Podcasts about universal design for learning

GeneralDr. Richard Saunders is an academic librarian and former Dean of Library Services at SouthernUtah University. A graduate of Utah State University, he holds a library degree from BrighamYoung University and a PhD from the University of Memphis with an emphasis on the socialhistory of recent America, and is professionally accredited by the Academy of CertifiedArchivists. His professional work experience includes service at the Utah State HistoricalSociety, Montana State University, in the production side of commercial publishing, and at theUniversity of Tennessee at Martin. Though a professional librarian, he has conducted historicalresearch across the US and published widely, on Yellowstone literature, early Utah printing,Montana history, the work of historian Dale L. Morgan, Tennessee novelist Harry Kroll, and thecivil rights movement in the rural South during the 1950s and 60s.HistoryDr. Richard Saunders is an academic librarian and former Dean of Library Services at SouthernUtah University. A graduate of Utah State University, he holds graduate degrees in history fromUSU and the University of Memphis. His career in history has centered on preserving thesources of history as a Certified Archivist and special collections librarian, but he has alsoresearched, written, and published widely in historical topics including Yellowstone, theAmerican West, Mormons, American popular literature, and the US civil rights movement. Hisbiography of Utah native and historian of western America Dale L. Morgan was named a Finalistin 2024 for the Evans Biography Prize. He is currently at work on a study of post-war social andeconomic change in the rural South, focusing on several counties in West Tennessee.LibraryDr. Richard Saunders is the former Dean of Library Services at Southern Utah University andhas been an archivist and librarian since the days of typewriters and ARPAnet. He holds alibrary degree from Brigham Young University, one of the library-school casualties of the 1990s,a PhD in History from the University of Memphis, and has been a member of the Academy ofCertified Archivists since 1992. Since 1988 he has worked as an archivist or librarian at theUtah State Historical Society, Montana State University, University of Tennessee at Martin, andSouthern Utah University where he was dean from 2014 to 2018. Dr. Saunders currently servesas the editor of RBM, ACRL's journal of special collections librarianship.PrintingDr. Richard Saunders, academic librarian and former Dean of Library Services at Southern UtahUniversity, has been a student of printing, type, and publishing for over two decades. Informedby activity as an amateur handset printer and craft bookbinder, his scope of interest includesindustrial-scale papermaking, typography, printing, and both historical and descriptivebibliography. He worked professionally in the production side of commercial publishing in the1990s during the industry's transition from filmsetting to direct-to-plate technology. Dr.Saunders has guest-lectured to college students and the public in classes and at symposia atinstitutions including Brigham Young University and the University of Tennessee. Hisprofessional output includes Printing in Deseret: Mormons, Politics, Economics, and Utah'sIncunabula, 1849–1851 (Univ. of Utah Press, 2000), and Reams in the Desert: Papermaking inUtah, 1849–1893 (Legacy Press, 2021). These comments made as part of the podcast reflect the views of the episode participants only and should not be construed as official university statements.

