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Puraathani Kirupaharan Z5264509
Table of Contents Universal design for Learning .......................................................................................... 3 Introduction .................................................................................................................. 3 What is UDL? Why is it important? ................................................................................ 3 Three principles of UDL .................................................................................................... 4 Representation .............................................................................................................. 4 Action and Expression .................................................................................................. 5 Engagement .................................................................................................................. 6 9 Guidelines of UDL ........................................................................................................... 7 The Four Curricular Component ...................................................................................... 8 Goal Setting .................................................................................................................. 9 Role of UDL in Goal Setting ......................................................................................... 10 Instructional Materials ................................................................................................ 11 Role of UDL in Instructional Material .......................................................................... 12 Instructional Methods ................................................................................................. 14 Role of UDL in Instructional Methods .......................................................................... 15 Assessment ................................................................................................................. 17 Role of UDL in Assessment .......................................................................................... 18 Approaching Assessment Tasks .................................................................................... 19 Additional Tips and Information .................................................................................... 21 Conclusion and Resources .............................................................................................. 24 Worksheets ....................................................................................................................... 25 References ........................................................................................................................ 27
Universal Design for Learning Introduction This information booklet serves as a resource to help high school educators, contributing valuable insights into inclusive teaching methods and successful integration of the Universal Design for Learning (UDL) framework in a high school environment. Exploring the essence of UDL, supported by research, the booklet delves into the significance of it whilst exploring its differences from the traditional teaching methods. While the emphasis is on UDL’s guidelines and its implementations in the classroom, the guide also investigates different Evidence- Based Practices (EBP) stimulating inclusive learning in mainstream classrooms whilst exploring additional strategies for inclusive learning. Throughout this booklet, teachers and educators will be able to find additional supportive resources that enhances their understanding of specific topics and providing insightful information. What is UDL? The Universal Design for Learning (UDL) framework is outlined by King-Sears (2014) as a tool to enhance teaching by accommodating for the diverse range of students. Teachers are encouraged to tailor their lessons according to the learning needs of each student and take an individualized approach to their teaching (King-Sears,2014). When teachers acknowledge the various needs and strengths, they will be able to address any challenges and drawbacks, therefore enhancing the overall learnings experience for their learners (King-Sears, 2014). There are three core pillars that makes the foundation of UDL: representation, actions and expression and engagement (King-Sears, 2014). It is important to implement these pillars as by grasping onto their essence, teachers will gain an insight into making well-informed decisions during the presentation of their instructional materials. This will ensure active participation and engagement during content delivery and classroom activities, aiding student learning (King- Sears,2014
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The Three Principles of UDL What are they? The three principals of UDL are intricately connected to the psychological networks in the brain as identified by Glass et al. (2013). These networks confine effective networks (known as engagement), recognition of networks (known as representation) and strategic networks (known as expression). Hence, it is important that teachers employ different teaching methods to engage and target all learners and develop a curriculum and lesson plan accordingly. The First Principle: Representation In the context of UDL, representation pertains how information is presented to students and how they will reflect that by deriving meaning from the teacher’s instruction (Boyson,2021). To prevent learning barriers, teachers are expected to offer diverse means of representation of instructions including the use of textbooks and audiobooks. Multiple media sources allow for students with different learning styles to grasp onto difficult concepts in an easier manner. Other ways information can be represented includes but not limited to videos, animations, worksheets, variety of diagrams, graphical images, and findings as well as glossaries and terminologies. Representation: How the learning materials are presented. Action and Expressions: The process of how learners express what they’ve learned. Engagement How well a student can stay motivated and engaged to the content and their work
The Three Principles of UDL The Second Principle: Action and Expression Action and expression play a vital role in examining how students attain their key learning objectives. Teachers must collaborate with students and employ techniques that articulate their understanding including the use of meta- strategies alongside resource management (Nave,2021). This pillar notifies teachers about how students express their learnings whether it would be in a written form or through oral tasks. Some of the options teachers can present to the students as a means of expressing themselves can be written tasks, audio/video tasks, PowerPoint or other forms of presentations and interactive quizzes. This allows students to choose the method in which they would like to present their thoughts and findings that they have learnt. Example: Utilising flexible mathematics assessments. Use the following strategies as a means tackling this UDL in the classroom: - Varied Assessment Formats: Allow choice in how students demonstrate knowledge (written, oral, project, digital). - Adaptable Problem-solving: Offer diverse problems, letting students select based on interest or skill. - Multiple Representations: Enable illustrating concepts through graphs, diagrams, or verbal explanations. This will help students display understanding of their preferred styles, boost their interest in assessments and allows for a manipulation of strengths for better comprehension.
