Podcasts about udl

In this episode, Innovation Coaches Amy Stevens, Dianna Knox, and Brenny Kummer explore Universal Design for Learning (UDL) as a proactive framework for supporting the diverse needs of today's classrooms. UDL is not about creating multiple versions of a lesson or simply differentiating, but about intentionally designing learning experiences that offer flexible options for engagement (why), representation (what), and action/expression (how). Listen and learn how to get started with UDL, such as adding small choices, recognizing what you already do well, and using AI as a thought partner, to help begin implementing UDL in manageable, meaningful ways.

Welcome to Episode 156 of the Think UDL podcast: Math Choices and Contract Grading with Tracey Howell and Trina Palmer. Dr. Tracey Howell is an Assistant Professor of Mathematics and Dr. Trina Palmer is a Professor in the Department of Mathematical Sciences at Appalachian State University. In today's conversation we discuss several UDL interventions in math courses including contract grading and various choices you can give your students in math courses. We will discuss the benefits and types of contracts you could use if you implement contract grading as well as student reaction to contract grading. We also discuss the use of technology and opportunities for choice in math classes and how these were received looking at student feedback. Trina and Tracey have graciously shared their slides from a presentation they gave on this topic and you'll find it in the resource section just before the transcript on this episode's webpage at ThinkUDL.org.

Carla Ferla, head teacher at Peareswood Primary School, and Julie Carson, the director of education at Woodland Academy Trust talk about their transformative UDL journeys. Discover how designing inclusive, flexible learning from the start helps every child thrive.

Forget the headset hype: real learning impact starts with a clear problem, a focused outcome, and a modality that actually fits the job. We dig into how to choose between VR for safe practice, AR for in-the-flow guidance, and MR for complex 3D collaboration—then show exactly how to design the actions, decisions, and feedback loops that change behavior on the job. No fluff, no jargon, just a practical roadmap for building immersive experiences that matter.If you've been looking for a practical playbook to design with purpose, not pixels, this one's for you. Subscribe, share with a teammate, and leave a quick review to tell us your top takeaway—and which modality you're testing next.

Åbent samråd i Udlændinge- og Integrationsudvalget om fejladministrationen af selvforsørgelseskravet for tredjelandsstatsborgere på autorisationsområdet 1) Åbent samråd i Udlændinge- og Integrationsudvalget om fejladministrationen af selvforsørgelseskravet for tredjelandsstatsborgere på autorisationsområdetÅbent samråd om fejladministration af selvforsørgelseskravet for tredjelandsstatsborgere på autorisationsområdet.

What if hope isn't just a feeling – but a teachable skill that can transform learning? In this episode, we explore the powerful intersection of hope science and Universal Design for Learning (UDL) with Brenda Green, a former math teacher turned educational leader from CAST.Learn how the UDL framework creates the conditions for hope to flourish by honoring learner variability, removing barriers in design (not in students), and providing flexible options for engagement, representation, and expression.Whether you're new to UDL or looking to deepen your practice, this conversation offers practical strategies you can start using tomorrow: from creating choice boards to designing goals that don't embed the means, to gathering student feedback that amplifies their voice. Most importantly, you'll understand how small, intentional shifts in lesson design can create meaningful change – building not just academic success, but the agency and belonging every student deserves.Ready to redesign learning with hope at the center? Listen in!Resources:CHC OnlineCHC's Catherine T. Harvey Center for Clinical ServicesCHC's Resource LibrarySign up for our Virtual Village email list to receive our latest episodes and recent CHC updates. Visit Voices of Compassion online for full show notes including additional resources. Find us on Facebook, Twitter, Instagram and LinkedIn and visit our YouTube channel for videos. Subscribe and leave us a review wherever you listen! We love to hear from you - email us at podcast@chconline.org.Santo Rico by Twin Musicom is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/Artist: http://www.twinmusicom.org/

Welcome to Episode 155 of the Think UDL podcast: Accessible Initiatives with Carly Lesoski, Courtney Floyd, and Majo Brito Paez. Carly Lesoski is the Learning Innovation Program Manager at the Dartmouth Center for the Advancement of Learning. Courtney Floyd is a Senior Learning Designer in the Learning Design and Innovation's Learning Lab at Dartmouth and Majo Brito Paez is also a Learning Designer in LDI's Learning Lab at Dartmouth. In today's conversation we will discuss the free and helpful resources that these brilliant minds have produced that we can now all use to help our faculty and staff incorporate UDL into our learning environments, including fantastic case studies that anyone can use for their own trainings on UDL in higher education, so that you are not left reinventing the wheel at your institution. 