In this episode of the Just Schools Podcast, Jon Eckert interviews Lindsay Jones from CAST to discuss her work in inclusive education and Universal Design for Learning (UDL). Jones shares insights into how UDL transforms learning environments by focusing on student agency and creating flexible, supportive spaces for all learners. The conversation covers practical examples of UDL in action. Jones also reflects on the opportunities and challenges for UDL globally and her optimism about its impact on education. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: Radical Inclusion by Ori Brafman Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcript: Jon Eckert: All right, today we're here with Lindsay Jones from CAST. She is one of the more interesting people I've met in the last couple of years, and so I wanted to just jump in. First of all, welcome, Lindsay. Lindsay Jones: Thank you. Thank you for having me. Jon Eckert: I want to start with a new question that I've never asked anybody, and I'm going to kick it off here, but I always think it's interesting since most of our listeners are educators to ground who you are in your first, last, best, worst experience in schools. So you spend a lot of time in schools and supporting schools. So what's your first memory, your last memory, your best memory, and your worst memory. So we'll do that by way of introduction. Take it away, Lindsay. Lindsay Jones: Wow. Okay, so you may have to help remind me of that order. Jon Eckert: Sure. Lindsay Jones: My first memory and a lot of my memories are going to center around my mom, who was an educator, a special educator for many, many years, special ed director. My first memory was when she came in and started... I was in a public school in Avon Lake, Ohio. I was in second grade, and she came in and started helping and teaching some extra content. And so it was a huge memory for me because she was there and it felt so special and I felt very special that my mom was there and I felt like I got a little viewpoint in the behind the scenes and that was exciting. So that was first. Best was eighth grade. I had a phenomenal history teacher, and I can still remember the project that I wrote, and it makes me now think of Universal Design for Learning. I had a lot of choice in the project. I wrote it on the history of vigilantism in the United States. It was part of American history and going west, and it's amazing to me. I remember so vividly. So many parts of that I don't remember, but I remember the paper. I remember some of the materials that we did and seeing a play about it and all of the ways that that teacher really brought it to life. So let's see, first, best, worst, and that, and last? Jon Eckert: Yes. Yeah, that's what you have left, worst and last. Lindsay Jones: Okay. Worst, I'll say two things. Being bored a lot. Not engaging, that's worst. Just feeling like I'm just going through the paces. But a really formative worst one for me is my mother, when I was in third through fifth grade, also living in Ohio, she was teaching in Lakewood, Ohio, and I was going to school near there and she was teaching in a self-contained preschool special ed program in a public school. And I can remember I would go there before school every day after school every day. I met all the students in that room. I was probably in third grade when I started going there. There were different multi-ages. And I then went, I had a day off at my school and like many other kids, my mom let me hang around her school that day. And with a teacher in regular ed at that time, general ed. This would've been a long time ago, the early '80s. And I can remember hanging around in a regular ed third grade classroom for the whole day and never seeing my mom's students, never seeing my mom, never seeing anyone with a disability. And that really struck me. Where are they? They are not here. They were not a part of that community. And I think that was a really formative experience that drives why I do the work I do today focused on inclusion. So that's probably also my worst because it wasn't ideal. It wasn't the way it should be, but it really, really formed me. So in some ways it's my best in many ways too, I guess. And then my last is law school. I went to law school. That was my last. Jon Eckert: That puts an imprint on you. Lindsay Jones: I practiced as an attorney for many years in Arizona. And my last schooling experience personally was law school. And it was a shock. It was like being dropped into an ice bath. But I loved it. Actually, I really learned a lot. It was such an interesting... The Socratic method itself has interesting parts to it. It can be really very engaging, but it's a challenging setting. Jon Eckert: Yes. Well, and I think one of the things that law school does that I've always admired is it teaches you how to think. And so I think there's some value in that. Now, the process of learning that can be pretty painful and you can get some tough professors who are maybe not that skilled at how to teach or how to make it accessible, but if you navigate through it, you come out with a set of skills that are pretty valuable. So it's pretty great. Well, hey, I actually enjoyed that because there's a lot of jumping off points there for what you do now. So you've already hit on what is normally my next question is what brought you to this work? So talk a little bit about what you do now, why you got out of the legal profession and into the work you're doing now based on some of the things that you experienced with your mother in schools and some of the other pieces that you've already discussed. Lindsay Jones: Yeah, so my mom, who, as I said, special ed teacher, local special ed director, all the things, special ed member of the Council for Exceptional Children, spoke, ended up working as a independent consultant, expert on ADHD, writing books and said to me always, "Don't become a teacher. Don't do it. Be a lawyer." And thinking now back on that, I think that was largely because she was a real activist as a person for inclusion, a real activist for social justice around disability and felt powerless sometimes with the limitations put on her position. So loved educators, was a model in my mind, a wonderful educator, a teacher's teacher, but just really felt like there were limits and she wanted to make a bigger difference. So I actually ultimately, did go to law school and thought, "I'm never getting into education. I'm staying out of the family business. What in the world?" But when I got my first job at a law firm, I happened to join a firm in Phoenix, Arizona that represented most of the school districts in the state. And I had sat my uncle and my aunt, also special educators, lifelong. I'd sat at so many tables listening to like IEP, behavior implementation plan, all of it, that I knew it. I knew those things. I don't even know how I knew those things. I never took an education law class. So I started though, being drawn into that work. I represented public school districts and I focused a lot on special education matters. I took lots of cases all the way, and I've been in three day IEP meetings and that was a challenging... I did the first 504 due process hearing in the state of Arizona because they just didn't really have those before the 2000s. And then I saw lots of the same problems over and over, and I thought, "Boy, I'd really like to work on these from a national level." And that drew me to go to work for the Council for Exceptional Children in DC where I live now. That is the organization of the professional learning association of special educators across the US. And that was a phenomenal experience. I worked there for four years. And then I decided to move to the National Center for Learning Disabilities, also working with parents and families, again, from a national role on legislation. And then I was so excited to be able to join CAST where I work today, a nonprofit organization that invented something called Universal Design for Learning, UDL. And it's a way for me to influence policy and try to make a difference in the way our laws are created, but also to, in a more real, tangible way, we work with educators in classrooms around the world. And we work with authors to push the field forward, and we have research that we're conducting. So it's just a deeper way to be able to work on inclusion and those issues. Jon Eckert: Such a great introduction. And I do have to say the three-day IEP meeting, I don't think I've been in a three-hour one. And those are painful. So the individualized education plan, great idea, but when they get down on paper or try to get them to paper, it's tough. I also have to say that what you do with UDL is so transformative all around the world. And so I know we were at an international convening where they were discussing the 250 million kids worldwide that don't have access to schools and how many people knew UDL and knew you in so many different countries. It was pretty powerful to see the people coming up and talking to you about how that we do this well because at the Center, we're all about supporting education leaders so that they can serve each student well. And that feels like the whole mission of UDL. How do we reach each kid? Not all kids, but each kid, because each kid comes to the learning differently. And that's the beauty of education I've been in for 29 years. I did not avoid education, but I didn't have a parent who was an educator. So who knows what would've happened if that would've been the... And I would say our work is infinitely interesting and always challenging because the only thing we know when we're standing in a classroom with a bunch of students is we're the only one that learns the way we do. And so that's where UDL is so powerful because it gives you principles for how to think through it. And you're vigilante project that you did in eighth grade had so many of the hallmarks of UDL. So I'd love for you to just dig a little bit deeper into some of the opportunities and challenges you see right now for UDL around the world and maybe particularly the United States as well, if you want to dive down there. Lindsay Jones: Sure. I would say around the world, the number one challenge really is some basic access, as you would know better than I do, Jon, but in terms of at the core of UDL is assistive technology that's started by nine Harvard neuroscientists, working with nine students with really significant cognitive disabilities and saying, "Maybe tech and being flexible... Maybe the person isn't broken, maybe it's the system." And in fact, they proved that's right. And now that system and some of the drawbacks of the system for people in different places around the world is probably the biggest challenge. The biggest opportunity though, I think especially in the United States right now is EdTech is throughout schools. It's overwhelming. It's almost too much in schools, but it does that same principle of it gives us more of an inherent understanding that we all use it differently. The way I use my iPhone or whatever my device is, is probably different than yours, and you don't judge me for that. I don't judge you. I don't even know how... And so that is a freeing thing that I think is a big opportunity. And UDL, it's a design thinking framework. It just helps you think, "How can I find barriers to leaning that I don't see?" And I think that tech is a way to help us make environments more flexible. It's not the only way, we don't need it, but it can make that environment more flexible and it can also reduce the stigma of difference. The stigma that I saw when I felt my mother's class was down a dark hall. They weren't included. They were very separate. Tech, we're all using it. And that's, I think, a great opportunity for us to think about universal design for learning and how we can create those environments that are flexible and dynamic and individualized. Jon Eckert: And I love the connection to design thinking because at the end of the day, that's using technology to humanize interaction. It's not replacing the human, it's accentuating the human connection we can make through it as we design solutions that move us all further forward. And that has to be individualized. So I still think, and I think this is potentially something that's really prevalent in US schools, people believe that struggle is a sign of weakness where in fact, struggle is part of learning. And learning is productive struggle. So everybody needs different tools to help them struggle well. And so I think particularly coming out of Covid, we've had this shift in that well-being is freedom from struggle, and that can't be the case. And what I love about UDL is it gets kids into that zone of proximal development where, here's what I can do on my own, here's what I can do with some assistive technology, here's what I can do with some choice, here's what I can do with a more advanced peer. There's all these places where there are these supports that come in that humanize the interaction. So that's where I'm most hopeful about UDL and where I see things going because we have more tools than we ever have. Now, if we just use those tools in this cast a wide net, throw at every kid, hopefully we catch every kid and you know kids are going to fall through the net, that's a problem. But where we have educators who are deployed with these tools to meet kids' needs, who are then allowing kids' choice, allowing kids opportunities to collaborate and making sure each kid is able to contribute, that's where I see things being hopeful. Do you have any of those kinds of stories where you're like, "Yeah, here I've seen UDL really make a difference in the lives of kids." Is there anything that jumps to mind? Lindsay Jones: Absolutely, and that's exactly what it is. So we just updated our guideline. Guidelines are a tool we use to help people implement it. There's just things to prompt your thinking about as design your environment. We updated them and the focus now is agency, learner agency. It's always been about what you just described. We know the kids are leaving school. And right now today, you and I probably are having to learn more about artificial intelligence than we ever... Maybe you knew a lot. I know nothing. So now I'm completely learning about it and I'm relying on all the ways I learned how to learn. And that is what we're trying to make sure those kids are learning so that when they leave, they know, "Oh, I feel confident. I may not know it. I'm going to struggle, but here's what I can do to learn it." That's the goal. That's learner agency. And so what I would say, there's a lot of great examples of that around, but one of the ones that I think really just resonates for me, there's a school here in the District of Columbia that we've been working with. They have a model UDL demonstration classroom, which they're showing to others, and they're bringing UDL throughout that school and hopefully through the other schools in the District of Columbia schools. And when you go in, there's a part of you, I think... I'm a parent. I'm not a teacher, as you know, I'm a parent though. And there's a part of me that I will say, I was like, "We're just going to let fifth graders make choices about what they want? I've had a fifth grader. That seems scary to me. I'm not sure. What is this going to look like?" And I went into this fifth grade classroom, and it is so interesting to see what and how that's really intentionally designed by those educators. Several different areas are happening in the room. And one of the things that stood out to me, Jon, is those kids in that room know if they're asked a question... I watched an interaction between a teacher and a student where the teacher asked the student a question about the material, and the student kept trying to answer it and was struggling. The teacher was not giving the answer. And then finally the student said, "Oh, I'm going to go to my resources. I'm going to go get... And they walked over to several different resources they had available, got the answer, came back so proud, so confident. And it was so painful for those moments of watching that child struggle, that teachers maybe call it "wait time." It is painful to sit there and watch that. You want to just say, "Lincoln, it's Abe Lincoln." But my God, when I saw that student be really actualized, find something, come back. And that is a very micro way of talking about what was a really complex interaction with some really skilled educators and just incredible kids, but it wasn't out of the norm, and it did more than one thing at once. It taught the student the answer, and it made that student engaged in a way of like, "I am proud. I did this." And that's good. We need that because it won't always be easy, so you got to draw on something. So yeah, I think there's a lot of examples like that that are exciting and empowering. Jon Eckert: Yeah, that's great. I love that example. And I love the idea that it's in a model classroom because I think for educators, they need to be able to see it happening. And we need educators who are doing this well to be able to spread their expertise. And so in our research, we find one of the most powerful predictors of how a school will improve is whether or not a lot of peer observation's happening. It's not evaluation or judgment, but it's learning from other educators who are doing this hard work and letting kids, requiring kids, giving them the opportunity to struggle because there's so much more joy in finding out it's Abraham Lincoln when you go with your own agency and find those in the sources than having someone else just tell you the answer. And that just breeds learned helplessness. Just like, "Hey, somebody's going to tell me anyway, so why would I have any agency in the first place?" The other thing I wanted to say, I teach a class in a half an hour. And so anytime I go in, even to my undergrad or grad classes that I'm teaching, when I am the least well prepared, I lecture. When I am the best prepared, it's this interactive engagement where student agency is part of it, and there's meaning. And I always pull in student responses from the night before. I always read the responses that come in by 10:00 PM and I put those in and I let that direct the class. But that takes a lot of time. And so it's just, if somehow that time hasn't been set aside, the class just isn't as good. I can manage it. I can control it. I did this as a fifth grade teacher, as a seventh grade science teacher. You can control it, but that's sometimes by boring kids into submission, which is what you mentioned. I mean, just because a class is quiet doesn't mean any learning's happening. And so that's not the goal. Now, obviously a class that's in chaos where kids aren't safe and all that, but those baselines have to be set up. But in that model classroom, I'm sure so much work has gone into how to help students make good choices, that I would 100% trust those kids to make good choices. And when they're not, you just say, "Hey, we're outside the parameters we set. Now, move back in". Is that an accurate read of that classroom or other model classrooms you see? Lindsay Jones: Yes. And I think your critical point is it's not about vertigo of possibility to students. It's about scaffolding. You start to make choices. You have a smaller number. What are they? You're learning about them, you're reflecting on them. I think that's really critical. You said that and you talked about it, and I just wanted to pull it out because yeah, that's right. That's right. Jon Eckert: I love that. Lindsay Jones: That classroom was fun. It was amazing. Yeah. Jon Eckert: Yeah. I love that. I never heard that. I've never heard that phrase vertigo of possibility. But yes, that sounds like anarchy, what we want. And I think kids feel safer where they know where the boundaries are, and then they know how to move, and then they scaffold and they build, and then they can do amazing stuff. And that's when teaching gets really fun because it's not about the teacher anymore, it's about the learner. And we're all learning together. So I always like to end with a lightning round. So I know you're super busy, so if you've taken time to read a book that you would recommend, it's got to be pretty good because busy people don't just read beach reads all the time. So is there a great book that you would recommend? It could be education related or not, but is there anything you've read in the last year that you would recommend to those listening? Lindsay Jones: It is. And it's called Radical Inclusion. And yeah, have you read it? Jon Eckert: I've heard of it. I have not read it yet, but it's been recommended to me already, but go ahead. Lindsay Jones: It's so interesting, and I'm so sorry, I have to follow up with the name of the author. He's an education minister in Sierra Leone. Jon Eckert: Wow. Lindsay Jones: And it is phenomenal. It is super interesting. It is well written. It's thought provoking. Yeah, he spoke actually, we saw- Jon Eckert: I was going to say he was at the convening. Yeah, he was on a panel. Yeah, so his name is Ori Brafman. Lindsay Jones: Thank you, yes. Jon Eckert: And it's What the Post-9/11 World Should Have Taught Us About Leadership. It came out in 2018. Is that it? Lindsay Jones: Yeah. Jon Eckert: Yeah? Lindsay Jones: Radical Inclusion. And it's about the way they're reframing in Sierra Leone, including individual... They're starting with everything in terms of radical inclusion, voting, everything. Jon Eckert: I love that. Lindsay Jones: People with disabilities and a barrier-free environments. Jon Eckert: Wow. That's beautiful. All right, so then what is the worst piece of advice you've ever given or received in your work? Lindsay Jones: Oh, my God, so many. Jon Eckert: I'm sorry. Lindsay Jones: I know, it's terrible. But I actually think one of the worst pieces of advice that I was ever given was that you could not be a parent and a full-time attorney. Jon Eckert: Oh, wow. Lindsay Jones: Or a full-time anything. Jon Eckert: Wow. Lindsay Jones: And that has not proven to be true. And it was a really bad piece of advice because it made me worry for years. And it was silly that I did that, so. Jon Eckert: Wow. All right, that's helpful. That's a helpful reframe of bad advice. What's the best piece of advice you've either given or received? Lindsay Jones: A wonderful attorney I worked with, the best piece of advice was, "Be bold." This amazing guy, Dick Siegel. And then my other favorite one is a Matisse quote, Henry Matisse the painter. I have it on my board over here. "Don't wait for inspiration. It comes while working." Jon Eckert: Well said. I love that. I did not know that Matisse quote, but that's a great add and obviously, you got to be bold to do the work, so those two reminders go well together. All right, so as we wrap up, what's your most hopeful perspective on where we're heading in education makes you most optimistic? Lindsay Jones: I am incredibly optimistic about inclusive education. I meet people every single day who want to make that happen. And they see, when they use Universal Design for Learning or whatever method they're using to make learning more inclusive, they get to something you just referred to, which I call the magic moments. They come up to me and tell me, "Oh, my God, this happened. I saw learning. I remembered why I went into teaching." That experience of watching someone really learn, learning with them, that I am so lucky because so many people share those types of things with me. And it just means I feel like I'm so hopeful I want to tell everyone about this and help them to be using it. Jon Eckert: Yeah, what a beautiful example. I think it's what gets educators up every morning. It's not the paycheck. It's going to be those magic moments. And once you've had a couple, they're addictive. You keep coming back for more. And that's a beautiful way to wrap up. Well, Lindsay, thank you for the great work you do at CAST, for UDL, for your leadership and just taking the time to be with us. Lindsay Jones: Yeah, thank you so much.

