Podcasts about udl guidelines

To celebrate EduTalk Radio joining the Be Podcast Network, we're sharing episodes from other network shows. Today is a conversation from Transformative Principal, between host Jethro Jones and guest Bryan Dean. Bryan is CAST's Innovation Specialist. Bryan has been working with hard-to-reach students with emotional impairments, conduct disorder, behavioral difficulties, and low interest for more than 20 years.The conversation covers:Giving UDL away for freeBuilding products through grantsPeople think UDL is static, but it isn't. Identity is important. UDL is human centric, not student centric.How UDL invites students to take ownership of their learning experiences. Do you feel behind? “What if I could have gone through school feeling unencumbered?” Expert Learners vs. executive functioningBounded autonomy. Assumptions about student learning. Joy Zabala - You can't boil the oceanUDL Con is an ExperienceAI, Accessibility, UDL Guidelines 3.0UDL Con - where the guidelines will be released. CAST.org - check out the projects and resources. How to be a transformative principal? Ghostwalks - walk with nobody there in your school. What is being said by what is on the walls and in the classroom.  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

In Episode 151 of The A&P Professor podcast, host Kevin Patton is joined by Jennifer Stokes, Rachel Hopp, and Abbey Breckling to discuss the Anatomy and Physiology Student Accommodations Handbook. This handbook released by the Human Anatomy and Physiology Society (HAPS), provides instructors with evidence-based suggestions and best practices for making A&P labs and classrooms more inclusive and accessible for all students. Developed by a HAPS subcommittee, the handbook offers guidance on accommodating students with a wide range of needs, from physical limitations to visual or hearing impairments. The goal is to help instructors identify meaningful alternatives to standard lab protocols that promote student success. The handbook is organized by common accommodation requests and includes sections on universal design principles, making accommodations for temporary conditions, and incorporating tactile and visual aids. The HAPS committee plans to regularly update the handbook as new strategies and technologies emerge. 0:00:00 | Introduction 0:00:48 | How It Started 0:19:33 | Blue Sky's From Now On * 0:20:38 | You Don't Know You Need It Until You Do 0:32:57 | Brain Break * 0:35:36 | Opportunities for Learning 0:47:33 | Show Business * 0:51:03 | Exploring the Handbook 1:02:44 | Staying Connected * Breaks ★ If you cannot see or activate the audio player, go to: theAPprofessor.org/podcast-episode-151.html

In today's episode, we'll explore the newly released version 3.0 of the Universal Design for Learning Guidelines from CAST. Visit AVID Open Access to learn more.

In this episode of The Good Life EDU Podcast, we are joined by UDL expert Katie Novak to explore the latest advancements in Universal Design for Learning and how the evolution of UDL is shaping the future of inclusive education. We also delve into the role of AI in enhancing UDL practices and the critical importance of robust professional learning systems in driving meaningful change. Don't miss this inspiring conversation on how to elevate student learning experiences and outcomes through UDL. REGISTER TODAY to be a part of the NeMTSS Summit an d learn from Katie Novak, live and in-person, on September 26-27 in Kearney, Nebraska! https://nemtss.unl.edu/2024/02/23/2024-nebraska-mtss-summit-super-systems-for-success/ LEARN MORE FROM KATIE... Novak Education: https://www.novakeducation.com/ The Education Table Podcast: https://www.novakeducation.com/theeducationtablepodcast SEE ALSO... CAST's UDL Guidelines 3.0 (released on July 30, 2024): https://udlguidelines.cast.org/ Tom Gusky on Professional Learning: https://tguskey.com/

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.In this episode Jethro Jones interviews Lindsay Jones, CEO of CAST, during the UDL-Con: International Conference. They discuss the importance of Universal Design for Learning (UDL), the significance of in-person collaboration, and CAST's mission for the future.00:00 Introduction to the UDL Conference01:11 The Impact of UDL and the Conference Experience02:16 Future Directions for CAST and UDL Guidelines 3.003:49 The Three Main Focuses: Lead, Inspire, Convene07:23 Real-World Applications and Stories of UDL09:51 The Importance of In-Person Attendance at the Conference