The Three Principles of UDL The Third Principle: Engagement Engagement explores the significance of transitioning student learnings from externally motivated (extrinsic) approach to an internally motivated one (intrinsic) as well as strategies being implements to sustain motivation throughout a student’s learning journey (Dewi, and Dalimunthe,2019). The shift between extrinsic to intrinsic motivation is crucial as it increases engagement amongst students while enhancing their performance to a new and improved level (Lemos, and Verissimo, 2014). There are factors that should be considered when it comes to the impacts of engagement. Students who lack engagement can be driven by shyness, anxious thoughts and behaviour, peer pressure and lack of motivation for education. To magnify and expand the level of engagement in the classroom, teachers can provide multiple modes of delivery such as group tasks, allowing for reflection time and providing supporting findings and studies. Example: How to increase engagement in a Mathematics – high school Incorporate game-inspired elements into math classes to heighten student involvement. This involves using playful math challenges or educational games in the curriculum. Employ Interactive Math Games: Integrate games or apps reinforcing concepts and making learning fun. Competitive Challenges: Create math-based competitions or collaborative problem-solving tasks. Real-world Scenarios: Connect math concepts with practical situations to illustrate their relevance. Benefits: Boosted Motivation: Gamification sparks enthusiasm for learning math. Enhanced Engagement: Interactive activities increase participation during math sessions. Versatility: Games suit diverse learning styles for grasping mathematical concepts. Applied Learning: Linking math to real-life situations underscores its relevance. This UDL approach in high school math leverages gamification, improving math enjoyment, engagement, and understanding among students.
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The 9 Guidelines of UDL Recruiting Interest: Reducing obstacles or interruptions to learning. Create activities that resonate with students' cultures, connect to their lives, and suit all racial, cultural, and gender backgrounds. Sustaining Effort and Persistence: Promote peer collaboration for community-building. Encourage learners to divide long-term goals into smaller objectives to boost morale. Stress the significance of process, effort, and feedback. Self-Regulation: Instruct students in self-regulation methods, including handling frustration and building coping strategies. Create prompts, reminders, and cues to regulate emotional reactions. Perception: Conveying important information to all students using diverse formats. This involves incorporating technology and assistive tools to present information visually, audibly or in structured steps. Language and Symbols (mathematical expressions): Illustrate and use multimedia to clarify symbols, vocabulary, structure, and syntax. Support the comprehension and interpretation of mathematical terms and symbols, Comprehension: Assist students in dissecting information for smoother comprehension. Trigger prior knowledge through discussions and reflections whilst recognising key concepts, recurring patterns, and connections. Physical Action: Inclusive practices are intended to be seamless and effective, requiring minimal effort. Achieving this involves breaking activities into smaller parts, offering frequent breaks, and providing extra support when necessary. Expression and Communication: Enable various expression methods like speech, text, film, and drawing. Support the use of tools such as spell checkers, calculators, and other aids to help students in generating their responses . Executive functions: Collaborate with students to establish precise learning objectives and devise strategies for attaining them. Employ diverse reflection exercises to promote self-monitoring of progress.