Ready to transform your teaching? In this episode of EduMagic, host Dr. Sam Fecich dives into Universal Design for Learning (UDL) with UDL expert Sarah Grossi! This episode is packed with practical tips and real-world examples to help you make your classroom more inclusive, engaging, and supportive of all learners.From boosting student choice and voice to designing lessons that allow every student to thrive, Sarah shares her go-to UDL strategies to create a learning environment where students feel empowered to succeed.Join us as we break down the three core UDL principles—engagement, representation, and expression—and discover how to apply them effectively in your daily teaching. Plus, find out how you can earn your Associate UDL Credential to level up your skills and stand out as an inclusive educator!Tune in for:Engagement Tips: Strategies to keep every student engaged and motivated.Representation Insights: How to present information in diverse, accessible ways.Expression Tools: Creative ways for students to demonstrate their knowledge.Whether you're new to UDL or looking to deepen your understanding, this episode will inspire you to take action and make every lesson more meaningful. Perfect for educators seeking to create a classroom where all students can shine!

In today's episode, we'll explore the third and final section of the Universal Design for Learning (UDL) Guidelines: Design Multiple Means of Action and Expression. Visit AVID Open Access to learn more.

In today's episode, we'll explore the first section of the Universal Design for Learning (UDL) Guidelines: Design Multiple Means of Representation. Visit AVID Open Access to learn more.

In today's episode, we'll explore the first section of the Universal Design for Learning (UDL) Guidelines: Design Multiple Means of Engagement. Visit AVID Open Access to learn more.

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.

Michelle Ockers is joined by Dr Thomas J. Tobin to explore the application of Universal Design for Learning (UDL) in an organisational context. They discuss how Learning and Development can act as a catalyst for fostering a culture that prioritises inclusivity in both design and content delivery. Tom shares his journey into UDL and explains why these principles are vital not just for the minority, but for the majority of learners. The conversation covers who is responsible for applying UDL principles and how organisations can empower their learners by adopting these practices without becoming overwhelmed. Tom also presents real-world examples from projects where organisations have successfully enhanced their use of UDL. He sheds light on the common barriers that large organisations face when implementing UDL principles and offers strategies for overcoming the content overwhelm that many are currently experiencing. Host: Michelle Ockers Transcript and related resources: https://learninguncut.global/podcast/154/ Podcast information and more episodes: https://learninguncut.global/podcast/

Edtech ThrowdownEpisode 172: Student Centered Learning is NOT the Same as Universal Design for Learning Welcome to the EdTech Throwdown This is episode 172 called “Student Centered Learning is NOT the Same as Universal Design for Learning” In this episode, we'll talk about the similarities and differences between Student-Centered Learning and Universal Design for Learning as well as some best practices that support both teaching strategies! This is another episode you don't want to miss. Check it out.Segment 1: PD ReflectionNarrative: Kyle Wagner PD Session through the Teach Better Ambassador Program called “Simple Shifts for Student Centered Environments.12 Shifts to Move from Teacher-Led to Student-Centered Environmentshttps://www.kylewagner.net/Book: The Power of Simple: Transform your school by conquering the standards, individualizing learning, and creating a community of innovatorsSegment 2: Student Centered Learning vs Universal Design for Learning Student-Centered Learning (SCL) and Universal Design for Learning (UDL) are both educational approaches that aim to enhance student engagement and success, but they have different focuses and methods. Below is a comparison of their similarities and differences:Differences:Primary Focus:Student-Centered Learning: Focuses on student choice and autonomy. The goal is to empower students to take charge of their learning by making decisions about content, goals, and methods.Goal SettingUniversal Design for Learning: Focuses on accessibility and inclusivity. The goal is to design lessons and materials that are accessible to all students, regardless of their abilities, from the outset.Strengths and WeaknessesApproach to Curriculum:SCL: In SCL, students have significant input into the curriculum. They may choose topics of interest and set personal learning goals, leading to a more personalized learning experience.UDL: In UDL, the curriculum is designed with all learners in mind from the beginning. It anticipates diverse needs and provides multiple ways for students to access information, demonstrate knowledge, and stay engagedChoice Board

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.