Giving UDL away for freeBuilding products through grantsPeople think UDL is static, but it isn't. Identity is important. UDL is human centric, not student centric.How UDL invites students to take ownership of their learning experiences. Do you feel behind? “What if I could have gone through school feeling unencumbered?” Expert Learners vs. executive functioningBounded autonomy. Assumptions about student learning. Joy Zabala - You can't boil the oceanUDL Con is an ExperienceAI, Accessibility, UDL Guidelines 3.0UDL Con - where the guidelines will be released. CAST.org - check out the projects and resources. How to be a transformative principal? Ghostwalks - walk with nobody there in your school. What is being said by what is on the walls and in the classroom. About Bryan DeanBryan Dean is CAST's Innovation Specialist. Bryan has been working with hard-to-reach students with emotional impairments, conduct disorder, behavioral difficulties, and low interest for more than 20 years. Bryan has experience designing professional learning around learner experience design, specially-designed instruction, Universal Design for Learning, new teacher induction, Design Thinking, deep learning, and strategies for students in emotional dysregulation. In addition to the designing of professional learning, he has designed virtual learning environments, worked on longitudinal system implementation and design, designed organizational culture and climate/culture change models, and developed a unique UDL coaching system based on appreciative and ontological coaching matrices. We're thrilled to be sponsored by IXL and MyFlexLearning. 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 simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and reporting features, solve your challenges around getting kids where they need to be and understanding how flex time is spent. Make your flex time work for you. Visit myflexlearning.com/BE to learn more and receive $500 off the first year. 

In this episode, we are joined by Dr. Sam Johnston, Chief Postsecondary and Workforce Development Officer at CAST. She offers insights into the Universal Design for Learning (UDL) Guidelines and how they can be used to improve and expand access to learning. She dives into the three core principles—providing multiple means of engagement, representation, and action and expression—and offers a preview into the upcoming release of an updated version 3.0 of the UDL Guidelines, which will be released on July 30, 2024. Visit AVID Open Access to learn more.

Unfortunately, Universal Design for Learning (UDL) Guidelines are rarely discussed in Speech-Language Pathology. However, they are absolute game-changers in engaging children and optimizing outcomes. Check out this episode to learn about UDLs and how to incorporate them into your practice today. Download the UDL Guidelines here. Learn about the SIS Membership and uplevel your practice with UDLs today.

Zach is joined by Devin Schrock to discuss Universal Design for Learning and the many ways it is evident in the MCP model. Show Notes More info on MCP Webinars (https://www.modernclassrooms.org/webinars) and Scholarships (https://www.modernclassrooms.org/scholarships), as well as our special invite-only session! (https://www.modernclassrooms.org/april?tfa_3087=7013k000001mScbAAE&tfa_3092=Podcast) Universal Design for Learning (https://www.cast.org/impact/universal-design-for-learning-udl) The UDL Guidelines from CAST.org (https://udlguidelines.cast.org/) The Myth of Average: Todd Rose at TEDxSonomaCounty (https://www.youtube.com/watch?v=4eBmyttcfU4) Unlearning by Katie Novak (https://www.novakeducation.com/unlearning) Would you Rather (Katie Novak) (https://www.novakeducation.com/hubfs/Resources/Would_You_Rather.pdf) The Writing Revolution (https://www.thewritingrevolution.org/) Headphone splitters (https://www.amazon.com/Belkin-Speaker-and-Headphone-Splitter/dp/B00009WQSR/ref=sr_1_3?keywords=headphone+splitter&sr=8-3) MCP Tutorial on Adding Subtitles to Instructional Videos (https://www.modernclassrooms.org/adding-subtitles) Email Devin at devin.schrock@modernclassrooms.org (mailto:devin.schrock@modernclassrooms.org) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Send us an audio note (https://docs.google.com/forms/d/e/1FAIpQLSffmqSsaaU7M0MTXowApIOt-wace2tD6LPct73oEQOlaFp4vQ/viewform?usp=sf_link) and we'll include it on a future episode! Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) (remember you can tweet us questions by using the hashtag #askMCP) 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/)