UDL – The 4 Curricular Component Although the UDL framework offers a very strong theoretical foundation, it’s important to understand how this framework can be implemented effectively in the classroom and how its principles operate within that setting. To achieve this, teachers can break down the curriculum into four components – goals, instructional materials, instructional methods, and assessment/evaluation, that allow for a deeper understanding of the application of UDL principles. Goals Instructional materials Instructional methods Assessment
UDL – The 4 Curricular Component Component 1: Goal Setting Teachers can collaborate with students to identify their goals or set goals if they have not already been established. Goals allow for students to identify what they are expected to achieve during the lesson, by the end of the week, by the end of term or by the end of the year. This can be accomplished through a formatted assessment task, evaluation or reflection activities that allow students to recognise where they are at, where they would like to be and understand how they can get there. It is important that teachers can associate what type of goals the students have set, including long-term goals, short term goals, intellectual goals, performance goals – increasing problem solving skills, understanding, and integrating content and behavioural goals. One of the greatest methods that enhances the outcomes of students is creating goals through SMART goals (Lawlor,2012). Example: SMART GOALS – Trigonometry for Year 10 students Specific: Enhance comprehension of trigonometry by mastering sine, cosine, and tangent concepts in 6 weeks Measurable: Finish all the designated trigonometry exercises and attain an average score of 85% or higher on quizzes. Achievable: Devote 30 minutes daily to tackle trigonometry problems and clarify complex concepts. Relevant: Improve trigonometry skills for upcoming assessment and future advanced math topics. Time-based: Achieve this goal within 6 weeks whilst monitoring the progress weekly.
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UDL – The 4 Curricular Component What role does UDL framework play in creating goals? Engagement To allow for self-reflection and evaluation of their progress, it is empirical to engage and involve students when setting goals. This will drive their intrinsic motivation throughout their learning journey in the classroom. When intrinsic motivation increases, and when they can reflect on their learning process, they tend to show progress and perform to a higher standard whilst showcasing a positive attitude towards schooling (Froiland & Worrell, 2016). Although teachers play a vital role in shaping a student’s approach to schooling and helping to create achievable goals, when students are involved in their goal setting, it was result for a higher engagement in the classroom. Setting SMART goals enhances enthusiasm as these goals can be tailored to the students’ personal thoughts and desires. Teachers can provide self-reflection activities that allow students to measure and answer questions concerning their SMART goals. This will help students interpret the content taught and how they received it, identifying whether it was helpful for them and whether it allowed them to achieve their goals. Representation When students are attempting to achieve their goals, it’s important that students understand what their goals are and have them in a written format whilst the teacher verbally explains the goals in detail. It should be noted that the goals themselves shouldn’t be a barrier to achieving them. For example, a student who may be visually impaired should not be continuously asked to complete visual tasks or watch videos throughout their education.
UDL – The 4 Curricular Component Action and Expression This component allows students to act and express their results in a mode of their choice. It will allow them to adapt to and make any changes necessary to achieve their goal. Component 2: Instructional materials Instructional materials are teaching resources surround the tools used to convey information and guidance to students, ranging from conventional methods like books, articles, magazines to comprehensive digital lessons using different technologies. In the realm of UDL, it’s crucial that these materials can offer diversity to accommodate the requirements of various students, thereby ensuring to reduce educational obstacles and barriers along the way (Courey et al., 2013). Tips: teachers to implement personalised learning contracts in Maths. Students set their math learning goals and plan their strategies accordingly. - Students outline their aims and targets in Maths. - Encouraged to craft action plans to achieve goals. - Establish a structure for progress monitoring.
UDL – The 4 Curricular Component What role does UDL framework play for instructional materials? Engagement While crafting and employing numerous teaching resources for students, it’s important to ensure their relevance, The content should successfully align with the students’ learning objectives and be culturally responsive to boost engagement (Corser et al., 2022). Achieving this involves integrating students’ interests and cultural elements into the classroom materials that allow for an environment that students can engage in. By having materials that cater the students’ learning goals, students can identify how they can help achieve their goals through the given material and be engaged in ensuring that the task at hand is completed to their best. Tips: Teachers should consider the following when your creating instructional materials: - Is this engaging to all students? - Can these materials be flexible and subject to change? - Are any of my students going to be disadvantaged or will be unable to interpret these materials? Example: Instructional material – using graphing calculators: Year 10 Mathematics Graphing calculators, whether handheld or software applications, facilitate graphing, data analysis, and complex calculations with features like graphs, statistics, and programmability. They aid in visualizing functions, analysing data, solving equations, and introducing programming. Extension activities involve analysing real-world data, exploring advanced functions, and using calculator-based labs for experiments. They serve as a versatile tool supporting visual learning, problem-solving, and practical math application in diverse fields.
