UDL in your Classroom


UDL Virtual Tour

After reading the UDL Case Study, take a virtual tour of classroom to see every day examples of UDL Principles. To navigate through the classroom, click and drag the mouse to the left or right. Click on hotspots  and magnifying glasses to zoom in on specific examples. You might recognize your own classroom in some of the examples featured here!

 

NOTE: Some features of the virtual tour are unsupported in Internet Explorer. It is best to use Firefox or Chrome to interact with the virtual tour.



Bloom;s Interactive Tool to

Differentiate



When policy makers and legislators think about the journey students need to take to show mastery of curriculum, they ask critical questions that are similar to questions asked by travelers who use Global Positioning Systems (GPS).
  • What is your (or your students') present location?
  • What is your (or your students') destination or goal?
  • What is the best route for you (or your students) to reach that goal?

Like a GPS system, the principles and guidelines from Universal Design for Learning (UDL) offer educators multiple, flexible ways for students to perceive, understand, engage and show what they know as they strive to reach their educational goals and take up the journey of becoming life long learners. 

It is important for you to understand the basis and the context of UDL, but what is most relevant, of course, is how you can use UDL in your classroom. In this part of the site, we use a case study to look at ways you can apply UDL in four main areas of a school curriculum:


In every area of the curriculum, the key to using UDL is to reduce or eliminate barriers to student learning. This requires applying UDL’s 3 main principles of representation, action and expression, and engagement in a systematic way. Even excellent teachers can unintentionally have barriers that prevent some students from learning.  As you explore the case study, look for ways you can use UDL principles to utilize all 3 brain networks to optimize learning and eliminate learning barriers in your own classroom.


The Myth of the Average Learner 
 (2:25) From The Ross InstituteRoss Institute's mission is to provide all children with the skills, values and sensibilities to succeed in our new global society. 
Published on Nov 15, 2012

From the way curriculum is designed to how we assess learning, Todd Rose argues that basing education on the 'average student' works against our nation's greatest assets—focus on the individual, our diversity and capacity for innovation. 

Todd Rose is a scientist at CAST (non-profit organization) and a faculty member at the Harvard Graduate School of Education, where he teaches Educational Neuroscience. His work is organized around four themes: human variability; interdisciplinary thinking; the synergistic relationship between neuroscience and technology in education; and the application of dynamic systems models to the study of behavior, learning, and development.

View full lecture: http://youtu.be/iTC_IrqQdSM

Related links:
Todd Rose: The Role of Working Memory in 21st C. Education (full lecture)
https://vimeo.com/7670864

Todd Rose: The Role of Working Memory in 21st C. Education (excerpt)
http://youtu.be/0tHIW4in-IQ

http://www.cast.org/about/staff/trose...

http:///www.rossinstitute.org
http://www.ross.org

Ross Institute / Ross School
East Hampton, NY

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