This week, we are diving deeper into the UDL (Universal Design for Learning) framework by exploring multiple means of engagement in the classroom. Specifically, we are focusing our discussion on how to spark excitement and curiosity in the classroom.If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/108**UDL Guidelines from CAST.orgProviding multiples means of engagement pillar (the WHY of learning):Recruiting InterestProviding options, different modalitiesinformation that you have, that your learners are not, engaged with or interested in is actually information that's inaccessible to themSustaining effort and persistenceSelf-regulationRecruiting Interest:Optimize individual choice and autonomyCurriculum is not a choice but we can build in opportunities for choice elsewhereSkills-based courses can provide more choice in terms of student interestsChoice in how information is obtainedDoesn't need to be a lot of choicesInvolve students in success criteria, themes, resources in projectsInvolve learners in setting their own goalsPoint-less by Sarah Zerwin bookOptimize relevance, value and authenticityCRRPResources that are socially relevant, age and ability appropriate, first languagesInstructional videos on YouTube for auto-translated captioningGoogle Translate is useful tooActive participation and participation - hands-on activities, whiteboardsAuthentic tasksMinimize threats and distractionsCreating a safe learning space for studentsMaslow's hierarchyLanguage as a threat - shutdown, fear can happenToo much sensory stimulation can be a threat/distraction - minimize the fluff, use the same templates, routine is great for student learningSelf-pacing with Modern ClassroomsWhole class discussions - think about your extraverts and introverts, use backchannel tools (padlet, google chat), video presentationsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

Toni Rose is joined by Rachel Johnson of Edugals to talk about educational technology and blended learning, motivation, and working with teachers to implement new models and techniques. Show Notes More info on MCP Webinars (https://www.modernclassrooms.org/webinars) and Scholarships (https://www.modernclassrooms.org/scholarships) EduGals: Website (https://edugals.com/) Podcast (https://edugals.com/podcast/) Youtube (https://www.youtube.com/edugals) Todoist (https://todoist.com/) Education Podcast Network (https://www.edupodcastnetwork.com/) Jamboard (https://jamboard.google.com/) Explain Everything (https://explaineverything.com/) Screencastify (https://www.screencastify.com/) UDL Guidelines (https://udlguidelines.cast.org/) Learner Variability Navigator (https://lvp.digitalpromiseglobal.org/) Connect with Rachel and EduGals: Email Edugals: info@edugals.com (mailto:info@edugals.org) Follow Edugals on Twitter @edugals (https://twitter.com/edugals) Email Rachel: rachel.johnson@modernclassrooms.org (mailto:rachel.johnson@modernclassrooms.org) Follow Rachel on Twitter @drrjohnson (https://twitter.com/dr_r_johnson) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Send us an audio note (https://docs.google.com/forms/d/e/1FAIpQLSffmqSsaaU7M0MTXowApIOt-wace2tD6LPct73oEQOlaFp4vQ/viewform?usp=sf_link) and we'll include it on a future episode! Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) (remember you can tweet us questions by using the hashtag #askMCP) 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/)