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UDL – The 4 Curricular Component Representation Fundamentally, the representation aspect of UDL within the instructional materials strives to ensure content accessibility, comprehension, and engagement for all learners. This is achieved by providing varied formats, catering to different learning preferences and needs and nurturing an inclusive learning atmosphere. The representation aspects tie well with action and expression in offering a variety of learning materials. For example, students can be asked to use digital tools as well as traditional methods including textbooks. Moreover, by using online textbooks, digital tools, online quizzes and lectures, students with additional requirements can benefit from it, facilitating their learning (Rao et al., 2021). Online technologies orchestrate their textbooks and teaching material in a way that all students can learn through. For instance, students will be able to use tools such as text-to-speech, zoom in and out of content, adjust font sizes and even adjust the brightness and setting of the computer to suit themselves. Not only does this allow students to have an interactive learning experience but also tackles their barriers to learning. Action and Expression This component in instructional materials in essence has the objective to empower students through a variety of accessible methods that allow them to showcase their understanding and knowledge of the given topic. In Australia, roughly 3.6 million individuals experience varying degrees of hearing impairment. Among them, over 1.3 million live with hearing conditions that were potentially preventable. Additionally, more than one in three Australians suffer from ear damage related to noise exposure (Australian Government, 2023). Further to this, Vision Australia also approximates that there are around 453,000 individuals in Australia living with blindness or experiencing low vision (Vision, Australia 2023). When visually impaired or hearing-impaired students are found in your classroom it is empirical that teachers understand learning difficulties within these students and learn the barriers relating to this. Hence, materials in the classroom must be provided to accommodate these students to ensure that they are not disadvantaged from the rest of the students.
UDL – The 4 Curricular Component Component 3: Instructional methods Teaching approaches confine the methods used to explore skills and knowledge to students. Each student has their unique preferences for learning and specific educational requirement that needs be accounted for by the teachers when providing instructions. The strategies employed by the teacher should effectively accommodate these diverse needs of students’ needs within the classroom. When devising instructional methods, teachers should thoughtfully assess and consider the class’s capabilities, refer to set databases, and integrate evidence-based practices prior to implementing any instruction. This approach enhances the likelihood of designing instruction that promptly meets the needs of the students. Employing evidence-based practice for instructional methods Evidence-based practice is proven to improve students with special needs and who have any learning disabilities that includes but not limited to physical and intellectual challenges as well as dyslexia, ADHD and more (Gable et al.,2012). Some useful evidence-based practices are video modelling, peer mediated instruction and intervention as well as self-management. Tip: REMEMBER! Students have varying abilities, strengths, and weaknesses. Ensure to differentiate your worksheets accordingly. Create different forms of activities to engage students.
UDL – The 4 Curricular Component What role does UDL framework play for instructional methods? Engagement To increase engagement, teachers should cater their instruction to always include students’ interests and ensure that their choices are also accounted in the lesson. This can be done by establishing that the students all have a specific instruction method that works well with their form of learning needs and is individualised to their interests and choices. This will encourage students to be more proactive and engage themselves during instructions in the lessons. Example: Instructional Method – Flipped Classroom – Mathematics for high school students Flipped classrooms shift learning by assigning home study for instructional content, dedicating in- class time to active engagement. Instructional Approach: • Home-based videos introduce new math concepts. • Class activities focus on group discussions and problem-solving. • Teacher guidance offers personalized support. • Emphasizes collaborative problem-solving among peers. Benefits: • Encourages active participation in class. • Allows self-paced learning beyond class. • Provides personalized teacher assistance. • Fosters peer collaboration and learning. Flipped classrooms foster interactive and collaborative high school math learning, enhancing understanding and practical application.
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UDL – The 4 Curricular Component Representation When representing the teachers’ instructions, it’s crucial that teachers consider the different learning needs of students. Delivery of the instruction is important, and teachers should practice differentiated methods to ensure every student in the classroom understands what is expected of them. For example, teachers can write the instructions on the board, followed by verbal instructions and demonstrating how these instructions should be followed at the end. For instance, for a Mathematical problem concerning addition of two-digit numbers, teachers can write on the board about how this problem should be tackled, outlining step by step instructions. Following this, the teacher can point and give verbal instruction about the problem. Finally, using these instructions the teacher can employ a different problem with the same concept and physically show the students how to follow the instructions to solve the given problem. Allowing students to explore multiple modes of instruction delivery will eliminate any barriers a student is facing in the classroom. Students can grasp onto the instructional method that best suits their learning style. Action and Expression In the classroom, the teacher has the responsibility to guide the students on how to achieve the learning objectives by providing resources, imparting skills, and setting expectations. Yet, for every learning goal, multiple pathways exist and it’s crucial to emphasise that nearly all for these routes entail educational obstacles that need to be addressed. Teachers will need to advise students on what actions can be taken through a series of instructions and how these actions will help achieve their goals. Finally, students can be provided an opportunity to express how they have progressed within their goal through a self-reflection journey.