In dieser Episode von Education Minds – Didaktische Reduktion und Erwachsenenbildung spreche ich mit Lukas Fehlings über Universal Design for Learning (UDL) – ein Bildungsansatz, der Vielfalt nicht als Sonderfall, sondern als Normalität versteht. Lukas ist Fachbeauftragter für schulische Heilpädagogik beim Erziehungsdepartement Basel-Stadt, Ich schaff's®-Coach und ausgewiesener UDL-Experte. Im Gespräch zeigt er auf, wie Lernumgebungen von Anfang an so gestaltet werden können, dass möglichst alle Lernenden davon profitieren, unabhängig von Voraussetzungen, Lernwegen oder neurobiologischen Unterschieden. Wir sprechen darüber, warum UDL mehr ist als eine Sammlung guter Methoden, wie neurowissenschaftliche Erkenntnisse den Blick auf Lernen verändern und weshalb Inklusion nicht durch Nachbesserung, sondern durch vorausschauende Gestaltung gelingt. Besonders interessiert mich dabei die Verbindung von UDL und didaktischer Reduktion: Wie lassen sich Inhalte so strukturieren, dass das Wesentliche sichtbar bleibt und gleichzeitig unterschiedliche Zugänge eröffnet werden? Das Gespräch eröffnet Perspektiven für Schule, Weiterbildung und Erwachsenenbildung und macht deutlich, warum UDL im deutschsprachigen Raum deutlich mehr Aufmerksamkeit verdient. Weitere Themen in dieser Episode Die drei Prinzipien von UDL: Engagement, Repräsentation sowie Aktion & Ausdruck UDL als inklusiver Denkrahmen für Didaktik und Lernprozessgestaltung Internationale Entwicklungen und Einordnung des deutschsprachigen Raums Zukunftsperspektiven: UDL, Digitalisierung und KI

In dieser Episode von Education Minds – Didaktische Reduktion und Erwachsenenbildung spreche ich mit Lukas Fehlings über Universal Design for Learning (UDL) – ein Bildungsansatz, der Vielfalt nicht als Sonderfall, sondern als Normalität versteht. Lukas ist Fachbeauftragter für schulische Heilpädagogik beim Erziehungsdepartement Basel-Stadt, Ich schaff's®-Coach und ausgewiesener UDL-Experte. Im Gespräch zeigt er auf, wie Lernumgebungen von Anfang an so gestaltet werden können, dass möglichst alle Lernenden davon profitieren, unabhängig von Voraussetzungen, Lernwegen oder neurobiologischen Unterschieden. Wir sprechen darüber, warum UDL mehr ist als eine Sammlung guter Methoden, wie neurowissenschaftliche Erkenntnisse den Blick auf Lernen verändern und weshalb Inklusion nicht durch Nachbesserung, sondern durch vorausschauende Gestaltung gelingt. Besonders interessiert mich dabei die Verbindung von UDL und didaktischer Reduktion: Wie lassen sich Inhalte so strukturieren, dass das Wesentliche sichtbar bleibt und gleichzeitig unterschiedliche Zugänge eröffnet werden? Das Gespräch eröffnet Perspektiven für Schule, Weiterbildung und Erwachsenenbildung und macht deutlich, warum UDL im deutschsprachigen Raum deutlich mehr Aufmerksamkeit verdient. Weitere Themen in dieser Episode Die drei Prinzipien von UDL: Engagement, Repräsentation sowie Aktion & Ausdruck UDL als inklusiver Denkrahmen für Didaktik und Lernprozessgestaltung Internationale Entwicklungen und Einordnung des deutschsprachigen Raums Zukunftsperspektiven: UDL, Digitalisierung und KI