This week, we are chatting all about why UDL (Universal Design For Learning) is a great approach to designing classrooms that make learning accessible for all students. We are focusing on the big picture in this episode by going over what UDL is and isn't, how it's different from choice or differentiation, and strategies/tips to begin thinking about UDL in your lesson design.If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/87**What is UDL?Based on the premise that all students are capable of success when we provide pathways and empower them to determine what they need at any given point in timeGoal of UDL - create expert learners (purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed)Different from choice (just a piece of UDL) or differentiation (reactionary)Learner variability is the rule - a single explanation or model will not address the range of skills, abilities, language proficiencies, etc in a classroom - variability changes according to context, opportunity, etc.Lots of overlap with mastery-based learning, culturally responsive and relevant pedagogy (esp. high academic expectations), ungrading, trauma-informed pedagogy, blended instructional models3 main buckets/pillars:Multiple means of engagement - student choice, lesson relevance, motivation, self-assessment, feedbackMultiple means of representation - multiple modalities, scaffolds, visuals, cross-curricular connections, note-taking skillsMultiple means of action & expression - EdTech tools, choice for demonstrating learning, feedback, reflection (portfolios, conferencing, entrance/exit tickets)It's okay to let go of control in your classroom; focus on de-centring yourself and shifting the focus onto studentsResources:UDL Infographic from Katie NovakLearner Variability Project - Digital PromiseLearner Variability NavigatorUniversal Design for Learning (UDL): A teacher's guide UDL Guidelines from CASTUDL Progression Rubric from Katie NovakChemix Support the show

In this season Kathryn and Laura are inspired to learn and inspired to share. Each week they discuss the ongoing story of their learning as they engage in reflective practice to connect their ideas and continuously grow. This week's inspiration is shared from Kathryn as she discusses ideas from Plus-One Thinking . Transcript  Resources: Teach Digital Citizenship with Dilemmas and Thinking Routines, Common Sense Education (shared by Sarah Phelps) Teaching In Higher Ed podcast, Back to School episode Thomas Tobin's website UDL Guidelines from CAST Teaching for Student Success podcast, UDL episode Would You Rather: Design for Choice, Dr. Catlin Tucker

Bryan Dean: UDL Innovation Specialist with CAST. This is episode 493 of Teaching Learning Leading K12, an audio podcast. CAST's mission is to transform education design and practice until learning has no limits. Located near Boston, CAST is a nonprofit education research and development organization that created the Universal Design for Learning framework and UDL Guidelines, now used the world over to make learning more inclusive. The acronym "CAST" derives from the original name of our organization, Center for Applied Special Technology. Now we're simply CAST. Our CAST of characters includes over 50 talented employees, including world-class educators, learning scientists, instructional designers, literacy experts, policy analysts, UX and graphic designers, software engineers, and a first-rate administrative and executive staff. CAST | Until learning has no limits® Today, I will be talking with Bryan Dean, UDL Innovation Specialist Bryan Dean is CAST's Innovation Specialist. Bryan has been working with hard-to-reach students with emotional impairments, conduct disorder, behavioral difficulties, and low interest for more than 20 years.  Bryan has experience designing professional learning around learner experience design, specially-designed instruction, Universal Design for Learning, new teacher induction, Design Thinking, deep learning, and strategies for students in emotional dysregulation.  In addition to the designing of professional learning, he has designed virtual learning environments, worked on longitudinal system implementation and design, designed organizational culture and climate/culture change models, and developed a unique UDL coaching system based on appreciative and ontological coaching matrices. Awesome talk! You will enjoy this conversation. Thanks for listening. But wait... Could you do me a favor? Please go to my website at https://www.stevenmiletto.com/reviews/ or open the podcast app that you are listening to me on and would you rate and review the podcast? That would be Awesome. Thanks! Ready to start your own podcast? Podbean is an awesome host. I have been with them since 2013. Go to https://www.podbean.com/TLLK12 to get 1 month free of unlimited hosting for your new podcast.  Thanks! Connect & Learn More: https://www.cast.org/ https://www.facebook.com/CASTUDL/ https://twitter.com/CAST_UDL https://www.linkedin.com/company/castorg/ https://www.instagram.com/cast_udl/ https://www.pinterest.com/cast_udl/_saved/ https://www.youtube.com/user/UDLCAST bdean@cast.org https://twitter.com/DTourUDL https://www.linkedin.com/in/bryan-dean-a35b8094/ https://medium.com/dtour Length - 47:35