Dr. Damara Paris and Dr. Carrie Boettcher are esteemed experts in accessibility and Universal Design for Learning (UDL). Dr. Paris, as a Deaf individual, highlights her lifelong advocacy for accessible education. With her extensive experience as a Rehabilitation Counselor, Dr. Boettcher delves into the importance of accessibility in education and how UDL supports diverse learning styles. Together, they explore the differences between accessibility and accommodations, the legal responsibilities of educators, and practical tools for creating inclusive learning environments. Join us to learn how accessibility and UDL can transform educational experiences for all students.  “This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or The Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.”

Dr. Allison Brenneise In this episode, Diana and Dr. Brenneise discuss the distinctions between instructional communication, communication education, and critical communication pedagogy. They also discuss the need for disability literacy as well as universal design for learning as a means for shifting mindsets, teaching to the margins, and advancing societal inclusion of people with disabilities. Links Mentioned OCR (Optical Character Recognition) UDL (Universal Design for Learning) Shelley Moore Peyton Goddard - I Am Intelligent Book Freire John Dewey Tobin Siebers - Disability Theory Beth Haller Jim Churney Dale Carnegie Book - How to Win Friends and Influence People Stay Connected with Diana Diana's Website, including blog Free Resource - 5 Keys to Going Beyond Awareness Free Resource - How to Talk with Kids about Disability Beyond Awareness: Bringing Disability into Diversity in K-12 Schools & Communities - Diana's Book Ed Roberts: Champion of Disability Rights - Diana's Children's Book Ed Roberts: Champion of Disability Rights Thematic Unit/ Disability History Lesson Plans "Beyond Awareness" Digital Course Diana's TEDx Talk Beyond Awareness Facebook Page Diana on Instagram Beyond Awareness Tote Bag Beyond Awareness Pullover Hoodie Beyond Awareness Raglan Baseball T-Shirt Beyond Awareness Journal/Notebook Diana's Teachers Pay Teachers Store - Disability as Diversity Diana's Trifold Laminated Resource: Beyond Disability Awareness: An Educator's Guide, Published by National Professional Resources, Inc. (NPR, Inc.) Credits and Image Description Intro and outro music courtesy of Emmanuel Castro. Podcast cover photo by Rachel Schlesinger Photography. Podcast cover image description: Black and white photograph of Diana, a Spanish-American woman with long, wavy, brown hair. She is wearing a flowy, white blouse and smiles at camera as she leans against wooden building. Photo is colorfully framed with gold and orange rays of seeming sunshine on top half, and with solid sage green color on bottom half. Text reads "Beyond Awareness: Disability Awareness That Matters, Diana Pastora Carson, M.Ed."

A conversation about Chapter 5: What is Universal Design for Learning in Mathematics (UDL Math)? from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠ Music provided by Purple Planet

Greetings and Welcome to another Potentially Useful episode of the TCAPSLoop Podcast. I'm so pumped for this episode as we are joined by Melissa Sanjeh and Bryan Dean of cast.org. They are here to de-mystify UDL and get you on board to implement their amazing resources into your practice, in the classroom, or district-wide. This is a must listen for any educator invested in the education of ALL students.    Moment of Zen: “No one is useless in this world who lightens the burdens of another.” ― Charles Dickens   The Rundown: Key Goals of the Podcast: Visibility for cast.org and what it can offer educators/schools Increase depth of understanding around accessibility/UDL   Audience for the Podcast: K-12 educators Administrators   Questions/Topics What is cast.org? What are the goals of your organization?  Why is accessibility important and necessary? What are some common accessibility barriers educators might be overlooking? How does UDL fit in? How can UDL benefit ALL learners? Connection between your work at cast.org and the NETP What advice would you give educators who are just starting to explore UDL, accessibility, and cast.org? Looking towards the future, what are your predictions for the role of accessibility and UDL in education? From a district leadership perspective, how do we make this into just something that we DO in our district/school?   Additional Questions: Can you share some success stories or personal anecdotes about accessibility and UDL in action? Can you share a Tech Tool for our listeners? What will help them learn more about the topic or what will help them be more accessible? Tech Tool of the Week Cast.org    Please rate and review the podcast on your app of choice and leave us a comment on LinkedIn, Twitter, Facebook, or Instagram Thank you so much for listening and inspiring!   Hosts: Danelle Brostrom, Larry Burden Special Guests: Melissa Sanjeh, Bryan Dean Um and Ramble Editing: Larry Burden   Cover art created with help from Adobe Firefly.

Dr Christopher Bronke, from Novak Education in the US, discusses Universal Design for Learning; its core principles and practices, how it can be effectively implemented and how the model benefits all learners.Link: Novak EducationKolber's Corner – Steven Kolber shares the Literature Circle reading strategy.Link: StevenKolber.comAustralian Edu Podcasts – Matthew Green talks about his podcast The Art of Teaching, and his experiences of producing and maintaining a pocast.Link: The Art of Teaching PodcastTimecodes:0:00 – Opening Credits1:31 – Intro7:13 – Kolber's Corner16:47 – Interview – Matthew Green37:46 – Feature Introduction40:35 – Interview – Chris Bronke1:31:29 – Patron Shout-OutsSupport TER Podcast at Patreon.com/TERPodcastTER Podcast on TwitterFollow TER Podcast on Facebook

Dr Christopher Bronke, from Novak Education in the US, discusses Universal Design for Learning; its core principles and practices, how it can be effectively implemented and how the model benefits all learners.Link: Novak EducationKolber's Corner – Steven Kolber shares the Literature Circle reading strategy.Link: StevenKolber.comAustralian Edu Podcasts – Matthew Green talks about his podcast The Art of Teaching, and his experiences of producing and maintaining a pocast.Link: The Art of Teaching PodcastTimecodes:0:00 – Opening Credits1:31 – Intro7:13 – Kolber's Corner16:47 – Interview – Matthew Green37:46 – Feature Introduction40:35 – Interview – Chris Bronke1:31:29 – Patron Shout-OutsSupport TER Podcast at Patreon.com/TERPodcastTER Podcast on TwitterFollow TER Podcast on Facebook

Join us for an enlightening conversation on the Aspire to Lead podcast with special guest Katie Novak as we delve into the transformative power of Universal Design for Learning (UDL). Discover why UDL is essential in education and how educators can seamlessly integrate its principles into their teaching practices to benefit students of all learning abilities. We also explore the shift towards a student-led environment, exploring its benefits and strategies for implementation. Additionally, we tackle the challenge of minimizing distractions inherent in technology and discuss practical approaches for teaching students to navigate digital tools effectively. Don't miss this insightful episode packed with valuable insights and actionable strategies for educators. Plus, learn more about Katie's innovative projects like "Shift Writing Into The Classroom with UDL and Blended Learning" in collaboration with Catlin R. Tucker. About Katie Novak Katie Novak, Ed.D. is an internationally renowned education consultant, a graduate instructor at the University of Pennsylvania, and the best-selling author of 14 books on inclusive practices, with over 250K books sold worldwide. Katie designs and presents workshops both nationally and internationally focusing on the implementation of Universal Design for Learning (UDL), multi-tiered systems of support (MTSS), inclusive practices, and universally designed leadership. Follow Katie Novak Website: www.novakeducation.com  Twitter (X): https://twitter.com/katienovakudl Instagram: https://www.instagram.com/novak_education/  Facebook: https://www.facebook.com/NovakEducation/  Linkedin: https://www.linkedin.com/in/katienovakudl/   YouTube: https://www.youtube.com/@NovakEducation  – Are you a superfan of the Aspire podcast? Well, now you can show off your support with the new Aspire swag, featuring tee shirts, hoodies and a variety of drinkware. You can find all your Aspire Swag at www.teachbetter.com/swag Use Discount Code: ASPIRE for 25% OFF Tee-Shirts, Hoodies, and Drinkware: ASPIRE: The Leadership Development Podcast Supporting the Podcast! Have you ever thought about supporting the Aspire to Lead podcast? For just $5 a month, you can help me continue to create and produce valuable content for aspiring leaders in...