UDL – The 4 Curricular Component Component 4: Assessment. Assessment refers to a structured method that’s incorporated as part of education for measuring and analysing different dimensions of learning including knowledge, skills, capabilities, or performance. It involves collecting information to assess the comprehension, advancement or accomplishment of individuals or groups in specific subjects, topics, or activities. These evaluations cover a wide range of formats such as tests, projects, physical observation, presentations, portfolios, and discussions. Their purpose extends to offering feedback, shaping teaching, approaches, assessing competency and influencing future learning methods. Specifically, to tie in with the relevance of this booklet, the assessment will help teachers gain an understanding of whether the students were able to successfully meet their requirements and set goals. There are two types of assessment types: Formative assessment and Summative assessment. Formative assessment: Assessment conducted throughout the learning process and is intended to offer continuous feedback and progress updates. This will incorporate guiding instructional methods during the process while pinpointing areas for improvement for students. The primary goal of this is for teachers to recognise the level the student is currently at and allow for them to be provided with an opportunity to take in feedback for improvement (Lau,2016). Summative assessment: These assessments are usually carried out at the conclusion of a learning period to determine whether the teacher’s expectations have been fulfilled. This will indicate the teacher of the student’s proficiency in a specific subject for a specific topic overall (Lau,2016).
UDL – The 4 Curricular Component What role does UDL framework play in Assessments? Engagement For the engagement component, students will be able to engage with the content if they are made aware of the assessment task that will follow the content. When teachers establish that there are different ways of being assessed, the student engagement will increase, allowing for them to focus on the area that may be a strength to them. Representation To ensure the needs of special requirements of students are met, all assessment tasks should meet the standards of it and be arranged to cater for those students. For example, when undertaking the High School Certificate (HSC), regular breaks can be provided, oral interpreters can be requested as well as sign interpreters can be provided whilst readers and writers for the visually impaired can also be provided (NESA,2023). These are adjustments and criteria that teachers should consider when constructing assessments in the classroom as well. This will allow each student to tackle the assessment without disadvantages due to any impairment. Action and Expression For this UDL, to the extent that is possible, teachers should give students the freedom and opportunity to explore and express their understanding in different modes. For example, if students are told to do research on a specific topic, they should be given instructions and the freedom to be able to choose their mode of delivery. This can be through a PowerPoint, speech, writing a song, presentation, or information report. This allows the student to choose the method that suits their learning style and be able to present their findings in a way they find viable.
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Approaching Assessment Tasks Did you know? Although all forms of assessments are assessments, there are certainly limitations to some types. Assessments with Limitations - Essays: How do you measure whether the student memorized and wrote the essay or whether they had actual understanding? - Closed ended questions: Can’t these all be answered by guessing? o True or False o Yes, or no? o Multiple choice questions - Short answer questions: Some of them can be general knowledge based and won’t test a student’s full capability and understanding. - Written assignments and take-home tasks: What if someone else writes it for the student? - Time pressured assessments: Some students may know the answers and can do well but when the time component comes in, they may start to feel nervous and won’t be able to perform to their best. Instead, try this… - Include a variety of assessment materials: When it comes to mathematics, instead of giving them problem solving questions straight away, try and break up the lessons. Minimum content, some easy problems, gradually increasing the difficulty of numerical problems and finally worded problems. - Integrate formative assessments as part of the everyday learning environment: competitions for Kahoot, entry and exit tickets and importantly peer discussions. - Practice exams during the class before the final exam: Allows students to practice with time. - Provide plenty of resources that will help support their learning.
UD oaching Assessment Tasks Here are some tips that can be found on CAST (professional learning) • Assessment should be aligned to the students’ learning objectives. • Evaluate engagement in the classroom and not just their content knowledge. • Encourage the students to remove unnecessary barriers in assessments. Teachers should also remove these barriers when necessary. • Review grading rubrics to ensure students can grasp onto their assessment expectations. • Analyse assessment data with students and track their progress towards their personalised learning goals. • Reflect on the assessment data to enhance future learning strategies whilst providing sufficient feedback to the students to help improve.