In this podcast, Robin and Abby talk about the instructional strategy of Universal Design for Learning.  You can learn more at :CAST - Located near Boston, CAST is a nonprofit education research and development organization that created the Universal Design for Learning framework and UDL Guidelines, now used the world over to make learning more inclusive.The acronym "CAST" derives from the original name of our organization, Center for Applied Special Technology. Now we're simply CAST.Our CAST of characters includes over 50 talented employees, including world-class educators, learning scientists, instructional designers, literacy experts, policy analysts, UX and graphic designers, software engineers, and a first-rate administrative and executive staff.CAST | Until learning has no limits®Alex Trusdell- founder of Adaptive Design Association, NYC"Our purpose is to instigate a revolutionary shift, one where we reject barriers and segregation and choose instead to imagine and build custom adaptations; where we share designs and stories; and where we respond to difference and disability, not with fear or neglect, but with solidarity and love.”Temple Israel's supercool ramp (it looks better than the stairs, we think!)https://en.wikipedia.org/wiki/Temple_Israel_(Boston)#/media/File:Temple_Israel_Boston.jpghttps://disabilitiesinclusion.org/exemplar-congregations/temple-israel/And here's the definition of a "closer"....In baseball, a closing pitcher, more frequently referred to as a closer (abbreviated CL), is a relief pitcher who specializes in getting the final outs in a close game when his team is leading. The role is often assigned to a team's best reliever.That's it for this week folks!Robin, Abby and Angela

On this episode, we will be discussing the concept of Universal Design for Learning. Show Notes: - To kick off the episode, we will start with our goofy question: You will only be able to watch episodes of 1 TV show for the next year, what show do you pick? - Have you had any discussions of UDL at your school or as part of your own personal development? Where are you on your journey? - UDL is often organized into three principles: Engagement, Representation, and Action & Expression? Focussing on Enagement, are there ways you provide students multiple options for engagement with material in your classroom? What's an example? - Reviewing the UDL Guidelines for Engagement, Representation, and Action & Expression, are there any areas where you think you would like to improve the design of your class? Credits: Please subscribe to Life of the school on your podcast player of choice! Patreon: https://www.patreon.com/LOTS Music by: https://exmagicians.bandcamp.com/ Show Notes at Lifeoftheschool.org You can follow on twitter @MrMathieuTweets or @lifeoftheschool

Today, we think aloud about the five take-away themes future teachers identified from a four-week summer course about teaching exceptional learners. We know  the best way to learn/teach something is to connect it – make it meaningful. We will discuss the five big ideas they learned (or unlearned): (1) debunking “learning styles,” (2) person-first language, (3) General Education teachers teach ALL students, (4) evidence-based practices, and (5) differentiation with Universal Design for Learning (UDL).Here are some resources related to today's episode:Make it Stick: The Science of Successful Learning by Brown, Roediger, & McDanielTEDx Talk on Learning Styles & the Importance of Critical Self-Reflection: https://youtu.be/855Now8h5Rs The Office of Disability Rights page on Person-First Language: https://odr.dc.gov/page/people-first-language Infographic on Evidence-Based Practices from the Institute of Education Sciences (IES): https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Evidence-based_teaching_practices.pdf The UDL Guidelines: https://udlguidelines.cast.org 