On this episode, Emily Kircher-Morris talks with Jeff Horwitz about the concept of Universal Design for Learning (UDL) and its application in education. UDL focuses on creating learning environments and experiences that are accessible and beneficial for all students, regardless of their learning styles or abilities. How can UDL be implemented in both classroom and home settings? What are some common barriers to implementing UDL, and what are some strategies to overcome them? What's the role of technology in supporting UDL practices? It's a deep dive into UDL, on episode 215. TAKEAWAYS Universal Design for Learning (UDL) aims to create inclusive learning environments that meet the needs of all students. UDL can be implemented in both classroom and home settings, promoting autonomy and agency in student learning. Barriers to implementing UDL include resistance to change, lack of time, and perceived lack of training. Small changes and incremental adjustments can make a significant impact in implementing UDL. UDL fosters collaboration and empathy among students, promoting diverse perspectives and strengths. Technology can be a powerful tool in supporting UDL practices, providing options for engagement, accessibility, and personalization. Parents can advocate for their children by sharing their insights and experiences with educators, and by collaborating to create a supportive learning environment. Teachers should approach UDL with a growth mindset, recognizing that success is measured by meeting the needs of all learners. To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions. Join the Neurodiversity Podcast Advocacy & Support Group on Facebook! Jeff Horwitz is a 20-year educator and has been an administrator at independent schools in St. Louis since 2013. Prior to becoming an administrator, Jeff taught kindergarten through third grade in public and private schools. Jeff is passionate about providing students with opportunities for learning that will prepare them for the increasingly automated world we live in through collaborating with teachers, and using student-centered techniques. Jeff is an advocate for project-based learning and Universal Design for Learning (UDL). When Jeff isn't immersed in schools, he's spending time with his two kids, cooking, golfing and playing music with friends. BACKGROUND READING Twitter/X LinkedIn Novak Education

Greetings and Welcome to another "Potentially Useful" episode of the TCAPSLoop Podcast. We are excited to be joined by Amber Wade, Wayne RESA's Assistive Technology Consultant to follow up on our NETP conversations concerning Universal Design for Learning (UDL) and Accessibility and provide some potentially useful tips for educators attempting to implement UDL in their practice. Moment of Zen: “Let's stop ‘tolerating' or ‘accepting' difference, as if we're so much better for not being different in the first place. Instead, let's celebrate difference, because in this world it takes a lot of guts to be different.”― Kate Bornstein   The Rundown: Key Goals of the Podcast: Increase understanding of UDL Increase depth of understanding around accessibility Offer practical tips for educators regarding UDL/Accessibility   Audience for the Podcast: K-12 educators Administrators   General Accessibility Questions: For educators unfamiliar with accessibility, what's the simplest way to explain its importance in education? What are some common accessibility barriers educators might be overlooking? Are there free or low-cost resources educators can use to make their classrooms more accessible?   Universal Design for Learning (UDL) Questions: Can you explain the core principles of UDL in a way that educators can easily understand? How can UDL benefit all learners, not just those with disabilities? What practical strategies can educators use to implement UDL in their classrooms? How can UDL be used to promote a more inclusive and equitable learning environment?   Implementation and Challenge Questions: What are some of the biggest challenges educators face when implementing UDL? What advice would you give educators who are just starting to explore UDL? Looking towards the future, what are your predictions for the role of accessibility and UDL in education?   Tech Tool of the Week Alt+Shift: Every Learner Has Special Needs. Learners do not need to be “ready” to be included.  Programs need to be ready to support all learners. Digital Promise Edtech Pilot Framework: The Edtech Pilot Framework provides a step-by-step process to help education leaders and technology developers run successful educational technology (edtech) pilots.   Rate, Review and Subscribe to the podcast on Apple podcasts, Google Podcasts, Spotify, Pocketcast, Podbean, Castbox, Overcast, Bullhorn, or wherever else you get your ear candy.  Thanks for listening and inspiring!   Please rate and review the podcast on your app of choice and leave us a comment on LinkedIn, Twitter, Facebook, or Instagram Thank you so much for listening and inspiring!   Hosts: Danelle Brostrom, Larry Burden Special Guest: Amber Wade Um and Ramble Editing: Larry Burden   Cover art created with help from Adobe Firefly.

LUDIA AI is a free tool that helps educators cultivate a Universal Design for Learning (UDL) mindset by leveraging AI. The conversation explores the fear and misconceptions around AI in education and how LUDIA AI actually emphasizes relationships and centers humanity. LUDIA AI is designed to support teachers' time and thinking, providing ideas and options to adapt instruction efficiently. Educators can use LUDIA AI to plan and model UDL best practices, considering barriers and opportunities. Tips are provided for getting the most out of LUDIA AI, including being specific in prompts and engaging in a back-and-forth conversation. Anecdotes and feedback from educators highlight the varied uses and benefits of LUDIA AI. The conversation also discusses the importance of involving parents and caretakers in using AI tools like LUDIA AI to support homeschool partnerships and expand AI use beyond the classroom. The 4Ts model (Tell, Tinker, Tweak, Transfer) is introduced as a process for using LUDIA AI effectively. AI is seen as a tool for metacognition and decision-making, enhancing critical thinking and creativity. Listeners are encouraged to experiment with LUDIA AI and explore its potential in their educational contexts. Ready to learn more? https://www.smore.com/vcpmk https://bit.ly/LUDIA_Bookshelf Ready to connect with Beth and Jeremie? https://www.linkedin.com/in/bstarklifelonglearner https://www.jeremierostan.com/ Chapters 00:00 Introduction to LUDIA AI and UDL Mindset 01:15 Addressing Fear and Misconceptions about AI in Education 02:25 LUDIA AI as a Tool to Support Teachers' Time and Thinking 03:39 Using LUDIA AI to Plan and Model UDL Best Practices 06:01 Tips for Getting the Most Out of LUDIA AI 08:50 Anecdotes and Feedback from Educators Using LUDIA AI 11:48 Involving Parents and Caretakers in Using LUDIA AI 14:18 Expanding the Use of AI Beyond the Classroom 16:53 Using LUDIA AI for Homeschool Partnerships 18:13 The 4Ts Model for Using LUDIA AI Effectively 20:55 AI as a Tool for Metacognition and Decision-Making 23:45 Experimenting with LUDIA AI: One Thing to Try 24:24 Closing Remarks and Future of LUDIA AI Thank you to our show sponsor! https://www.moneypickle.com/shiftingschools  

Overview:  Today host Lori Boll speaks with Ceci Gomez-Galvez who was one of our SENIA virtual conference speakers this year. Ceci (she.her.ella) is a collaborator, coach and advocate who empowers educators to create equitable learning opportunities for all language learners. Born and raised in Guatemala City, Ceci grew up in a unique bilingual household nurtured by her family who valued languages equally. Inspired by her own upbringing and her extensive experience in international schools, Ceci now leads a support program for multilingual learners based on practices which ensure culturally responsive teaching and equitable access. Ceci and Lori speak about promoting language equity and translanguaging in our international schools as well as focusing on strong home-school partnerships in supporting a student's language development. It's always great learning from Ceci.  Connect ⁠Ceci's website⁠ ⁠LinkedIn⁠ Resources from today's show: ⁠Dr. Ofelia Garcia⁠ ⁠Ginny Rojas⁠ ⁠Dr. Andrea Honigsfeld⁠ ⁠Street Data⁠ Bio Ceci (she.her.ella) is a collaborator, coach and advocate who empowers educators to create equitable learning opportunities for all language learners. Born and raised in Guatemala City, Ceci grew up in a unique bilingual household nurtured by her family who valued languages equally. Inspired by her own upbringing and her extensive experience in international schools, Ceci now leads a support program for multilingual learners based on practices which ensure culturally responsive teaching and equitable access. --- Send in a voice message: https://podcasters.spotify.com/pod/show/seniapodcast/message

This week, we are chatting all about station-based learning. This instructional model is frequently used at the elementary level, so our focus for this conversation is how to implement station-based learning in the secondary 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/102**There are many different ways to set up stations - by activity, by curriculum strandCan be done over a day, several days, or even a weekCatlin Tucker - Blended Learning in Action book and Balance with Blended Learning bookStation Rotation Model:Teacher-led, small group work, individual practice, online learning, collaborative stationsDoesn't need to be physical locations in your room although this can help your students stay on task!Other ideas for stations: makerspace, research, project-based learning, design & create, virtual field trips, role playing &/or performance, feedbackFeedback station suggestions:Peer review, teacher led, self assessmentProvide sentence starters and/or frameworks to guide peer and self assessmentBehind the scenes:Lots of upfront work with a big payoffConsider approaching the topic using different modalitiesThink about those topics that students often struggle with to target for stationsHelp students learn the model by starting with low stakes stations (getting to know you activities for example)Consider interactions: teacher-student, student-student, student-contentHave clear objectives, tasks, instructionsWorks well with mastery-based learningMix up the activities you useLook at UDL framework for inspirationLogistics in the classroom:Limit the number of students per stationUse a timer and project it to keep students on taskIt's ok not to finish all tasksConsider lesson classifications from Modern Classrooms frameworkAdd in a fun station (curriculum-related board games, etc.)Tech vs no-tech - not all stations need tech!If using tech, consider all aspects - headphones, headphone splitters, chromebooks, adaptersExpect a learning curve - try, fail, learn!Support the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

In this week’s episode, I interview Dr. Katie Novak. She shares the basics of Universal Design for Learning (UDL) and how to make it work in a K-12 setting. I gained so many key insights from this interview and I hope you find it as... The post Katie Novak on How to Make Universal Design for Learning (UDL) Work in Your School appeared first on John Spencer.

