UDL

A second-career teacher candidate meets with his associate teacher to prepare himself before starting his practice teaching block. He attempts to incorporate the planning processes he learned in his B.Ed. program. His associate teacher, a younger non-binary individual, encourages him to create engaging learning experiences that will support and accommodate all their students' learning needs.

By engaging in the analysis of this Ted-Viv vignette, teacher candidates will:

• Identify planning processes that enhance student learning;

• Differentiate between planning processes that support and do not support sound pedagogical practices;

• Explore strategies within the planning process to consider student needs and interests when creating learning experiences;

• Describe engagement within the context of student learning;

Backwards design, Student engagement, planning processes, 2SLGBTQ+, accessibility, inclusion and equity, questioning bias, policy, knowledge gathering.

• The Ontario Curriculum

• Theories of Learning and Teaching and Differentiated Instruction

• Pedagogy, Assessment and Evaluation for Specific Curriculum Areas

• Knowledge of the Ontario Context; Sexual Orientation and Gender Identity

• Practicum

Please access the vignette transcript document here: TEd-ViV Case 20_ UDL Transcript pdf