When Dr. Katie Novak was a student early in life, she did what was required by her teachers, handing in her work on time and following rules and expectations set by the school, but she never genuinely developed a deep love of learning. She didn't feel that she really had what it took to be a great student, but all that changed when a teacher that she had truly believed in her capabilities and pushed for Katie to be moved into advanced classes in high school. This genuinely changed the trajectory Katie's life and she learned to believe in herself and she began to develop the habits and skills needed to thrive academically. This led Katie on a path that would have her eventually become a teacher herself wanting to reach all of her students and help them to find success in their own unique ways. Katie would journey into educational leadership and ultimately become the Assistant Superintendent of Schools in Massachusetts. She would go on to earn a doctorate in curriculum and teaching, and publish 8 books. She now designs and presents workshops both nationally and internationally focusing on the implementation of inclusive practices, Universal Design for Learning (UDL), multi-tiered systems of support, and universally designed leadership. In today's episode you will hear Katie talk about what Universal Design for Learning is and how it can be implemented successfully in schools. She shares many examples of what UDL looks like and what educational leaders need to think about when considering this framework and how it might be embedded within their school in authentic ways. Hope you find some valuable takeaways from this discussion with Katie. About Katie: Katie Novak, Ed.D., is an internationally renowned education consultant, author, professor at UPenn, and a former Assistant Superintendent of Schools in Massachusetts. Dr. Novak is the author of the best-selling book, UDL Now! A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms. Her book, Innovate Inside the Box, with George Couros, explores how to create innovative and purposeful learning opportunities for students within the constraints of educational systems. Let Them Thrive was endorsed by the PACER Foundation. Two additional publications, of which she is a co-author, have been endorsed by leading professors in the field of education and state departments of education. UDL in the Cloud was endorsed by the Executive Director of The Initiative on Learning and Teaching at MIT while Mitchell Chester, the late Commissioner of the Massachusetts Department of Elementary and Secondary Education (DESE), endorsed Universally Designed Leadership.Novak's work has been highlighted in many publications including Edutopia, Language Magazine, NAESP Principal, ADDitude Magazine, Commonwealth Magazine, The Inclusion Lab, Think Inclusive, School news, the Huffington Post, Principal Leadership, District Administrator, ASCD Education Update, and School Administrator.Connect With Katie: Twitter: https://twitter.com/KatieNovakUDLWebsite: https://www.novakeducation.com/UDL Guidelines: https://udlguidelines.cast.org/Opening music written and performed by New York-based musician Scott Ferrare. You can find his work at: https://scottferrare.hearnow.comSpecial thanks to Bronx band Conversing with Oceans & Alex Bondarev for creating the podcast intro music.https://www.conversingwithoceans.com/

In this episode, podcast host, Kirsten Wilson, shares how her newfound understanding of The Universal Design for Learning will become a brief series with "The Bulldog Educator Podcast" where she will dive deeper into the different aspects of the UDL Principles and Guidelines as a Framework for learning. Listen as she shares her enthusiasm and launches the series. Listeners may also want to check out the CAST website where it provides an interactive info-graphic on the UDL Guidelines (https://udlguidelines.cast.org/). Kirsten is excited about this series as she shares insights and learns along with her listeners. Listeners can post comments, questions, or if they would like to be a guest to contact her on The Bulldog Educator social media sites: Twitter, Facebook, and Instagram, or email her at thebulldogedu@thebulldogedu.org. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

My guest today is Tim Batiuk. He's been an online teacher and currently is chief technology officer at SYS Education LLC. Tim is one of us. He has taught at the elementary level online and currently works to support and drive teachers forward in their use of technology to meet the needs of all students. He's passionate about UDL and is always willing to help educators implement the framework.    In this episode we take a deep dive into UDL - universal design for learning. This isn't a gimmick or “thing of the moment” but a way of thinking about Engagement, Representation and Expression. It's a framework for thinking and planning that requires us to look through a lens larger than our own personal lived experiences, preferences or needs. This is maybe the most important episode of the season. There's so much to learn!   Timestamps: Why is Tim so passionate about UDL? [02:38] Accessibility is great! [3:48] Who is speech to text for? [4:20] How does UDL and ADA connect? [5:00] Tim's thoughts on pre planned accessibility [5:32] Why is UDL important and relevant? [7:00] How UDL breaks down barriers and helps create equity [7:26] How does UDL look to students? [9:11] UDL is difficult but we do the work [10:15] How does a teacher incorporate UDL in their planning? [11:15] What is a question bucket? [14:18] Tim's tips for visual presentation [17:40] What about students who need more processing time? [20:57] What's the best way to provide a hyperlink? [22:10] The importance of a teacher's voice [24:35] What does expression mean in terms of UDL? [28:20] Reflecting as a means of doing better next time [30:30] Tim's call to action! [31:40]   Resource Links: CAST's UDL Guidelines - rb.gy/krzyu9 CAST's plan to update the guidelines - rb.gy/x4xea4 Tim's Question Basket Discussion Example - rb.gy/qvsrgb