Udlændinge, der bliver idømt mindst ét års ubetinget fængsel, skal fremover udvises af Danmark. Sådan lød det fra regeringen i fredags, da de fremlagde deres forslag til en ny udvisningsreform. Og med de ord lægger regeringen nu op til et opgør med den europæiske menneskerettighedskonvention, der har beskyttet kriminelle udlændinge mod at blive udvist. Det opgør fortjener regeringen ros for … eller gør den? For De konservative har allerede overhalet regeringen inden om med et endnu strammere forslag. Men begge partier står dog samtidig over for ét lille problem. Vi tager debatten mellem K og S og konfronterer dem med, om de begge lover vælgerne noget, de ikke kan holde? Vært: Joachim B. Olsen, debatredaktør på B.T. Gæst: Rasmus Stoklund, udlændinge- og integrationsminister Frederik Bloch Münster, udlændinge- og integrationsordfører for Det Konservative Folkeparti Journalist: Maria Asmine Dam Producer: Teis Zacho og Maria Asmine Dam Er du tvivl om, hvad du skal mene om aktuelle emner, så tilmeld dig nyhedsbrevet Borgerlig Tabloid fra Joachim B. Olsen - så får du borgerlig argumenter direkte i din indbakke: https://www.bt.dk/debat/borgerlig-tabloid-faa-borgerlig-debat-direkte-i-din-indbakkeSee omnystudio.com/listener for privacy information.

Åbent samråd i Udlændinge- og Integrationsudvalget om sager om dansk statsborgerskab, familiesammenføring til syrere m.v. 1) Åbent samråd i Udlændinge- og Integrationsudvalget om sager om dansk statsborgerskab, familiesammenføring til syrere m.v.Åbent samråd om sager om dansk statsborgerskab, permanent opholdstilladelse og familiesammenføring til syrere.

Welcome to Episode 154 of the Think UDL podcast: Slow Pedagogy with Constanza Bartholomae. Constanza Bartholomae is the Interim Director of the Center for Teaching Excellence at Bryant University in Smithfield, Rhode Island. I've worked with her several times and we share a passion for engaging environments and, of course, UDL. Today's conversation centers on Slow Pedagogy and UDL. You'll learn not only what Slow Pedagogy means, but also how to implement more thoughtful, deep-learner driven interventions into your teaching practice. And perhaps, give you another way to think about how your students learn and how to go about designing your courses.  You'll find the resources mentioned in this conversation in the resource section just before the transcript on ThinkUDL.org.

