Author: Sam from Many Ways Education
Mind traps like sand traps are hard to get out of because they are a way of thinking that stops us from moving forward in our learning and practice. These UDL mind traps are misconceptions that teachers have about UDL and they find it hard to move into UDL practice without them being addressed. So let's have a look at 4 mind traps and address them.
When we plan using elements of a UDL lesson, formative assessment is at the forefront of designing the learning experience. But formative assessment should not just be a task that learners do during a lesson. It doesn’t just stop there. In order for formative assessment to be effective, we need to implement practices that allow us to inform our teaching, monitor learner progress towards a goal, provide feedback and offer choice for our learners.
In this post, I want to share some practical activities that could be used in phonics instruction to provide choice for learners. The intent of these examples is to be low cost and simple activities to implement quickly.
For some of us assessment means struggle and frustration. While some of us see this in others. Assessment provokes feelings of sadness and helplessness. What if assessment did not have to be like this?
UDL is not just a framework that you just do. In fact, I believe that you don't truly "do" UDL until you think and believe the UDL way. You need to have a UDL mindset.
Once we have identified the goal of the lesson, derived from the standards, we need to identify how the goal is relevant to our learners. Relevance is identified in the UDL Guidelines under the Engagement Principle. Identifying the relevance of learning improves a learner's intrinsic motivation to learn the content (CAST, 2023). When learners understand how the goal of the lesson is relevant to their lives or goals, they are more likely to be engaged in that learning.
One of the great things about UDL is that there are so many great resources for educators to learn and explore UDL. The resources below have ensured that UDL is accessible for all educators.
We can support the assessment of speaking standards two different ways depending on the type of standard. Depending on if the standard is a concept standard or a method standard, we can provide choice in the supports we provide to enable learners to achieve success or options in how they demonstrate their learning.
There are six key components of a learning goal that includes all learners. They include ensuring the goal is aligned to the standard, is clear, relevant, and meaningful to learners and is flexible in means. It also needs to challenge all learners. It may sound like a lot, but they are simple once you know what they are and how to do them. Read on for more.
There are many planning process examples out there so today I have identified the key elements of six examples that you might like to consider using when you are planning UDL lessons. Just like what we do with our students, I have provided you with a choice. To help you make a choice, I have identified the strengths of each example so you and/or your team have a clear understanding of which process might work for you in your context.
Many Ways Education 