This week, we are chatting about providing options for comprehension in the classroom. Using the UDL (Universal Design for Learning) framework and representation pillar, we're going to share some different strategies on how we can help students make information accessible, but also how to transform that into knowledge they can use.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/129**CAST.org - Universal Design for Learning (UDL) frameworkRepresentation pillar - Comprehension guidelineIt's all about teaching learners HOW to transform accessible information into useable knowledgeWhy Don't Student's Like School? by Daniel WillinghamCheckpoint #1: Activate or supply background knowledgeValue prior knowledgeGet to know your learners and their background knowledgeConsider using visual imagery, concept anchoring and mastery, KWL chart and other organizers, concept maps (whiteboards), pre-teaching with demos/models, analogies and metaphors, cross-curricular connectionsLearning That Transfers by Julie Stern et al. (ACT model)Checkpoint #2: Highlight patterns, critical features, big ideas, and relationshipsDifference between experts and novicesUse explicit prompts or cues to point to important materialConsider using graphic organizers, examples/non-examples (Frayer model), highlight previous skills (conceptual learning can be helpful)Checkpoint #3: Guide information processing and visualizationTransform information into useable knowledgeConsider using explicit prompts for sequential processes, organizational methods (tables), multiple entry points, "chunk" information, progressive release (Modern Classrooms and mastery-based learning), and ditch the distractions!Checkpoint #4: Maximize transfer and generalizationGeneralizing and transferring learning to new contextsStudents need multiple representations and differing levels of scaffoldingConsider using checklists, organizers, mnemonic devices (decrease cognitive load), explicit review, new ideas in familiar contextsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

Today, our guest is Nadine Welch, Associate Chair of Residential Academic Programs, Clinical Associate Professor, and Undergraduate Program Director in the Department of Communication Sciences and Disorders at Baylor University. Professor Welch researches augmentative communication and language and literacy disorders and teaches a range of courses in speech-language pathology, audiology and technology in communication and sciences and disorders. In the 2022-23 academic year, she was also a double award winner in her teaching. She simultaneously served as Active Learning Lab fellow and a Baylor teaching fellow. We are delighted to have Professor Welch on the show to discuss these fellowship experiences, supporting first generation students, and how the principles of Universal Design undergird nearly all she does.

In this episode of My EdTech Life, we are excited to welcome Jeff Horwitz, a seasoned educator and administrator with over 20 years of experience in the field. Jeff passionately advocates for high-quality education and believes in the power of technology and Universal Design for Learning (UDL) to create personalized, authentic learning experiences for all students. Join us as we discuss Jeff's journey from teaching kindergarten through third grade to becoming an administrator, his insights on using technology as a tool for creation, communication, and collaboration, and his work in developing a 21st-century curriculum and Makerspace. We'll also dive into Jeff's thoughts on the importance of empathy and collaboration in education, and how to engage parents in the learning process. Whether you're an educator, administrator, or parent, this episode is packed with valuable insights and practical tips for creating equitable, student-centered learning experiences. --- Support this podcast: https://podcasters.spotify.com/pod/show/myedtechlife/support

This week, we are talking about the use of digital portfolios in the classroom. We'll explore why you would want to use portfolios, how to assess or evaluate portfolios, and our best tips and suggestions to make portfolios a success in your 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/74**Why Use Portfolios?Fits well with ungrading or mastery-based gradingDemonstrates the learning journey by student-selected workGreat as a final performance taskWorks best as a semester or year-long projectFocus on reflection, student voice & choice, ownershipAny grade, any subjectRachel's blogging assignmentUDL - buffet of multimedia options (Katie Novak)CurriculumSelect work from each strand (ESL)Explaining misconceptions (Science) or lab notebooksRegardless, it develops thinking, metacognition, problem solving skillsUseful EdTech ToolsGoogle SitesGoogle Slides (Templates from Slides Mania)Book CreatorWakeletLMS (Brightspace portfolio tool)NotionScreencasting/Curation tools (Screencastify) - see E068 for curation ideasAudio tools (Mote, Vocaroo, Google Read&Write) - see E050 for other audio ideasTips/Strategies for ImplementationLimit the number of pieces of work to highlight (adds creative constraints)Include a list of possible reflection promptsInclude conferences/interviews at regular intervalsFocus on the process not on the productGrade it only when needed (midterm, final)Conferencing prep example - Evidence Journals from the Human Restoration ProjectSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

Universal Design for Learning, (UDL) can sometimes be misunderstood or potentially overwhelm teachers and leaders. Not if they listen to or read the work of Katie Novak. She is a teacher at heart and has rich leadership experience. She makes UDL pragmatic and accessible. This Leader Chat episode is incredible!

We know that every child deserves a quality education, but did you know where the roots started to form for universal design for learning (UDL)? This week on the podcast, I'm talking to a powerhouse in education about the power of teaching different students in different ways. Something just makes sense when you consider how very different we all are.   In this episode, Dr. Virginia (Ginny) Simmons, an advocate for UDL, shares her journey of transforming education to create inclusive classrooms that cater to the unique needs of every student. Reflecting on the limitations of traditional special education, Ginny emphasizes the importance of recognizing different "brain prints" and implementing innovative teaching methods.    UDL shifts the focus from textbooks to empowering teachers as they tailor goals and objectives to meet the individual needs of their students. By embracing multiple intelligences, incorporating personal interests, and integrating technology, educators can create engaging and inclusive learning environments that foster higher-order thinking skills. Ginny's insights inspire educators to harness the power of UDL, ensuring that every student has the opportunity to thrive and reach their full potential in the classroom. About Dr. Virginia Simmons:   Dr. Virginia Simmons makes over achievers look like lightweights. Not only is she serving learners and supporting educators fully well past when many may have retired, but she has more degrees than a room full of educators. Ginny has undergrad degrees in elementary ed, English, social studies, four master's degrees in mental disabilities, behavior disorders, learning disabilities, gifted and talented, and then a doctorate in special education and admin.   Jump in the Conversation:   [2:24] - Her accomplishments started when a principal told her to go to college [5:07] - Think in an open way; don't close the door [5:48] - Where Ginny started in special education [8:50] - Educators looked at reasons for universal design and applied it to learning [11:50] - We were creating isolated worlds [14:12] - Research started to show the way to teaching special education [15:38] - Universal Design for Learning is caring for every student in the classroom [16:46] - The textbook is just a book; the teacher is who implements the goals and objectives [18:30] - How many intelligences can you include in one lesson [19:19] - Higher-order thinking skills and technology [24:21] - Teaching prosody [29:03] - How teachers can implement universal learning in their classrooms [32:16] - Turbo Time [43:30] - Ginny's Magic Wand [44:53] - Maureen's Takeaways   Links & Resources   What is Universal Design for Learning? Visible Learning and John Hattie Gardner's Multiple Intelligences Critical Thinking and other Higher-Order Skills What is prosody? Email Maureen Maureen's TEDx: Changing My Mind to Change Our Schools The Education Evolution Facebook: Follow Education Evolution Twitter: Follow Education Evolution LinkedIn: Follow Education Evolution EdActive Collective Maureen's book: Creating Micro-Schools for Colorful Mismatched Kids Micro-school feature on Good Morning America The Micro-School Coalition Facebook: The Micro-School Coalition LEADPrep

This week, we are chatting about how to help students to make the most sense of language and symbols in the classroom. Using the UDL (Universal Design for Learning) framework and representation pillar, we are exploring ways to provide support and reduce barriers to language and symbols.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/126**CAST.org - Universal Design for Learning (UDL) frameworkRepresentation pillar - Language and Symbols guidelineAvoid single forms of representationCheckpoint #1: Clarify vocabulary and symbolsEveryday vs academic languageShorthand notationStart a class crowdsourced glossaryBeware of idiomsPre-teach vocabulary and symbolsEmbed vocabulary and symbols through hyperlinksPractice Sets in Google ClassroomCheckpoint #2: Clarify syntax & structureCombining symbols and words change contextMake it explicit!Checkpoint #3: Support decoding of text, mathematical notation, and symbolsText-to-speechNot everyone reads with fluency and comprehensionDecoding increases cognitive load, uses working memoryScaffold skills - lab reportsAudio paired with textCheckpoint #4: Promote understanding across languagesMake resources available in other languagesAllow the use of first languagesGoogle Translate - doesn't always translate 100% but is useful for key conceptsMulti-lingual glossaries - use pre-made or make one with your classMultiple modalitiesCheckpoint #5: Illustrate through multiple mediaText is not always the best - use alternatives to supportImages, simulations, video, graphs, etcVery useful for complex conceptsKey Takeaway: Don't just use text, include multiple representations to best support learnersSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

Erin, Jesse and Brandon meet with the Inglewood Elementary team to hear their journey with Universal Design for Learning and the UDL team at Montgomery County Intermediate Unit.For more information and resources, visit the MCIU Learning Network at https://Learn.MCIU.org.