Møde nr. 41 i salen 1) Besvarelse af oversendte spørgsmål til ministrene (spørgetid). SPØRGSMÅL: 1) Til udenrigsministeren af: Trine Pertou Mach Hvordan mener ministeren at den danske regering gennem FN's Sikkerhedsråd, EU og andre fora kan bidrage til, at de aktuelle folkelige protester i Iran fører til en overgang til demokrati, hvor det iranske folk kan deltage i frie og retfærdige valg? (Spm. nr. S 426). 2) Til udenrigsministeren af: Søren Søndergaard Mener ministeren, at det ligger inden for rammerne af Danmarks og EU's samarbejde med overgangsregeringen i Syrien under ledelse af den tidligere islamistiske oprørsleder Abu Mohammed al-Jolani, at hans styrker netop har angrebet de kurdiske boligområder i Aleppo og foreløbig fordrevet mindst 150.000 mennesker – og hvis ikke, hvordan mener ministeren så at Danmark og EU skal reagere på disse angreb? (Spm. nr. S 442). 3) Til justitsministeren af: Lars Boje Mathiesen Mener ministeren, at det kan komme som en overraskelse her i 2025/2026, at de sidste 30-40 års forfejlede udlændingepolitik medfører mere islam og mere kriminalitet til vores samfund? (Spm. nr. S 420). 4) Til miljøministeren af: Kim Edberg Andersen Er ministeren betrygget i, at Miljøministeriets grundvandsanalyse giver et fagligt og juridisk tilstrækkeligt grundlag for at lægge op til statslige, brede indgreb, herunder erstatningsfri regulering på op mod ca. 160.000 ha landbrugsjord, når kortlægningen af sårbare grundvandsdannende områder først forventes afsluttet primo 2027, og når ministeren selv har påpeget, at tallene viser, at kun 26 pct. af nedbrydningsproduktet TFA stammer fra landbruget, mens resten stammer fra andre industrielle anvendelser? (Spm. nr. S 443). 5) Til børne- og undervisningsministeren af: Helena Artmann Andresen Hvorfor mener ministeren ikke, at fri- og privatskoler kan bidrage med deres unikke viden og perspektiver til udviklingen af folkeskolen gennem initiativet »Sammen om Skolen«? (Spm. nr. S 236, skr. begr. (omtrykt)). 6) Til børne- og undervisningsministeren af: Helena Artmann Andresen Hvad mener ministeren om, at Børnerådet, der hører under Social- og Boligministeriet, under overskriften »Det sker i skolen i dag. Vil vi virkelig have mere af det?« kører politisk kampagne på sociale medier vedrørende forhold på Børne- og Undervisningsministeriets ressort? (Spm. nr. S 375, skr. begr. (omtrykt)). 7) Til ministeren for fødevarer, landbrug og fiskeri af: Kristian Bøgsted Hvad mener ministeren om DPPO's forslag om at slette sidste del af § 67 i reguleringsbekendtgørelsen – dvs. sætningen »og skal samtidig afhænde kvoteandele svarende til overskridelsen, jf. § 69, stk. 1« – så fiskerne ikke rammes af regler, som de ikke selv er skyld i at overtræde? (Spm. nr. S 372, skr. begr. (omtrykt)). 8) Til ministeren for fødevarer, landbrug og fiskeri af: Leila Stockmarr Hvad mener ministeren om konklusionerne i rapporten »Analyse af Reguleringsmuligheder for Beskyttelse af Drikkevandet – Sårbare grundvandsdannende områder« fra januar 2026? (Spm. nr. S 412, skr. begr.). 9) Til ministeren for fødevarer, landbrug og fiskeri af: Signe Munk Mener ministeren, at der skal indføres et sprøjteforbud på marker anvendt til landbrug, såfremt de ligger over grundvandsdannede områder? (Spm. nr. S 415, skr. begr.). 10) Til social- og boligministeren af: Rosa Lund Mener ministeren, at kommuner har tilstrækkeligt med midler til at dække behovene på handicapområdet, når man f.eks. hører historier om en nybygget specialinstitution i Hillerød, som af økonomiske grunde ikke har bygget en loftslift trods behovene hos målgruppen af børn med særlige motoriske udfordringer, og hvor i hvert fald ét barn nu ikke længere kan rummes i kommunens eneste specialinstitution til den målgruppe og i stedet forventes at blive omvisiteret til et andet specialtilbud uden for kommunen? (Spm. nr. S 436). 11) Til social- og boligministeren af: Rosa Lund Mener ministeren, at kommunernes dobbeltrolle som almene boligselskaber og driftsherrer af botilbud på samme matrikel er betryggende for beboernes retssikkerhed og behov for beskyttelse, herunder om der – med henvisning til Frihedsbrevets artikler om de uretmæssigt opkrævede ejendomsskatter for et sundhedscenter blandt beboere med handicap i et botilbud i Vordingborg Kommune – er behov for en præcisering af kommunernes roller og ansvar i de tilfælde, hvor kommunerne både er alment boligselskab og driver botilbud på samme matrikel? (Spm. nr. S 438, skr. begr.). 12) Til udlændinge- og integrationsministeren af: Morten Messerschmidt Er ministeren enig i, at Udlændinge- og Integrationsministeriet bør omdøbes til Hjemrejseministeriet? (Spm. nr. S 428. Medspørger: Mette Thiesen (DF)). 13) Til udlændinge- og integrationsministeren af: Morten Messerschmidt Hvordan vil ministeren sikre, at vi ikke igen og igen lader udenlandske galninge blive i Danmark, på trods af at de allerede er dømt for alvorlig kriminalitet her i landet – fordi internationale konventioner holder hånden under dem? (Spm. nr. S 430. Medspørger: Mette Thiesen (DF)). 14) Til udlændinge- og integrationsministeren af: Mette Thiesen Mener ministeren, at den europæiske menneskerettighedskonvention enten bør ændres, eller at Danmark alternativt skal udtræde af den? (Spm. nr. S 429. Medspørger: Morten Messerschmidt (DF)). 15) Til udlændinge- og integrationsministeren af: Peter Kofod Når ministeren taler om en stram udlændingepolitik, hvordan mener ministeren så konkret at udlændinge skal kunne mærke det? (Spm. nr. S 432. Medspørger: Mikkel Bjørn (DF)). 16) Til udlændinge- og integrationsministeren af: Mikkel Bjørn Er ministeren enig i, at man ikke har udstået sin straf om afsoning af fængselsstraf samt udvisning, hvis man stadig væk opholder sig i Danmark? (Spm. nr. S 434. Medspørger: Peter Kofod (DF)). 17) Til udlændinge- og integrationsministeren af: Nick Zimmermann Hvordan vil ministeren sikre, at flere udlændinge hjemrejser? (Spm. nr. S 433. Medspørger: Alex Ahrendtsen (DF)). 18) Til udlændinge- og integrationsministeren af: Alex Ahrendtsen Er ministeren rede til at nedbringe antallet af permanente opholdstilladelser betragteligt, netop så det er muligt at hjemsende mange flere end for nuværende? (Spm. nr. S 441. Medspørger: Nick Zimmermann (DF)). 19) Til udlændinge- og integrationsministeren af: Mette Thiesen Er det ministerens holdning, at Kærshovedgård bør være aflåst? (Spm. nr. S 431. Medspørger: Morten Messerschmidt (DF)). 20) Til udlændinge- og integrationsministeren af: Peter Kofod Skal man forstå statsministerens løfter i nytårstalen om udvisning af kriminelle udlændinge således, at man fremover ikke vil tage hensyn til internationale konventioner? (Spm. nr. S 435. Medspørger: Mikkel Bjørn (DF)). 21) Til udlændinge- og integrationsministeren af: Mikkel Bjørn Er ministeren enig i, at danskerne holdes for nar, når midlertidig opholdstilladelse for udlændinge i Danmark i rigtig mange tilfælde bliver til permanent opholdstilladelse? (Spm. nr. S 439. Medspørger: Peter Kofod (DF)). 22) Til udlændinge- og integrationsministeren af: Nick Zimmermann Hvordan og hvornår vil ministeren sørge for, at syrerne bliver sendt hjem til deres hjemland? (Spm. nr. S 437. Medspørger: Alex Ahrendtsen (DF)).

