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VICTORIA LINDSAY
SUMMER 2018
Goals:
Representation
Discussion: In what ways can teachers provide alternative ways to access information?
How can we work language goals for ELLs? How can we use the student’s personal
information on learning styles to help us with designing universally accessible
instruction? What resources and skills do we have as a team to share ideas?
Guiding Principals
Discussion: What did we learn last year from trying menus for assignments? How do we
create standards-based rubrics as a team to ensure rigor of assignments? What
resources do we have already in place to assist teachers in the classroom to provide
options to students?
Guiding Principals
Engagement
Discussion: How can we as educators keep ‘our finger on the pulse’ of student
interests to increase engagement? How can we give students who prefer to work
alone and have traditional routines opportunities to practice interpersonal skills?
Curriculum
Components
Goals
Goals are known to be clear,
observable, measurable, and
aligned with state standards.
The goals can be rigorous
while still adhering to UDL
principles.
Image Source: Iris, 2018
Discussion: How can we, as a
department, discuss the intent of
the goal and follow with the
multiple ways to access and
demonstrate mastery? How can
we make this process a part of
student goal setting?
Curriculum
Components
Instructional Materials
After establishing goals, we
must evaluate materials that
support UDL. Materials should
be engaging and challenging
to all students.
Image Source: Iris, 2018
Discussion: Brainstorm traditional
materials such as textbooks and
lectures, their barriers, and UDL
solutions. What resources do we
have of materials that are flexible
and more likely to engage a
variety of learners? How can we
offer a variety of materials,
including fixed materials, to give
choice to our students? How can
we use technology to benefit from
the flexibility of material (being
able to manipulate text)?
Curriculum
Components
Instructional Methods
Teachers must be flexible to teach content
and skills to reach students with different
learning styles and abilities. Instructional
methods should reflect the diversity of the
classroom.
Example: The instruction method of
summarizing information in a mini-lesson
requires a student to learn from limited
examples, independently identify key ideas,
be able to process the information they hear.
The UDL solution would be to provide multiple
examples of concepts, highlight essential
keywords, and provide supports such as
printouts highlighting key ideas to accompany
the mini-lesson.
Discussion: what other was can we bring UDL
solutions into our classrooms regarding
instructional methods? (multiple media and
formats to support mini-lessons, flexible grouping,
feedback, alternatives for students to show what
they know, rubrics).
Image Source: Iris, 2018
Curriculum Components
Assessments
By allowing student choice in
showing mastery, are we Assessments should:
giving students an unfair
advantage? No, when we
give students options in how
they show us mastery, they
learn self-direction and
having choices encourages
students to be active
learners.
Discussion: How can we
incorporate student choice in
assessments? What are some
options that reflect student
learning styles and talents? How
do we maintain rigor in
assessments while still being
flexible?
Discussion and Final Thoughts