In this episode Drs. Schmidt and Kruger-Ross are joined by Dr. Dana Morrison (or just "Dana" because she's that popular) to discuss the current debate surrounding synchronous and asynchronous teaching/learning. Dr. Morrison is an assistant professor at West Chester University in the Department of Educational Foundations & Policy Studies. To learn more about UDL (Universal Design for Learning), see the CAST website on UDL Guidelines. To see just two examples of the mixed messages being shared at the moment, see the NYTimes article "Everybody Ready for the Big Migration to Online College? Actually, No" and this chart that has been circulating for a few weeks.

This 1:42 recording is a brief introduction to the UDL in 15 Minutes podcast series. It explains how UDL influences the design of this podcast and accompanying products and reminds listeners to have their UDL Guidelines on hand while listening to the podcast. Welcome!

This podcast is a quick reflection on the concept of multiple means of expression through the UDL Guidelines.  Expression means that we give our students the opportunity and agency to choose the way interact with content and represent their learning. For more information on the UDL Guidelines please visit the UDL center.  To access a PDF of the Guidelines please follow the resource link below. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf 

I've been fine tuning my thinking and work with Universal Design for Learning for about a decade now--and that's after 15 years of wrestling with the ideas, though without formally calling it UDL.Below are 10 'cases in UDL' that I developed and have used in professional development and training.  They are 'ripped from today's headlines' as they are composites and tweaked examples of classroom innovations that I have actually seen.  Use the 9 UDL Guidelines from CAST and identify the top 3 for each. Here they are (more details here): 1.         Provide options for perception            2.         Provide options for language, mathematical expressions, and symbols            3.         Provide options for comprehension            4.         Provide options for physical action            5.         Provide options for expression and communication            6.         Provide options for executive functions            7.         Provide options for recruiting interest            8.         Provide options for sustaining effort and persistence            9.         Provide options for self-regulation            Identify the Three Most Salient UDL Guidelines in Each Case using the numbers 1-9. Case 1: Household Vocabulary . UDL Guidelines _,________________________________ Ms. Fernandez teaches Spanish. She is introducing students to the “vocabulary of the household.” She gives students a list of vocabulary words and four different options—draw a diagram, create a short skit, write a poem, or create a comic—each must include the set of household vocabulary words. Case 2: Unlike Denominators UDL Guidelines ________________________________ Mr. Kouse teaches a mathematics class. He notices that many students have problems adding and subtracting fractions with unlike denominators. He gets a bunch of pebbles and puts them in plastic mixing cups and demonstrates adding amounts with unlike denominators (e.g. 1/4 of a cup and 3/8 of a cup). He sets this up as a station and rotates groups of students through as other groups do different activities. Case 3: Enacting Novels UDL Guidelines ____________________________________ Mrs. Fodole teaches tenth-grade English. When reading novels and short stories, she notices that many students get confused when characters are speaking to each other. Students are unfamiliar with the conventions of dialogue in prose. She takes small excerpts from the book and has the students write and act scripts from these sections. The students exchange their scripts and enact the scenes. Case 4: Feedback on Cards UDL Guidelines _____________________________________ Ms. Baer is reviewing the scientific method in the Intro to Science Class. Whenever she lectures for more than 5 minutes, she gives the students index cards with Y on one side and N on the other. Before she moves on to a new concept or idea she asks the kids if they understand and makes them all indicate by showing the Y or the N side of the card. Sometimes she re-teaches it another way, or other times she addresses student questions one at a time. She aloes creates a short action plan for each student to help them