Møde nr. 41 i salen 1) Besvarelse af oversendte spørgsmål til ministrene (spørgetid). SPØRGSMÅL: 1) Til udenrigsministeren af: Trine Pertou Mach Hvordan mener ministeren at den danske regering gennem FN's Sikkerhedsråd, EU og andre fora kan bidrage til, at de aktuelle folkelige protester i Iran fører til en overgang til demokrati, hvor det iranske folk kan deltage i frie og retfærdige valg? (Spm. nr. S 426). 2) Til udenrigsministeren af: Søren Søndergaard Mener ministeren, at det ligger inden for rammerne af Danmarks og EU's samarbejde med overgangsregeringen i Syrien under ledelse af den tidligere islamistiske oprørsleder Abu Mohammed al-Jolani, at hans styrker netop har angrebet de kurdiske boligområder i Aleppo og foreløbig fordrevet mindst 150.000 mennesker – og hvis ikke, hvordan mener ministeren så at Danmark og EU skal reagere på disse angreb? (Spm. nr. S 442). 3) Til justitsministeren af: Lars Boje Mathiesen Mener ministeren, at det kan komme som en overraskelse her i 2025/2026, at de sidste 30-40 års forfejlede udlændingepolitik medfører mere islam og mere kriminalitet til vores samfund? (Spm. nr. S 420). 4) Til miljøministeren af: Kim Edberg Andersen Er ministeren betrygget i, at Miljøministeriets grundvandsanalyse giver et fagligt og juridisk tilstrækkeligt grundlag for at lægge op til statslige, brede indgreb, herunder erstatningsfri regulering på op mod ca. 160.000 ha landbrugsjord, når kortlægningen af sårbare grundvandsdannende områder først forventes afsluttet primo 2027, og når ministeren selv har påpeget, at tallene viser, at kun 26 pct. af nedbrydningsproduktet TFA stammer fra landbruget, mens resten stammer fra andre industrielle anvendelser? (Spm. nr. S 443). 5) Til børne- og undervisningsministeren af: Helena Artmann Andresen Hvorfor mener ministeren ikke, at fri- og privatskoler kan bidrage med deres unikke viden og perspektiver til udviklingen af folkeskolen gennem initiativet »Sammen om Skolen«? (Spm. nr. S 236, skr. begr. (omtrykt)). 6) Til børne- og undervisningsministeren af: Helena Artmann Andresen Hvad mener ministeren om, at Børnerådet, der hører under Social- og Boligministeriet, under overskriften »Det sker i skolen i dag. Vil vi virkelig have mere af det?« kører politisk kampagne på sociale medier vedrørende forhold på Børne- og Undervisningsministeriets ressort? (Spm. nr. S 375, skr. begr. (omtrykt)). 7) Til ministeren for fødevarer, landbrug og fiskeri af: Kristian Bøgsted Hvad mener ministeren om DPPO's forslag om at slette sidste del af § 67 i reguleringsbekendtgørelsen – dvs. sætningen »og skal samtidig afhænde kvoteandele svarende til overskridelsen, jf. § 69, stk. 1« – så fiskerne ikke rammes af regler, som de ikke selv er skyld i at overtræde? (Spm. nr. S 372, skr. begr. (omtrykt)). 8) Til ministeren for fødevarer, landbrug og fiskeri af: Leila Stockmarr Hvad mener ministeren om konklusionerne i rapporten »Analyse af Reguleringsmuligheder for Beskyttelse af Drikkevandet – Sårbare grundvandsdannende områder« fra januar 2026? (Spm. nr. S 412, skr. begr.). 9) Til ministeren for fødevarer, landbrug og fiskeri af: Signe Munk Mener ministeren, at der skal indføres et sprøjteforbud på marker anvendt til landbrug, såfremt de ligger over grundvandsdannede områder? (Spm. nr. S 415, skr. begr.). 10) Til social- og boligministeren af: Rosa Lund Mener ministeren, at kommuner har tilstrækkeligt med midler til at dække behovene på handicapområdet, når man f.eks. hører historier om en nybygget specialinstitution i Hillerød, som af økonomiske grunde ikke har bygget en loftslift trods behovene hos målgruppen af børn med særlige motoriske udfordringer, og hvor i hvert fald ét barn nu ikke længere kan rummes i kommunens eneste specialinstitution til den målgruppe og i stedet forventes at blive omvisiteret til et andet specialtilbud uden for kommunen? (Spm. nr. S 436). 