Additional Tips and Information Holistic Rubric Analytic Rubric
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Additional Tips and Information Here are some inclusive teaching strategies. Approaching students with learning disabilities. Tip: Keep in mind that while students with special requirements may require additional time to process information and respond, they possess equal capabilities to students in general education. How would a teacher know if a student is experiencing intellectual disability? (Picard, 2015) • Slower progress compared to their peers. • Challenges in comprehension/auditory/visual perception • Withdrawn from social interactions of any kind. • Trouble with memory related activities and crucial thinking • Shortened focus span. Did you know all the different types of disabilities? • Impairments in hearing and vision • Difficulties in learning – learning disabilities • Intellectual challenges • Communication disorders • Psychological disabilities: Mental health related concerns • Autism • Physical impairments Here are some strategies that can be implemented in the classroom to aid learning disabilities (Mitchell,2014). • Clearly outline assessment objectives, instructions, and grading criteria • Use accessible instructional formats like highlighting, coloured text, varying fonts, sizes, and visual aids. • Encourage peer learning within the classroom. • Implement structured, well-paced and impactful direct teaching. • Foster an inclusive and secure classroom environment. • Engage students to connect to and remember their pre- existing knowledge. • Offer alternatives and options for leaners that best suits their liking.
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Additional Tips and Information Here are some inclusive teaching strategies. Approaching students who are gifted and talented. Tip: Don’t expect that they will always have all the answers. There will always be areas that these students will need improvement in and may require additional help. What teachers need to remember. • It is okay to set high expectations, so they can reach their full potential, but do not set unrealistic goals. • Gifted and talented students might like the idea of competing with one another and therefore competitions in the classroom are encouraged as long as they remain healthy. • Teaches need to ensure that the lessons plans and activities are catered to each of the students, and it should be student-centered. What it means to be as part of gifted and talented (Jolly & Jarvis, 2018). • Students who may be in the same class, grade, and age group but they ’ re able to outperform their classmates. • These students are self-driven, highly motivated and show great interest in different subject areas, • These students can be found in the top 10% of the cohort when comparing their abilities. Strategies teachers can employ to enhance engagement for gifted and talented students (Jolly and Jarvis, 2018) • Encourage collaboration among one another, fostering enrichment opportunities beyond mentoring roles. • Empower them to define their learning goals and enhance their investments in their learning process. • Identify their interests through surveys and discussions – ensure to craft lessons that cater for their individual preferences. • Provide advanced questions and tasks for quick completers, offering challenges beyond their initial assignment. • Offer them a range of assessment choices, granting students empowerment and avoiding limitations to lower standards. • Integrate additional technology and aim to challenge their capabilities. • Offer diverse activities and worksheets tailored to individual needs through differentiation.
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Conclusion and Resources Conclusion This booklet emphasises the extensive diversity among high school learners. By integrating Universal Design for Learning (UDL) and Evidence-Based Practices (EBPs) in these varied classrooms, you can ensure equal opportunities for every student to attain academic success. This is achieved by eliminating barriers, providing access to assistive resources, and addressing individual needs. Educators should comprehend the significance of UDL and adeptly incorporate it into their regular classroom routines, embracing goal setting, instructional materials, methods, and assessment. Additionally, teachers should acquaint themselves with EBPs tailored to benefit specific students facing challenges in areas like social and behavioural skills. The adoption of the UDL framework and EBPs enhances engagement and overall academic achievement, yielding optimal outcomes. • Resource: Helps students who have Autism – teachers can use these resources when employing peer-mediated instruction and intervention Peer-Mediated Instruction and Academic Outcomes for Students with Autism Spectrum Disorders: A Comparison of Quality Indicators: Mentoring & Tutoring: Partnership in Learning: Vol 28, No 5 (tandfonline.com) • Resource: Teachers can use video modelling to enhance the learning of students – through this resource, teachers can get a better insight into different video modelling. files.eric.ed.gov/fulltext/EJ1264341.pdf • Resource: IRIS center – a very useful resource that outlines further information about UDL and its challenges. IRIS | Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students (vanderbilt.edu) • Resource: YouTube videos – teachers can access these videos and it will act as a summary of all the information provided in this booklet. Universal Design for Learning: UDL - YouTube • Resource: YouTube videos – teachers can watch this video, understanding and seeing UDL in action in and amongst students in the classroom. Seeing UDL in Action in the Classroom - YouTube
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Worksheets This is an integrated worksheet for high school students who are tackling trigonometry. This worksheet was personally created by me for a group of students.
