jennifer Pusateri join us to discuss the most recent evolution of the UDL guidelines.  Tom is a founding member of the Center for Teaching, Learning, and Mentoring at the University of Wisconsin, Madison, and the author of the forthcoming book, UDL at Scale: Adopting Universal Design for Learning across Higher Education, as well as Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning. Lillian is the Faculty and Educational Development Specialist for the Center for Excellence in Teaching and Learning for Student Success at Appalachian State University's Hickory Campus, a senior lecturer in first-year seminar, and the host of the ThinkUDL podcast. Jennifer is the Senior Universal Design Consultant at The University of Kentucky and has served as the co-chair of the international UDL in Higher Education Network. She is a member of the CAST National Faculty and is the author of Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice. Tom, Lillian, and Jennifer often serve as keynote speakers on UDL and other issues. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Description: Feedback and rubrics are powerful tools. In this episode, I explore how shifting from deficit-based to asset-based language can transform both your feedback and your rubrics. Drawing from my recent blog, I share why this shift matters, how it aligns with UDL, and how small changes in language can have a big impact on student motivation and self-efficacy. Plus, I offer practical strategies and AI tips to help you start revising your rubrics today. Related Blog: From Deficit to Growth: A Guide to Asset-Based Feedback and Rubric Design