better attend and participate during lectures. Case 5: Historic Tours UDL Guidelines ___________________________________ Mr. Harrigan teaches American History. The students were asked to prepare a ‘tour’ of a public place that is important to them. The tour can be a brochure, audio recording, public presentation. The teacher gives examples of each format. They can choose the place (a park, a street, a restaurant). They need to include the history of this place as well as interviews with people who have experiences at this place. As the students brainstorm and draft their tours, the teacher includes suggestions to make the tour more interesting to potential tourists. Case 6: Figurative Language Contract UDL Guidelines _____________________________________ Mrs. Jones teaches ESL and is working on figurative language. She has 7 activities relating to figurative language. She believes that students can do 4 of them to demonstrate mastery. Each student must fill out a contract and indicate which 4 they will do. The students keep a checklist and their work in a separate folder. Each day for the week Mrs. Jones will consult with students on their progress through the checklist and contract, giving help and modifying the contract as needed. Case 7: Pictures and Labels UDL Guidelines _____________________________________ Mrs. Sibli teaches Biology. During the lab she notices that many students have trouble remembering the terms for the equipment. Traditionally, students would have to pass a test on these terms before they began labs, but she worries that that would take too long for this group of students. On the written lab directions she inserts images of the pieces of equipment, and on the equipment she places tags and labels with the names. Case 8: Cheat Sheet UDL Guidelines _______________________________ Ms. Anderson teaches chemistry. When she covers ionic and covalent bonds, she notices that students have trouble remembering major relationships of the concepts and definitions. In the textbook there is a full chapter of important information. She created a one page “Cheat Sheet” that she gives to every student and had them staple inside of their notebook. She also keeps a few laminated copies on her desk for kids who ‘forget’ theirs. Case 9: EROX Learning System UDL Guidelines ______________________________________ EROX is an adaptive learning system to help with math. The system consists of assessments, practice problems, and tutorials that are customized to the characteristics of the learner. A student will practice a skill. If she is proficient, she will move on to the next skill. If the student is not proficient, she will practice with ‘hints’ or see a video of a solution method. The student’s home screen is a pie chart with segments of the different skills that show how much h of each skill they have mastered. The goal is for students to autonomously organize their time and resources to appropriately achieve their goal. Case 10 Remixing Fables with Speech to Text UDL Guidelines ____________________________ Ms. Garcia is a 3rd Grade language arts teacher. Part of the curriculum is for kids to write their own fables. Some students have difficulty with both handwriting and keyboarding., so she has installed a speech to text program on several of the computers. So although all students will produce a written document, they have options for physically getting the words to paper. Some students have trouble ‘beginning from scratch’, she has given kids a list of fable beginnings, characters, settings, scenarios, and morals, and encourages students to choose and remix these critical features and big ideas while adding their own words at ideas at the computer stations. Answers (of course, there can be very good cases for different answers, but even that activity of disagreeing with these 'answers' is a healthy exercise). Case 1: Household Vocabulary UDL Guidelines _3,5,7,_____________ Case 2: Unlike Denominators UDL Guidelines __2,3,4,___________ Case 3: Enacting Novels UDL Guidelines _____2,4,6,__________ Case 4: Feedback on Cards UDL Guidelines ___5,8,9,________________ Case 5: Historic Tours UDL Guidelines ___5,7,8,__________ Case 6: Figurative Language Contract UDL Guidelines __5,8,9,_____________ Case 7: Pictures and Labels UDL Guidelines ___1,2,3___________ Case 8: Cheat Sheet UDL Guidelines ___1,3,8___________ Case 9: EROX Learning System UDL Guidelines ______6, 8, 9_____________ Case 10 Remixing Fables with Speech to Text UDL Guidelines ___3, 4, 7________