Multiple Means of Representation
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Multiple Means of Action & Expression
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- Multiple options in ways they can share their understandings: speech, movement, dance, writing, sculpture etc. personalized
- Learners have choice in roles (link to roles here) to choose from, fostering personalization
- Cross-curricular, meaningful & authentic tasks for the learner. See Learning to "Leave" Classroom: Differentiating School Programming
- Curriculum is formed with learners & in response to learners own individual needs. See Living a Responsive Curriculum
- Experts & online resources support learners with planning & strategy development,
- Experts & online resources support learners with ongoing feedback & self-reflection
- Online tools as an area to collect resources & manage information engage learners
- Strategies for accommodation to meet learner needs allow for scaffolded practice and mastery (link to differentiation chart)
- Flexible groupings & one-on-one teacher time, learners are accountable for following their learning plan and ensuring they are taking steps to reach their goal, encouraging self-regulation
Multiple Means of Engagement
- Teachers & learners connect their learning with current events and real world application, increasing motivation and relevance
- Multiple learning environments, both indoors & outdoors, provide a variety of spaces for learning
- Motivation through choice of roles, ways to represent & their connect with experts
- Continuous, timely & specific feedback is provided through regular conferencing with the teacher in order to provide meaningful feedback & facilitate strategies when needed to support the learner
- Feedback proved to the learner with the purpose to develop insight into their strengths, areas of need and strategies such as single point rubrics
- Choice to collaborate with others
- Communication through forum of choice
- Learning as a 'group of 1' or in larger groups for different roles in various aspects of the project
- Learners will be provided direct instruction and appropriate independence in selecting and developing roles and responsibilities when working as a member of a group to ensure the development of competencies and skills in collaborative work
- Thinking critically with a partner, learners can engage in activities such as: Think/Pair/Share, Chat Stations, Reciprocal Learning, and Written Conversations.
- Strategies & resources for self regulation, selecting the most effective for their own self-monitoring, and goal setting, which will be scaffolded to ensure success
- Contribution to individual & group goal setting is encouraged, including evidence of accomplishment, strategies & monitoring tools
- Learners encouraged to engage in leadership roles
- Making learning visible as motivation to challenge themselves in activities & learning that is authentic
- Learners will clearly understand the components of an assignment & activity process being assessment
CAST. (2014). Universal Design for Learning Guidelines version 2.0. Wakefield, MA. http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
Glass, D., Blair, K. & Ganley, P. (2012). Universal Design for Learning and the Arts Option. In T. Hall & A. Meyer & D. Rose (Eds.), Universal Design for Learning in the Classroom: Practical Applications (pp. 106-119). New York, NY, USA: Guilford Press.