This week, we are chatting about how to boost student perception using multiple modalities. Using the UDL (Universal Design for Learning) framework and representation pillar, we are exploring ways to provide options for perception 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/120**CAST.org - Universal Design for Learning (UDL) frameworkPerception = how students access information (i.e. providing multiple modalities)UDL = planning ahead for barriers vs. differentiation = reactionary to student needsRepresentation - allows for different ways that learners learn; there is not one single way that is optimal for all learners!Lots of connection to our book study - "Why Don't Students Like School?" by Daniel WillinghamPerception - adjustability (EdTech tools) and multiple modalities (see, hear, touch)Checkpoint 1: Offering ways of customizing the display of informationCheck the adjustability of your EdTech tools (videos, text, etc)YouTube - great tool for adjustability (speed, auto-generated closed captioning - all languages, volume, etc)Screencastify is also great, with easy export to YouTubeSize of text, images, graphs, etc as well as contrast (low vision, colour-blindness)Add words to go along with any colour-coding (red = must do)Fonts! Digital vs print, avoid cursive or "pretty" fonts, Poppins is greatCheckpoint 2: Offer alternatives for auditory informationClosed captions - enable in Google Slides for live presentations, use with videosIf giving oral instructions, pair it with writtenLots of text, visuals to go along with the auditoryUse emoticonsMote is a great tool for auditory comments in Google DocsRead & Write Checkpoint 3: Offer alternatives for visual informationProvide text to go along with all images, graphs etcInstructional videos - annotate along with images, CC in YouTubeAdd audio instructions in Google Slides using MoteRead & Write is also a great tool to use for text-to-speechText is a special case of visual information!Digital Toolbox:Google SlidesYouTubeRead & WriteMoteOnline Voice RecorderSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

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/)

The universal design for learning (UDL) framework is an approach based on educational research that can guide the development of flexible learning environments that are supportive of and accessible to all learners. I'm speaking with Melissa Eblen-Zayas and Kristen Burson, authors on a recent paper describing their efforts to implement UDL and promote student mental health. They specifically focus on physics course modifications that provide multiple means of engagement. Go to the full episode show notes at: www.physicsalive.com/udl   Today's conversation is with Melissa Eblen-Zayas, Professor of Physics at Carleton College, and Kristen Burson, Associate Professor of Physics at Grinnell College. They author a paper, along with Danielle McDermott, titled "Course Modifications to Promote Student Mental Health and Move toward Universal Design for Learning."  Their paper appeared in the November 2022 issue of The Physics Teacher.  You can access the paper below: Course Modifications to Promote Student Mental Health and Move toward Universal Design for Learning The CAST website provides great resources for Universal Design for Learning. CAST's mission is to transform education design and practice until learning has no limits. The UDL Guidelines UDL chart UDL checklist Other resources that were recommened: Book: Reach Everyone, Teach Everyone by Thomas J. Tobin and Kirsten T. Behling YouTube video: Shelley Moore: Transforming Inclusive Education Learn more about today's guests: Kristen Burson's faculty webpage Melissa Eblen-Zayas faculty webpage and personal website Listen to Melissa speak about how she uses metacognitive reflection exercises to address student biases in the podcast Tea for Teaching.

In this episode of the TeacherCast Podcast, Jeff welcomes ISTE Authors Luis Perez and Kendra Grant to discuss the importance of bringing in UDL, or Universal Design for Learning into your classrooms and coaching conversations. If you are a new listener to TeacherCast, we would love to hear from you.  Please visit our Contact Page and let us know how we can help you today! Dive into URL Order Your Copy on Amazon Today! In this new edition of the popular book Dive Into UDL, learn how Universal Design for Learning (UDL) supports the creation of learning environments that ensure all learners feel valued, respected and understood. UDL is a framework for designing instruction that meets the needs of every learner. This book is meant to support your professional learning, giving you options and choice in how you build your knowledge. You can wade in, take a shallow swim or dive into UDL as you develop your instructional practice and create a more inclusive learning environment that plans for variability, celebrates diversity and offers flexibility in how students learn and grow. In the process, you'll learn how to foster high achievement for all students, including those with disabilities or limited English proficiency. In this updated edition, readers will learn how to incorporate accessible learning materials and technologies into their instructional design to ensure choice for learners and help them develop into independent, motivated expert learners. This edition: Explores how UDL is key to creating an inclusive learning environment that is equitable, culturally relevant, safe and welcoming. Expands the learning to include virtual classrooms, and emphasizes how UDL is key to ensuring rich, engaging and purposeful online learning. Examines the application of UDL principles to multiple grade levels and subject areas in both in-person and online environments. Dives deeper into the authors' UDL Planning Guide guide at a variety of UDL levels of understanding (Wade in, Shallow Swim, Deep Dive). Features ideas and examples (on the companion website) from educators around the world to illustrate multiple means of engagement, representation, and action and expression. Along the way, the authors draw connections to the ISTE Standards (Educators and Students sections), helping teachers strategically use technology to not only support the three principles of UDL but support the development of independent, self-regulatory empowered learners. Follow Our Podcast And Subscribe View All Episodes Apple Podcasts Google Podcasts Stitcher Radio Follow Our Host Jeff Bradbury | @JeffBradbury TeacherCast | @TeacherCast In this Episode, we Discuss: What is the UDL framework? How do you build accessibility in UDL? How do you design for UDL? Understanding the layers of UDL What is the goal of UDL? About our...

A second look at our conversations about Season 8: Universal Design for Learning, when we read the third edition of the book "UDL Now! A teacher's guide to applying Universal Design for Learning" by Katie Novak. We'll add to our season 8 conversations and what we thought then, with what we're thinking now, plus new connections, ideas and questions. Transcripts of the episodes can be found at bit.ly/sumofitall_transcripts_s9 . Music provided by Purple Planet.

Lauren Benfield and Erin Barry share a unique UDL offering with MCIU and Loui Lord Nelson.  Learn more on the MCIU Learning Network!

We discuss a home environment that's often overlooked... college. It's a place where individuals can live, work, play, learn, and thrive so it needs UD too! Source

A DEEP DIVE INTO THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING  Thank you Texthelp for introducing us to our guest Lillian Nave from The Center for Academic Excellence at Appalachian  State University and podcast host of "Think UDL" ALL OF OUR PODCASTS ARE  ARCHIVED AT  ACE-ED.ORG. IN FACT EVERYTHING WE DO IS AT ACE-ED.ORG. CHECK IT OUT

A DEEP DIVE INTO THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING  Thank you Testhelp for introducing us to our guest Lillian Nave from The Center for Academic Excellence at Appalachian  State University and podcast host of "Think UDL" ALL OF OUR PODCASTS ARE  ARCHIVED AT  ACE-ED.ORG. IN FACT EVERYTHING WE DO IS AT ACE-ED.ORG. CHECK IT OUT

Order the Leading Equity Book Today! About Andratesha Fritzgerald Andratesha Fritzgerald is the founder and lead consultant of Building Blocks of Brilliance Educational Consulting Firm.  As an international speaker Fritzgerald exhibits an audacious perseverance that calls organizations to evolve into inclusive antiracist safe zones for all learners. With over twenty years in education, she has served as a teacher, curriculum specialist, administrator, and director.  Her award winning book Antiracism and Universal Design for Learning: Building Expressways to Success (CAST, 2020) has been a catalyst for UDL to ensure safety and radical inclusion in every learning community. Show Highlights Antiracism in UDL What happens when we hold onto control? Dealing with pushback Power and honor vs saviorism Samaria Rice Connect with Andratesha Website Twitter LinkedIn Linktree Additional Resources 3 Keys to Using UDL as a Powerful Antiracism Tool Antiracism & UDL Converge for Student Success Book Dr. Eakins Watch The Art of Advocacy Show Learn more about the Advocacy Room Free Course on Implicit Bias 20 Diversity Equity and Inclusion Activities FREE AUDIO COURSE: Race, Advocacy, and Social Justice Studies