11) Til social- og boligministeren af: Rosa Lund Mener ministeren, at kommunernes dobbeltrolle som almene boligselskaber og driftsherrer af botilbud på samme matrikel er betryggende for beboernes retssikkerhed og behov for beskyttelse, herunder om der – med henvisning til Frihedsbrevets artikler om de uretmæssigt opkrævede ejendomsskatter for et sundhedscenter blandt beboere med handicap i et botilbud i Vordingborg Kommune – er behov for en præcisering af kommunernes roller og ansvar i de tilfælde, hvor kommunerne både er alment boligselskab og driver botilbud på samme matrikel? (Spm. nr. S 438, skr. begr.). 12) Til udlændinge- og integrationsministeren af: Morten Messerschmidt Er ministeren enig i, at Udlændinge- og Integrationsministeriet bør omdøbes til Hjemrejseministeriet? (Spm. nr. S 428. Medspørger: Mette Thiesen (DF)). 13) Til udlændinge- og integrationsministeren af: Morten Messerschmidt Hvordan vil ministeren sikre, at vi ikke igen og igen lader udenlandske galninge blive i Danmark, på trods af at de allerede er dømt for alvorlig kriminalitet her i landet – fordi internationale konventioner holder hånden under dem? (Spm. nr. S 430. Medspørger: Mette Thiesen (DF)). 14) Til udlændinge- og integrationsministeren af: Mette Thiesen Mener ministeren, at den europæiske menneskerettighedskonvention enten bør ændres, eller at Danmark alternativt skal udtræde af den? (Spm. nr. S 429. Medspørger: Morten Messerschmidt (DF)). 15) Til udlændinge- og integrationsministeren af: Peter Kofod Når ministeren taler om en stram udlændingepolitik, hvordan mener ministeren så konkret at udlændinge skal kunne mærke det? (Spm. nr. S 432. Medspørger: Mikkel Bjørn (DF)). 16) Til udlændinge- og integrationsministeren af: Mikkel Bjørn Er ministeren enig i, at man ikke har udstået sin straf om afsoning af fængselsstraf samt udvisning, hvis man stadig væk opholder sig i Danmark? (Spm. nr. S 434. Medspørger: Peter Kofod (DF)). 17) Til udlændinge- og integrationsministeren af: Nick Zimmermann Hvordan vil ministeren sikre, at flere udlændinge hjemrejser? (Spm. nr. S 433. Medspørger: Alex Ahrendtsen (DF)). 18) Til udlændinge- og integrationsministeren af: Alex Ahrendtsen Er ministeren rede til at nedbringe antallet af permanente opholdstilladelser betragteligt, netop så det er muligt at hjemsende mange flere end for nuværende? (Spm. nr. S 441. Medspørger: Nick Zimmermann (DF)). 19) Til udlændinge- og integrationsministeren af: Mette Thiesen Er det ministerens holdning, at Kærshovedgård bør være aflåst? (Spm. nr. S 431. Medspørger: Morten Messerschmidt (DF)). 20) Til udlændinge- og integrationsministeren af: Peter Kofod Skal man forstå statsministerens løfter i nytårstalen om udvisning af kriminelle udlændinge således, at man fremover ikke vil tage hensyn til internationale konventioner? (Spm. nr. S 435. Medspørger: Mikkel Bjørn (DF)). 21) Til udlændinge- og integrationsministeren af: Mikkel Bjørn Er ministeren enig i, at danskerne holdes for nar, når midlertidig opholdstilladelse for udlændinge i Danmark i rigtig mange tilfælde bliver til permanent opholdstilladelse? (Spm. nr. S 439. Medspørger: Peter Kofod (DF)). 22) Til udlændinge- og integrationsministeren af: Nick Zimmermann Hvordan og hvornår vil ministeren sørge for, at syrerne bliver sendt hjem til deres hjemland? (Spm. nr. S 437. Medspørger: Alex Ahrendtsen (DF)).

