Universal Design for Learning: Engaging Scavenger Hunt Strategies

Scavenger Hunt Norma Jara Central State University of Ohio EDU 2700-01w Spring 2024 Planning for instruction Dr. Tetreault January 28,2024

Scavenger Hunt 1.Cast is a non-profit organization that focuses on education research and development. CAST, or the Center for Applied Special Technology, aims to create inclusive and accessible learning environments through Universal Design for Learning (UDL) principles. It focuses on providing tools and strategies that empower educators to cater to diverse student needs, (About Universal Design for Learning - CAST, 2024) 2.The Universal Design Framework provides a blueprint for designing lessons that accommodate a wide range of learners. It emphasizes multiple means of engagement, representation, and expression to ensure that lessons are accessible, flexible, and effective for all students, (About Universal Design for Learning - CAST, 2024). 3.The why of learning refers to the motivation and purpose behind learning, the what involves the content or knowledge being acquired, and the how pertains to the methods and strategies used to facilitate learning. Applying these concepts to instruction means understanding students' motivations, tailoring content to their interests, and employing various teaching techniques to engage them effectively, (About Universal Design for Learning - CAST, 2024). 4.The "Circle Up" project is a comprehensive initiative that seeks to integrate academic, social, and emotional learning through the Universal Design for Learning (UDL) framework. The project's primary purpose is to create an inclusive and supportive learning environment that caters to the diverse needs of all learners, enhancing their academic achievement and overall well-being. The design integrates UDL, the Collaborative and Proactive Solutions (CPS) model, Connect intervention, and a co-design approach, (Circle up: Integrating Academic, Social &Amp; Emotional Learning - CAST, 2024

5.The Center on Inclusive Technology & Education Systems (CITES) aims to empower school districts to establish and maintain inclusive technology systems that cater to all students. The key points of (CITES) start with empowering inclusive technology systems. CITES works to create and disseminate an evidence-based framework that enables school districts to develop comprehensive and equitable technology ecosystems encompassing assistive technology (AT), educational technology (EdTech), and information technology (InfoTech), (CITES: Framing the Future of Learning With Technology - CAST, 2024). CITIES also focuses on increasing educators' understanding of inclusive pedagogy, Universal Design for Learning (UDL), and evidence-based practices. In addition, CITES supports the implementation of AT, EdTech, and InfoTech to benefit all students, including those with disabilities and their families. Lastly, the project offers learning and networking opportunities, including a community of practice, to districts and professionals interested in creating more inclusive technology ecosystems, (CITES: Framing the Future of Learning With Technology - CAST, 2024). I believe this project will work out well and is very valuable and sustainable. 6. The key questions to consider provided many questions that are important in planning lessons. Using these questions, we can allow students to regulate their own learning while also engaging all learners. It's important to design lessons that cater to diverse learning styles, preferences, and abilities. The key questions are also important when trying to sustain effort And encouragement. The reasons to consider these thoughts tie into why these questions are important when planning lessons. Considering these thoughts can assist us in fostering critical thinking and an environment of inclusivity. Moreover, lessons designed with these questions in mind are more likely to capture and sustain students' interest and motivation. In addition, clear information presentation and varied engagement strategies enhance students'

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understanding and retention of the material, (Key Questions to Consider When Planning Lessons - CAST, 2024) 7.Differentiated instruction emphasizes on tailoring instruction to individual students' readiness levels, interests, and learning profiles. UDL takes this concept further by providing a framework to design lessons that are universally accessible from the start, minimizing the need for individual adaptations, ( Differentiated Instruction and Implications for UDL Implementation - CAST, 2020). For example, a teacher could offer various formats (visual, audio, text) for content presentation, benefiting both students who prefer different learning modalities and those with specific needs.

References: Circle Up: Integrating Academic, Social & Emotional Learning - CAST. (2024, January 24). CAST https://www.cast.org/our-work/projects/circle-up-integrating-academic-social-emotional-learning -sel-udl CITES: Framing the Future of Learning with Technology - CAST. (2024, January 25). CAST. https://www.cast.org/our-work/projects/cites-developing-comprehensive-sustainable-systems-eff ective-use-technology Differentiated Instruction and Implications for UDL Implementation - CAST. (2020, September 23).CAST. https://www.cast.org/products-services/resources/2014/ncac-differentiated-instruction- udl Hall, T., Vue, G., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved [2024, January 22] from http://www.cast.org/products-services/resources/2003/ncac-differentiated-instruction-udl Key questions to consider when planning Lessons - CAST. (2024, January 25). CAST. https://www.cast.org/products-services/resources/2020/udl-guidelines- key-questions-planning-Lesson

Scavanger Hunt EDU 2700

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