Wentworth instructional designers Josh Luckens, Megan Hamilton Giebert, and Lucy Wolski discuss strategies to implement Universal Design for Learning (UDL) in college classrooms. UDL is a framework that seeks to improve and optimize teaching and learning for all people based on scientific insights into how humans learn best. Research shows that the ways in which people learn are as unique as their fingerprints. UDL guides the design of learning environments that reduce barriers to learning and empowers students to become expert learners in the rich diversity of ways that humans learn.Additional resources:TLC Interactive Module: Universal Design for LearningWebsite: The UDL GuidelinesWebsite: UDL in Higher EdWebsite: CAST: Until Learning Has No Limits, the nonprofit education research and development organization behind UDLBook: Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education by Thomas J. Tobin and Kirsten T. BehlingPodcast: Think UDL Podcast(September, 2022)

In episode 34, we talked to Elise Hackl-Blumstein, a former accessible music educator and current student-services coordinator in Buffalo Grove, Illinois. Elise has experience teaching preschool through eighth grade music, and also has created an accessible arts organization focused on accessibility in all arts. She is passionate about making sure all students have access to music and music education. In this interview, Elise shares how Universal Design for Learning (UDL) is a beneficial framework for teaching all music students. You can connect with Elise and learn more about her work here: Instagram: @accessibleclassrooms Website: Elise Hackl-Blumstein Resource library (with lots of freebies): Accessible Music Store TPT (with lots of freebies): Accessible-Music-Room Ebook: Sensory Symphony Ebook: Our Voices, Our Song FREE Music ConstructED lesson: Accessible Composing In the General Music Classroom SEL Portraits Book: Teaching Music With Heart Keep an eye out for upcoming texts, to be released in Fall 2022 and Fall 2023! Get a free book preview here: Pass the Baton: Empowering All Music Students For more info: Pass the Baton Free Download: 6 Questions to Pass the Baton and Empower Your Music Students

In this first of a two-part series focusing on differentiation, equity and how to ensure all learners have access to the learning, we look at the Universal Design for Learning (UDL) and its applications in the language acquisition classroom. This episode goes over the 3 main priorities of UDL and their 9 principles, using an example from the world languages classroom to show how we can apply some of these principles to ensure all of our learners have access to the learning and not just some of them. Keep in touch and share widely! Full programme notes are available on www.liamprinter.com/podcast. Follow The Motivated Classroom on Instagram @themotivatedclassroom, Twitter @motclasspodcast and Facebook @themotivatedclassroom. I'd love to know what you think, please get in touch! Join the conversation with the hashtag #MotivatedClassroom. Enjoying the podcast? Leave a review on Apple Podcasts or Facebook. Become a Patron of The Motivated Classroom podcast on patreon.com.

Welcome to "Ask the Tech Coach," a podcast for Instructional Coaches and Technology Integration Specialists. In this episode of “https://www.teachercast.net/episodes/ask-the-tech-coach/ (Ask the Tech Coach),” Jeff welcomes Instructional Coach Brenny Kummer on the podcast to discuss how Universal Design for Learning can be deployed in your school district. If you would like to be a part of future podcasts and share your thoughts, https://www.teachercast.net/podcastguestform (please contact the podcast).  We would love to have you join the show. Join the TeacherCast Tech Coaches Network! Are you a Tech Coach or looking to become one this year? Are you searching for support in your position? The https://www.teachercast.net/TCNForm (TeacherCast Tech Coaches Network), is a dynamic Professional Learning Network designed specifically for Tech Coaches and designed to provide weekly support for all Instructional Coaches. https://www.teachercast.net/TCNForm (Click Here to Join!) Question of the Week Our favorite part of recording a live podcast each week is participating in the great conversations that happen on our live chat, on social media, and in our comments section. This week's question is: What is Universal Design and how can it be used to support digital learning in the classroom? Weekly Topic Universal Design for Learning (UDL) Based upon brain research at Harvard by http://cast.org/ (org) Promotes inclusive, accessible design for ALL The learning environment is what you focus on changing, improving to champion variability and diversity by providing options to remove barriers UDL in environment design – for all learners – including adult learners Consider your learning goals Consider what barriers may exist in reaching these goals Barriers = External aspects in the learning environment that may hinder learning. Examples: Time, pace, format of training, format of training materials Variability= Internal characteristics; what makes our learners unique; we can't necessary change variability, but can celebrate it by removing barriers! Consider what options can be provided to help remove learning barriers (use the UDL guidelines as a reference) Barriers to engagement: unsure of learning goal, little personal relevance, options/choice, self-reflection/assessment UDL design solutions: Share instructional/coaching goals, provide choice in the trainings (options in training materials, modality, such as paper and online materials or self-paced vs. Guided), exit ticket reflections Barriers to representation: format of training materials, option to do guided practice UDL design solutions: Accessible design of resources (closed captions, alt tagged, images, etc.), options in training materials/resources (video, text, images), provide option for guided practice/application of content Barriers to action, expression: format of interactivity in training sessions, reflection opportunities UDL design solutions: Guided/scaffolded practice in the training, hands-on opportunities vs. Only sit and get, provide different ways for staff to interact with one another and the content in the training session (online chat boards, in person conversation, digital and online spaces) Reflect, redesign, reiterate! Links of Interest on UDL https://docs.google.com/document/d/1L0XTHFwVz7OZ1vbj5qCf3_Q4bFLrdHXhg_YyMKsCzZc/edit?usp=sharing (Coaching with UDL: Planning Sheet) https://docs.google.com/document/d/1ZFrpsmOz9bw2IVYKEhh2O4Y7m3Mr03v8AvAaBmhLjJc/edit?usp=sharing (UDL 101 HyperDoc Training) (Self-Paced Training) with examples from classrooms ISTE 22 Presentation: https://docs.google.com/presentation/d/15ZOzU4b6dCmWqq6h1sbEwlMspSQQ8bH7wyeJLHwxfyE/edit?usp=sharing (Spice Up Coaching with Educator Voice, Choice) (and UDL) About our Guest Brenny Kummer Brenny Kummer is...

How can you best help ALL of your students learn when they are all different?  They each have their own complex lives and life histories.  Listen to Kirsten Behling and Thomas Tobin talk about bringing the principles of Universal Design for Architecture to the learning environment to help manage this seemingly intractable problem.  Universal Design for Learning promises to reduce more barriers for more of your students providing opportunities for more of your students to succeed.  When adopting the principles of Universal Design for Learning (UDL), Behling and Tobin encourage faculty and staff to make one change at a time.  Plus One Thinking.  To start, use UDL principles to change just one aspect of your course or your learning environment at a time.  Don't try to overhaul the entire course at once.  The result is almost certain to be failure and frustration for you and your students.  Everyone will be unhappy, you will abandon UDL, and you will go back to your old ways reassured that everything was fine before.  Except of course that you were failing too many of your students.  Plus One Thinking reminds me of a good friend that plays the guitar.  How many guitars does he need?  Just One More!  Maybe that is the attitude to successful implementation of UDL principles.  Incremental.  Begin with just one change……….

You may have heard teachers talking about UDL, but what does Universal Design for Learning mean, and how can we implement it? Brent & Ixchell give a brief introduction to UDL and explain some tools that can help you implement it.  Want to support the show? Leave us a review right here in your podcatcher! Subscribe on Patreon  or Buy us a Coffee

Universal Design for Learning (UDL) is an invaluable framework that has great relevance in addressing the varied needs of autistic and neurodivergent learners, and supporting active engagement in learning environments. We discuss the basic concept of UDL with Emily Rubin and Lindee Morgan, experts on UDL, and its great value for developing individualized programs and for addressing social emotional as well as pre-academic and academic goals for children who may think and learn differently. We also discuss how UDL has great implications for supporting educators, therapists and families.

UDL Now! Author Katie Novak dives deep into the best practices with Universal Design For Learning, and how we can start removing barriers for all learners (kids and adults). If you've ever wanted to learn more about UDL, this episode is for you! And if you ever had a feeling that one size fits all learning doesn't work, here's how to fix it with real examples.

Educator and learning advocate Heather Clarke talks about dismantling ableism in schools, advocating for neurodivergent learners in school, and shifting toward Universal Design in mainstream education.For more info, visit: https://tiltparenting.com/session276Support the show