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Worksheets Smart Goals Worksheet Teachers follow the below worksheet to help student set their goals through SMART goals.
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References CAST. (2018). Universal Design for Learning Guidelines . CAST. https://udlguidelines.cast.org/ HSC disability provisions guide for teachers and parents | NSW Education Standards . (2022). Nsw.edu.au. https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability- provisions/hsc-disability-provisions-guide-for-teachers-and-parents Indigenous participation in tourism | gbrmpa . (2019). Gbrmpa.gov.au. https://www2.gbrmpa.gov.au/our-work/managing-activities-and-use/tourism/indigenous- participation-tourism Boysen, G. A. (2021). Lessons (not) learned: The troubling similarities between learning styles and universal design for learning. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000280 Dewi, S. S., Dalimunthe, H. A., & Faadhil. (2019). The Effectiveness of Universal Design for Learning. Journal of Social Science Studies , 6 (1), 112–123. https://econpapers.repec.org/article/mthjsss88/v_3a6_3ay_3a2019_3ai_3a1_3ap_3a112- 123.htm Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers. Education And Treatment Of Children , 35 (4), 499-520. Gable, R., Tonelson, S., Sheth, M., Wilson, C., & Park, K. (2012). Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Glass, D., Meyer, A., & Rose, D. H. (2013). Universal design for learning and the arts. Harvard Educational Review, 83(1), 98-119, 266, 270, 272.
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Health. (2021, October 27). About ear health . Australian Government Department of Health and Aged Care. https://www.health.gov.au/topics/ear-health/about#:~:text=In%20Australia%3A How do you know if you have low vision? | Vision Australia. Blindness and low vision services . (n.d.). Www.visionaustralia.org. https://www.visionaustralia.org/services/eye-conditions/low- vision#:~:text=to%20further%20specialists.- IRIS Center. (n.d.). IRIS | Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students . Iris.peabody.vanderbilt.edu. Retrieved from https://iris.peabody.vanderbilt.edu/module/udl/#content . Jolly, J., & Jarvis, J. (2018). Exploring Gifted Education: Australian and New Zealand Perspectives . Routledge. King-Sears, P. (2014). Introduction to Learning Disability Quarterly Special Series on Universal Design for Learning. Learning Disability Quarterly , 37 (2), 68-70. https://doi.org/10.1177/0731948714528337 Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education , 35 (6), 1–40. https://doi.org/10.1080/02671522.2019.1615116 Mitchell. (2014). What really works in special and inclusive education : using evidence-based teaching strategies (Second edition.). Routledge. Picard, D. (2015). Teaching Students with Disabilities . Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/disabilities/. Posey, A. (2022). Universal design for learning . Understood. https://www.understood.org/en/articles/understanding-universal-design-for-learning
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Ralabate, P. (2023). Universal Design for Learning: Meeting the Needs of All Students | Reading Rockets . Www.readingrockets.org. https://www.readingrockets.org/topics/assistive- technology/articles/universal-design-learning-meeting-needs-all-students Rao, A., Barkley, D., França, G. S., & Yanai, I. (2021). Exploring tissue architecture using spatial transcriptomics. Nature , 596 (7871), 211–220. https://doi.org/10.1038/s41586-021-03634-9 Stauch, T., Plavnick, J., Sankar, S., & Gallagher, A. (2018). Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction. Journal Of Applied Behavior Analysis , 51 (3), 647-666. https://doi.org/10.1002/jaba.473 Types of Rubrics: Holistic and Analytic . (n.d.). Www.queensu.ca. https://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_types_of_r ubrics.html UDL On Campus: Case-Based Learning . (n.d.). Udloncampus.cast.org. Retrieved November 24, 2023, from http://udloncampus.cast.org/page/teach_case.
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