Welcome to Episode 153 of the Think UDL podcast: Designing For Success in Online Learning with Nicole Messier. Nicole Messier is the Associate Director of Instructional Design @ University of Illinois Chicago (UIC) where she leads the instructional design team, manages course development and instructional design projects, facilitates equity-focused workshops, consults with UIC instructors, and collaborates with UIC stakeholders on projects, initiatives, and committee work. Nicole brings her passion for curriculum development and education reform to every course, project, and training including the reason for today's conversation, a presentation called Designing for Success: Integrating Executive Function Supports and UDL in Online Learning. In today's episode, we will discuss how small design choices make a big impact on student success. We will explore how to support learners by tapping into the power of executive functioning skills like time management, organization, planning, and self-regulation, and apply Universal Design for Learning (UDL) strategies that foster autonomy, reflection, and engagement. We'll discuss practical, easy-to-implement techniques that help students stay on track, feel empowered, and thrive in online learning environments. Whether you're refreshing an existing course or building something new, you'll leave with actionable ideas to make your design more inclusive, supportive, and success-oriented. You'll find the resources mentioned in this conversation in the resource section just before the transcript on ThinkUDL.org.

Åbent samråd i Udlændinge- og Integrationsudvalget om forsvundne udlændinge på tålt ophold 1) Åbent samråd i Udlændinge- og Integrationsudvalget om forsvundne udlændinge på tålt opholdÅbent samråd om forsvundne udlændinge på tålt ophold.

Discover how Courtney Wiley Martin, an inclusion specialist, and her colleague Casey, a PE teacher, used UDL to create a physical education course that continues to bring students with significant disabilities and general education peers together, transforming school culture and proving students lead the way to true inclusion.

Åbent samråd i Udlændinge- og Integrationsudvalget om kommunalvalgskandidaters tilknytning til og samarbejde med Diyanet 1) Åbent samråd i Udlændinge- og Integrationsudvalget om kommunalvalgskandidaters tilknytning til og samarbejde med DiyanetÅbent samråd om kommunalvalgskandidaters tilknytning til og samarbejde med Diyanet.

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.

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

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.

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.

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 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 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.